kentucky department of education district application for school … · 2017-05-15 · therefore...

Kentucky Department of Education District Application for School Improvement Funds (Section 1003g)

Turnaround Model (KY HB 176 Restaffing Model) Cover Page

Please Note: You may only type in the gray areas. District: Jefferson County District Street Address 1: 3332 Newburg Road District Street Address 2: Van Hoose Education Cetner District City: Louisville District ZIP: 40218 District Phone: 502-485-3597 Name of District Contact: Dr. Marco Munoz Position: Director, Priority Schools Contact Street Address 1: Same as above. Contact Street Address 2: Contact City: Contact ZIP: Contact Phone:

Contact Email: [email protected]

District Name

NCES ID# Total Awarded

Jefferson County 2102990 $

School Name NCES ID# Intervention

1 Thomas Jefferson Middle School

00682 Turnaround Model

mailto:[email protected]

District Verification

Kentucky Department of Education Section 1003g LEA Application

Turnaround Model (KY HB 176 Restaffing Model)

The District, through its authorized representative, agrees to comply with all requirements applicable to the School Improvement Grants program, including the assurances contained herein and the conditions that apply to any waivers that the District receives through this application. Assurances: A district must include the following assurances in its application for a School Improvement Grant. The district must assure that it will-

1. Use its School Improvement Grant to implement fully and effectively an intervention in each Tier I and Tier 11 school, or each priority and focus school, that the LEA commits to serve consistent with the final requirements;

2. Establish annual goals for student achievement on the State's assessments in both reading/language arts and mathematics and measure progress on the leading indicators in section Ill of the final requirements in order to monitor each Tier I and Tier II school, or priority and focus school, that it serves with school improvement funds, and establish goals (approved by the SEA) to hold accountable its Tier 111 schools that receive school improvement funds;

3. Report to the SEA the school-level data required under section Ill of the final requirements, including baseline data for the year prior to SIG implementation.

4. Ensure that each Tier I and Tier II school, or each priority and focus school, that it commits to serve receives all of the State and local funds it would receive in the absence of the school improvement funds and that those resources are aligned with the interventions.

Superintendent Signature Date Notary Signature My Commission Expires Notary Seal



District Actions

If not all Priority Schools are served, identify the school(s) and explain why they will not be served and provide supporting documentation for the decision. All Priority Schools will be served. This includes the schools given first priority by the Kentucky Department of Education (KDE) request for School Improvement Grant (SIG) proposals. The Jefferson County Public Schools (JCPS) turnaround applications include a district section as well as separate applications and plans for Doss High School, Fairdale High School, Iroquois High School, Thomas Jefferson Middle School, T.T. Knight Middle School, Seneca High School, Southern High School, Academy at Shawnee High School, Western High School, and Western Middle School.

Describe the district’s capacity to use school improvement funds to provide adequate resources, related support, and oversight to the identified school in order to implement, fully and effectively, the required activities of the intervention model it has selected. This could include, but is not limited to, district staff dedicated to provide support to School Improvement Grants (SIG) program schools, additional funding, and use of external resources. KDE's District Diagnostic Review conducted in March 2016 indicated Jefferson County Public Schools has the capacity to manage school improvement efforts. The district has successfully guided three high schools out of priority status and has several others close to meeting exit criteria. The district diagnostic review noted the need for a "culture of differentiated support" for JCPS schools, particularly priority schools. To address this concern, the district established a Priority School Office to provide additional support to schools.

The Priority School Office: Ensures identified priority schools receive special emphasis, support, and attention as the district makes decisions and assigns resources to foster success; Responds to the differentiated needs of priority schools, coordinating services provided bydistrict staff with the Assistant Superintendents for each priority school; Regularly analyzes and reports priority school data to stakeholders (Superintendent, Chief Academic Officer, Assistant Superintendents, Board of Education, and the public); Helps schools and district leadership identify trends, inform decisions,and design adjustments; Assures Principal perspectives inform the work through monthly meetings andsite visits; Shares relevant research and maintains the focus on the "big rocks," which are most impactful to school improvement efforts; Works closely with KDE Education Recovery staff; Proactively works to prevent additional transformation zone schools from moving into priority status; and Emphasizes a focus on core work processes that enable success on the identified Improvement Priorities associated with AdvancED Standards for Quality.

The Priority School Office concentrates stakeholder attention on priority school concerns. For example, it prepared a Data Report for the Board of Education in February 2016, which noted weak student attendance rends for many priority schools. As a result, the Priority School Office coordinated efforts with principals, Pupil Personnel, and Academic Support Services to deliver interventions to improve attendance. A review of priority school teacher data, in the same report, led to the creation of an institute in the summer of 2016 to address teacher training, attendance, and retention needs. Created by experienced priority teachers for new priority school teachers, the summer institute offered an introduction to priority school settings and cultural proficiency. The institute also furnished classroom management, instructional best practices, using formative assessments and data, differentiating instruction and student engagement



strategies.

In addition to the coordination provided by the Priority School Office, each priority school is part of a cluster of schools overseen by an Assistant Superintendent. The Achievement Area Assistant Superintendent and their Evaluation Transition Coordinator (ETC) work closely with KDE Education Recovery staff (particularly the Education Recovery Leader (ERL) and the Principal to think through key decisions. The Assistant Superintendent and ETC help trouble shoot barriers to implementation, connect priority school leaders and teachers with professional development opportunities, and furnish onsite coaching. Priority Schools included in this application selected the Turnaround Model. All of the Turnaround components will be addressed in the school improvement plans: (1) effective principals (2) use of locally adopted turnaround competencies to review and select staff for school (3) select and implement an instructional model based on student needs (4) provide high quality job-embedded professional development (5) use of data to identify and implement an instructional program that is research-based and promotes the continuous use of student data (6) establish schedules and strategies that provide increased learning time for both students and teachers (7) provide social-emotional and community-oriented services and supports for students and families as appropriate (8) implement a new governance structure to allow for enhanced collaboration and clear oversight of work (9) provide operational flexibility and sustained support and ensure ongoing technical assistance and (10) establish a system to collect data for the required leading indicators for schools receiving SIG funds.

Effective principals (Turnaround #1): The most recent KDE Leadership Audits confirmed current principals have the capacity to lead the school turnaround efforts. Each principal is supported by an Assistant Superintendent and Evaluation Transition Coordinator (ETC) in planning, problem-solving, securing needed resources, and benchmarking progress for the school’s Turnaround efforts. Hire dates for all principals are as follows:

School

Name

Placed as Principal at school

Hire Date

Doss High School POLLIO, MARTIN 7/1/2015 8/5/1997

Fairdale High School CORBIN, BRANDY 11/5/2016 8/3/2001

Iroquois High School HOLBROOK, HERBERT 10/31/15 1/17/2012

TT Knight Middle School

GIBBS, CATHERINE 4/28/2014

8/1/2011

Southern High School HIBBARD, BRYCE 7/1/2011

8/14/1995

Seneca High School MORALES, KIMBERLY 4/21/2014 8/3/2001

Thomas Jefferson Middle School

GREGORY, KIMBERLY 9/5/2008

8/10/1998

Western High School NEWMAN, MICHAEL 7/16/2013 8/1/2006

Western Middle School RICE, KYMBERLY 2/25/2013

2/25/2013

Academy @ Shawnee BENBOE, VENITA 8/11/2015

9/9/1991



Use locally adopted turnaround competencies to review and select staff for school (Turnaround #2): On May 10, 2010, the Jefferson County Board of Education approved the Kentucky Teacher Standards as the local standards used to screen and hire the faculty and staff at schools implementing the turnaround model. These standards measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students. More recently, school leaders in priority schools are participating in the National Institute of School Leadership (NISL) to build capacity for sustainable improvements as part of the educator growth framework of PGES. Select and implement an instructional model based on student needs (Turnaround #3): Priority Schools use the Professional Learning Communities (PLC) model reinforcing effective practice in priority schools as outlined in the district’s policy. This model requires collaborative groups of teachers to develop standards-based lessons, common assessments, examine student data and adjust the instructional program to meet individual student learning needs. This adaptive model will improve student achievement. Priority School Instructional Leadership Teams (Principal, Assistant Principal, Counselor, Goal Clarity Coach, Magnet Coordinator and ECE Consulting Teacher) will provide guidance and support to ensure PLCs are implemented with fidelity.

Providing high quality, job-embedded professional development (Turnaround #4): Priority Schools have established a schedule that provides teachers with job-embedded professional development aligned with the instructional program. Teachers have release time during the school day for extended planning and learning time for PLCs. The district’s content specialists are available to consult with school leaders to help Goal Clarity Coaches and/or department heads create effective professional development to support student learning. More recently, a Goal Clarity Coach community was established to build capacity across all priority schools.

Implementing a research-based instructional program (Turnaround #5): The district focuses instruction around the Professional Learning Communities framework (DuFour, 2004). The objectives for PLCs are: Plan collaboratively using established, professional learning community protocols; Plan instruction aligned to the standards with goal clarity; Develop and implement frequent formative assessments to guide and inform instruction; Develop and implement common assessments aligned to the standards; Analyze assessment data to determine students who have and have not yet reached proficiency; Develop interventions that provide additional time and support for students who have not yet mastered the standards; Develop extension and enrichment activities for students who have reached proficiency; Use assessment data to identify successful instructional practices that can be used by all PLC members to improve student achievement; Continuously monitor student progress and celebrate student successes. Increasing learning time (Turnaround #6): Currently, Priority Schools use different approaches to increase student learning time. Some have changed to a trimester schedule while others offer extended school services that provide students with extra daytime instruction a set number of days per week. After school, Saturday school or summer learning opportunities are other options priority schools use to increase student learning time.



Provide social-emotional and community-oriented services and supports for students and families as appropriate (Turnaround #7):

In 2016, the district established the Behavior Support Systems Department to train, coach, and support school staff to create positive school cultures and climates that improve teaching and increase learning, therefore increasing student achievement in every building: All district level behavior supports and alternative schools now report to one Assistant Superintendent who reports directly to the Superintendent. Behavior supports include Positive Behavior Interventions and Supports (PBIS) and Restorative Practices training and coaching in schools.

The district is contracting with the International Institute of Restorative Practices (IIRP) to provide training for district level employees and school personnel in Restorative Practices to enhance and align with our PBIS initiative over the next three years. Eleven staff, an increase from six, are now working in the Behavior Support Systems Department. The district has hired ten Behavior Support Resource Teachers to coach, train and support schools. Since 2014, the district has offered Youth Mental Health First Aid (YMHFA) Training to school staff. Implement a new governance structure to allow for enhanced collaboration and clear oversight of work (Turnaround #8): The Principal will work closely with the district’s School-Based Decision Making (SBDM) Specialist to determine the needs of the SBDM Council. Together the Specialist and the Principal will map out the steps the school must take to strengthen the structures that are in place to run the school.

Providing operational flexibility (Turnaround #9): Priority schools have the ability to write a special budget to the district to request funding for programs that support improvement work at the school. These requests are carefully considered by the Superintendent and if found to be central to the work, they are funded. In addition, Priority Schools are exempt from any requirements that mandate placement of voluntary or overstaffed employees until they are no longer identified as low achieving. Priority Schools are able to participate in the staff transfer process, but they are not required to select any staff from the transfer list. Priority Schools receive their transfer list one week earlier than other schools (see section 33 of JCTA-JCPS agreement). Establishing a system of data collection (Turnaround #10): The district has a well- developed data collection system that supports school turnaround work. The system was developed by in-house programmers and, as such, is highly adaptive to school needs. JCPS has developed an assessment system that requires schools to participate in four district proficiencies centered on the core content areas. The results of these proficiencies are used by the school to analyze instruction and make adjustments. Additionally, schools are required to use a diagnostic test. The district provides a diagnostic test and schools have the option to use the provided assessment or have PLCs create their own. The results of these assessments are stored in the district’s data system, CASCADE. Schools can analyze the results of the district diagnostics and proficiencies in multiple formats, including data dashboards. The district is also an active partner in KDE’s Continuous Instructional Improvement System (CIITS) project. Teachers create formative assessments using the instructional management system. Each school’s Comprehensive School Improvement Plan (CSIP) and the progress notes that accompany it are found on the ASSIST platform and all schools have experience using the tool to capture their work.



Starting in 2017-18, high schools will develop smaller learning communities under the Talent Development Academy (TDA) model where instruction will support and align with student interests.

Students will identify with a freshman academy in 9th grade and they will select a career-focused academy for grades 10-12. Students will choose a career pathway and core content teachers will be assigned to each academy in Math, English, Science, and Social Studies (MESS) teams. By creating smaller learning communities through the TDA model, teachers will enhance their knowledge of individual students and how they learn. This should increase appropriateness of instruction and deepen student understanding. High schools expect to see improvements in attendance and student engagement with instruction and decreases in behavior incidents and retention

All courses will include more hands-on activities, critical thinking experiences, and problem-based learning units to further engage students with content, research, and thinking processes appropriate for the discipline. Whenever possible, students will participate in interdisciplinary activities to further their understanding of how each content fits into their understanding and career planning. Core characteristics of TDA model include:

FRESHMAN ACADEMY

TALENT DEVELOPMENT ACADEMIES

ADVISOR/ADVISEE PROGRAM FOR PERSONALIZED LEARNING

DATA DRIVEN

PROJECT-BASED LEARNING & TEACHER EXTERNSHIP

ACADEMY ADVISORY BOARDS

WORK BASED LEARNING & STUDENT LEADERSHIP

Beginning in the 2016-17 school year, to support the transition of high schools to the TDA model and improve instruction and learning, JCPS contracted with the Buck Institute to provide training in Project Based Learning (PBL) to high schools. This work will continue over the next three years as high schools transitions to integrate more PBL instruction across the curriculum:

PBL makes school more engaging for students.

PBL improves learning.

PBL builds success skills for college, career, and life.

PBL helps address standards

PBL provides opportunities for students to use technology.

PBL makes teaching more enjoyable and rewarding.

PBL connects students and schools with communities and the real world.

PBL promotes educational equity.



District Budget Narrative

Districts have the option of withholding funds for district level services to support the selected model in each identified SIG school. The application must contain complete budget information for each year of the grant cycle for the district. If a district chooses not to reserve funds for district level services, a line item budget must be submitted showing that no funds will be withheld. If funds are reserved for district level activities, identify how the district intends to use the school improvement funds for each school(s) it will serve and explain how these expenditures correlate with the school(s’) intervention model to address the causes and contributing factors to low student achievement at each of the school(s).

Not applicable. The district is not asking for SIG funds.

Identify the multiple state and federal funds to be coordinated with the intervention model and tell how they will be utilized to improve student achievement. (May include but are not limited to Family Resource/Youth Service Centers, Preschool, Professional Development, Title I, Title II, Title III funds etc.)

Title I funding is distributed to eligible schools to assist with implementing the turnaround model. The purpose is to increase student achievement by using effective instructional strategies based on scientific research that increase the amount and quality of learning time. Funding is targeted to provide an enriched and accelerated curriculum to meet the needs of historically underserved populations.

Some of the resources provided with Title I include math and language support, response to intervention personnel, training from nationally known consultants for PLCs, college and career preparation, pupil services, mentoring, professional development, etc.

Title I provides funding for parent involvement activities to increase the school- family partnership that supports student achievement. Participation of parents and families is critical throughout a child’s entire academic career, therefore training and materials are provided for parents to help improve their child’s achievement level. Title I will continue to provide additional support and resources to ensure students are achieving at a high level.

The Youth Service Center is jointly funded by state and district funds. These centers remain extremely active and provide critical support to students and families. Because of the importance of the centers, the district has made up the difference in the state funding knowing how formidable non-academic barriers to learning can be.

A School Resource Officer (SRO) will be funded for the 2017-18 school year. The SROs play a vital role in the school by building relationships with students and families.

The district has assigned a special education resource teacher to each priority school. The resource teacher works with classroom teachers to identify instructional strategies that address individual student needs and to ensure that appropriate systems are in place to meet the requirements of special education students and their families. This position is funded through federal IDEA funds. Identify the services, personnel and financial supports the district will provide and tell how they



align to the school(s’) intervention.

The achievement area assistant superintendents and evaluation transition coordinators will be working in schools and interacting with school leadership to assure a continuous feedback loop.

A detailed description of district supports for the Turnaround Model are outlined on pages 2-5. Below is a list of district supports for priority schools:

District reorganization aligned priority schools in K-12 regions with an area superintendent allowing for ongoing, consistent coaching support

Evaluation Transition Coordinators were assigned to the achievement regions. They provide individualized support for PGES implementation and coaching on school improvement

ECE Consulting Teachers have been assigned to each priority school to furnish differentiated support regarding PBIS implementation, SRT development, use of district resources, and support to special education students and families, etc.

Budget proposals are submitted/allocated based on the individualized needs of each priority school

The district is committed to school decision-making concerning hiring of instructional staff

Weekly meetings with cabinet, area assistant superintendents, academic leadership team, student support services assistant superintendent, curriculum instruction assistant superintendent, evaluation transition coordinators, and KDE ensure ongoing communication regarding priority school needs and next steps

Frequent priority school meetings facilitated by the district’s Director of Priority Schools create opportunities for shared practice, feedback regarding district supports, etc.

The district emphasizes Culture Competency Audits (facilitated by Roger Cleveland) and next step development

PBIS training and coaching is provided by the district

Academic Services furnishes curriculum maps, assessments, and aligned resources

The Extended Learning Program provides targeted students with additional learning opportunities. Priority schools apply for this intervention through the district’s Section 7 funding application.

The district maintains dashboards for school data manipulation, item analysis, behavior data monitoring, etc.

Goal Clarity Coaches were selected by the schools and funded by the district to facilitate PLCs, coach teachers, co-teach in the classroom, support progress monitoring, etc.

Additional professional development/training opportunities focus on systems training, strategic planning, etc.

A set of Goal Clarity Coaches specializing in specific content areas have been assigned to individual schools. These experts are used to support the work of PLCs.



Districts are not required to address “permissible activities”. However, if a district includes permissible activities it may do so in the spaces below. Turnaround Model (KY HB 176 Restaffing Model) Permissible Activities:

Identify the district pre-implementation activities (e.g., family and community engagement, review/selection of external providers, staffing, professional development and support, prepare for accountability measures) that will occur. Explain how these activities will prepare the school for successful implementation of the model. Any expenses related to pre-implementation must be reflected the district budget.

The Director of the Priority School Office coordinates communication to support schools in any pre-implementation work and activities. Schools were notified of the opportunity to apply for SIG funding in April 2017. Representatives from the district Resource Development office were assigned to schools to provide technical assistance in completing the application process on an “as needed” basis. District personnel were also available to assist Priority Schools in gathering and organizing relevant data to support each individual school application. The Budget and Finance office reviewed all budgets to ensure accuracy and appropriate alignment to MUNIS codes for the eventual processing of any monetary awards.

Area superintendents, Education Recovery staff, ETC’s and additional district personnel provided critical feedback on all SIG applications aimed at supporting school-based decisions. Grant applications for each school were shared with the Site-Based Decision Making Councils at each location for feedback and revision.

Once award decisions are made and notifications received at the district and school level, the district’s Title I office will make the funds available to the schools per the requested and approved MUNIS codes. The Title I office will provide technical support to schools as they begin to access funds in support of their identified activities. Each school will create a series of 30/60/90 day plans to operationalize all aspects of their SIG award in terms of programming and personnel. These plans will be reviewed by the respective Area Superintendents and the Director of Priority Schools and monitored quarterly. The district Academic Services Department is providing training for Priority Schools, including Stuart Academy, Olmsted North Academy, and Westport Middle School in Illustrative Math during July 2017 as a pre-implementation activity to strengthen mathematics instruction in these Priority Schools. There is no cost to the schools for this training. All new teachers hired by priority schools and/or teachers new to priority work will attend the Priority Teacher Institute, at no cost, on July 31, 2017 as well as the district New Teacher Institute from August 1, 2017 to August 4, 2017. These experiences are designed to provide support to new teachers prior to the start of the 2017-2018 school year. No SIG funds are required for the institute. The district will participate in all activities sponsored by the Kentucky Department of Education related to Priority School work. Through the Priority Schools Office, JCPS coordinates and directs support and resources to Priority Schools. This support is ongoing and funded through district and external sources.



Data Management Planning and Program Evaluation Assistance with truancy prevention, student mobility, annual audits, grants and accountability reviews. Diversity, Equity and Poverty Competency, Awareness, and Responsiveness to Diverse Students (CARDS) professional development program and Equity Institute focusing on Males of Color. Academic Services Professional Development with Content Specialists and District Goal Clarity Coaches; mental health counselors, Exceptional Child Education and English as a Second Language services. Communications Perfect Attendance Incentive and Social Media Ambassadors program. Human Resources Priority schools may receive the transfer list one week prior to other schools from which to select new staff. Priority schools are not required to select new staff from the transfer list as other schools are required to do. Finance Funds for extended learning provided. Other key supports: Priority Teacher Institute Designed by priority teachers for new priority teachers. Will be held July 28 and 29, 2017, with a Booster Session November 7. Numerous breakout opportunities: Cultural Proficiency, Assessment Strategies, Engagement Strategies, Classroom Rituals and Routines, Networking Opportunities

Priority Coaches Community Goal clarity coaches review and create new personal action plans with peer support from the PCC and are introduced to new coaching ideas.

National Institute for School Leadership (NISL) Administrators and teacher leaders train in effective and student-centered instructional leadership. Sessions ongoing throughout year.

Response to Intervention Administrators, goal clarity coaches, and teacher leaders train on the premise to provide timely, targeted, systematic support early, rather than delayed help.

Monthly Principal’s Meeting - Multiple breakout sessions throughout the year. Principals participated in a guided discussion around recent accountability results. Ideas, resources, best practices, and feedback shared within the groups. KDE Novice Reduction Training participation by JCPS schools in October 2016.



School Application District: Jefferson County Public Schools School: Thomas Jefferson Middle School Please Note: You may only type in the gray areas. Commitment To Serve

Identify the school-level literacy and math data from the most recent state assessment and describe what it reveals about student achievement. Include specific information regarding achievement gaps.

Literacy Data The following data is from the 2015-2016 Kentucky Performance Rating for Educational Progress (K-PREP) Assessment. N=Novice A=Apprentice P=Proficient D=Distinguished PD=Proficient/Distinguished

Content Type Reading Grade 6

# %N %A %P %D %PD

All Students 237 51.1 23.6 22.8 2.5 25.3

Male 129 58.9 20.9 18.6 1.6 20.2

Female 108 41.7 26.9 27.8 3.7 31.5

White (Non-Hispanic) 74 40.5 28.4 28.4 2.7 31.1

African American 101 59.4 22.8 15.8 2.0 17.8

Hispanic 48 43.8 22.9 31.3 2.1 33.3

Asian

American Indian or Alaska Native

Native Hawaiian or Other Pacific Islander

Two or more races

English Learners 23 69.6 17.4 13.0 0.0 13.0

Free/Reduced-Price Meals 223 51.6 24.2 22.0 2.2 24.2

Disability-With IEP (Total) 35 60.0 31.4 8.6 0.0 8.6

Gap Group (non-duplicated) 231 51.9 23.8 22.1 2.2 24.2




# %N %A %P %D %PD

All Students 289 45.3 31.8 19.4 3.5 22.8

Male 145 53.1 31.7 14.5 0.7 15.2

Female 144 37.5 31.9 24.3 6.3 30.6



Hispanic 59 30.5 39.0 27.1 3.4 30.5

Asian



Two or more races






# %N %A %P %D %PD

All Students 279 50.2 25.8 19.4 4.7 24.0

Male 160 55.0 25.6 16.3 3.1 19.4

Female 119 43.7 26.1 23.5 6.7 30.3



Hispanic 73 47.9 27.4 20.5 4.1 24.7

Asian 14 64.3 28.6 0.0 7.1 7.1



Two or more races







Content Type Language Mechanics Grade 6

# %N %A %P %D %PD

All Students 237 64.1 25.7 8.0 2.1 10.1

Male 129 72.1 20.2 7.0 0.8 7.8

Female 108 54.6 32.4 9.3 3.7 13.0



Hispanic 48 62.5 27.1 10.4 0.0 10.4

Asian 10 80.0 10.0 10.0 0.0 10.0



Two or more races





Content Type Writing Grade 6

# %N %A %P %D %PD

All Students 237 41.8 40.5 16.9 0.8 17.7

Male 129 52.7 34.1 13.2 0.0 13.2

Female 108 28.7 48.1 21.3 1.9 23.1



Hispanic 48 25.0 45.8 29.2 0.0 29.2

Asian 10 20.0 70.0 10.0 0.0 10.0



Two or more races







Content Type Writing Grade 8

# %N %A %P %D %PD

All Students 279 31.9 52.7 14.7 0.7 15.4

Male 160 40.6 48.8 10.6 0.0 10.6

Female 119 20.2 58.0 20.2 1.7 21.8



Hispanic 73 24.7 57.5 16.4 1.4 17.8

Asian 14 21.4 57.1 21.4 0.0 21.4



Two or more races





District Reading Proficiency Assessment Results Content Type Reading Grade 6 # %N %A %P %D %PD

All Students 2015-16 249 58.6 16.9 14.5 8.4 22.9

All Students 2016-17 321 44.5 19.0 24.3 12.1 36.4

Content Type Reading Grade 7 # %N %A %P %D %PD

All Students 2015-16 312 53.8 24.7 14.7 5.1 19.9

All Students 2016-17 266 62.4 22.6 13.2 1.9 15.0

Content Type Reading Grade 8 # %N %A %P %D %PD

All Students 2015-16 292 53.8 24.3 13.4 7.2 20.5

All Students 2016-17 286 55.6 24.5 11.9 8.0 19.9



Mathematics Data The following data is from the 2015-2016 Kentucky Performance Rating for Educational Progress (K-PREP) Assessment. Content Type Mathematics Grade 6

# %N %A %P %D %PD

All Students 237 31.2 45.1 20.7 3.0 23.6

Male 129 34.1 44.2 20.9 0.8 21.7

Female 108 27.8 46.3 20.4 5.6 25.9



Hispanic 48 18.8 50.0 27.1 4.2 31.3

Asian 10 10.0 70.0 20.0 0.0 20.0



Two or more races





Content Type Mathematics Grade 7

# %N %A %P %D %PD

All Students 289 36.3 40.5 18.7 4.5 23.2

Male 145 40.0 37.9 17.2 4.8 22.1

Female 144 32.6 43.1 20.1 4.2 24.3



Hispanic 59 22.0 49.2 25.4 3.4 28.8

Asian 11 45.5 27.3 27.3 0.0 27.3



Two or more races 10 10.0 70.0 20.0 0.0 20.0







Content Type Mathematics Grade 8

# %N %A %P %D %PD

All Students 279 39.8 39.8 18.3 2.2 20.4

Male 160 41.3 36.3 20.0 2.5 22.5

Female 119 37.8 44.5 16.0 1.7 17.6



Hispanic 73 37.0 41.1 19.2 2.7 21.9

Asian 14 35.7 50.0 7.1 7.1 14.3



Two or more races





District Mathematics Proficiency Assessment Results Content Type Mathematics Grade 6 # %N %A %P %D %PD

All Students 2015-16 249 48.2 38.6 10.0 2.0 12.0

All Students 2016-17 322 47.2 34.8 15.8 2.2 18.0

Content Type Mathematics Grade 7 # %N %A %P %D %PD

All Students 2015-16 313 55.0 26.5 12.1 4.2 16.3

All Students 2016-17 270 51.5 33.3 13.3 1.9 15.2

Content Type Mathematics Grade 8 # %N %A %P %D %PD

All Students 2015-16 291 41.2 37.5 17.9 2.1 19.9

All Students 2016-17 285 53.7 26.0 18.2 2.1 20.4



Data Analysis Sixth Grade: Reading K-PREP results show that all students (25.3% P/D) are out performing English Learners (EL) students (13.0% P/D) in reaching proficiency in reading. K-PREP results show that all students (25.3% P/D) are out performing Exceptional Child Education (ECE) students (8.6% P/D) in reaching proficiency in reading. K-PREP results show that white students (31.1% P/D) are out performing African American students (17.8% P/D) in reaching proficiency in reading. K-PREP results show female students (31.5% P/D) are out performing males (20.2% P/D) in reaching proficiency in reading.

Sixth Grade: Math K-PREP results show that all students (23.6% P/D) are out performing EL students (8.7% P/D) in reaching proficiency in math. K-PREP results show that all students (23.6% P/D) are out performing ECE students (11.4% P/D) in reaching proficiency in math. K-PREP results show that white students (28.4% P/D) are out performing African American students (16.8% P/D) in reaching proficiency in math. K-PREP results show Hispanic students (31.3% P/D) are out performing all students (23.6% P/D) in reaching proficiency in math. Seventh Grade: Reading K-PREP results show that all students (22.8% P/D) are out performing EL students (5.1% P/D) in reaching proficiency in reading. K-PREP results show that all students (22.8% P/D) are out performing ECE students (0.0% P/D) in reaching proficiency in reading. K-PREP results show that female students (30.6% P/D) are out performing males (15.2% P/D) in reaching proficiency in reading. K-PREP results show that Hispanic students (30.5% P/D) are out performing all students (22.8% P/D) in reaching proficiency in reading. Seventh Grade: Math K-PREP results show that all students (23.2% P/D) are out performing EL students (15.4% P/D) in reaching proficiency in math. K-PREP results show that all students (23.2% P/D) are out performing ECE students (6.3% P/D) in reaching proficiency in math. K-PREP results show that white students (27.7% P/D) are out performing African American students (17.1% P/D) in reaching proficiency in math. Eighth Grade: Reading K-PREP results show that all students (24.0% P/D) are out performing EL students (2.0% P/D) in reaching proficiency in reading. K-PREP results show that all students (24.0% P/D) are out performing ECE students (7.7% P/D) in reaching proficiency in reading. K-PREP results show that all students (24.0% P/D) are out performing Asian



students (7.1% P/D) in reaching proficiency in reading. K-PREP results show that white students (30.3% P/D) are out performing African American students (19.5% P/D) in reaching proficiency in reading. K-PREP results show that female students (30.3% P/D) are out performing males (19.4% P/D) in reaching proficiency in reading. Eighth Grade: Math K-PREP results show that all students (20.4% P/D) are out performing EL students (3.9% P/D) in reaching proficiency in math. K-PREP results show that all students (20.4% P/D) are out performing ECE students (7.7% P/D) in reaching proficiency in math. REP results show that all students (20.4% P/D) are out performing Asian students (14.3% P/D) in reaching proficiency in math. District Proficiency Assessment Results Reading Sixth Grade data shows students scoring novice in reading has been reduced from 58.6% in 2015-16 to 44.5% in 2016-17. However, with 44.5% of sixth grade students scoring novice on the district proficiency reading assessment, additional interventions are needed. Seventh Grade data shows students scoring novice in reading has increased from 53.8% in 2015-16 to 62.4% in 2016-17. Since 62.4% of seventh grade students scored novice on the district proficiency reading assessment, additional interventions are needed.

Eighth Grade data shows students scoring novice in reading has increased from 53.8% in 2015-16 to 55.6% in 2016-17. However, with 55.6% of eighth grade students scoring novice on the district proficiency reading assessment, additional interventions are needed. Math Sixth Grade data shows students scoring novice in math has been reduced from 48.2% in 2015-16 to 47.2% in 2016-17. However, with 47.2% of sixth grade students scoring novice on the district proficiency math assessment, additional interventions are needed. Seventh Grade data shows students scoring novice in math has decreased from 55.0% in 2015-16 to 51.5% in 2016-17. Since 51.5% of seventh grade students scored novice on the district proficiency math assessment, additional interventions are needed. Eighth Grade data shows students scoring novice in math has increased from 41.2% in 2015-16 to 53.7% in 2016-17. However, with 53.7% of eighth grade students scoring novice on the district proficiency reading assessment, additional



interventions are needed.

Non-Cognitive Data

Identify the school-level non-cognitive data and explain how these factors affect student achievement. Non-cognitive data must include attendance, behavior referrals, suspension and retention rates. Address drop-out and graduation rates, if applicable.

2015-16 Behavior Data

Student Attendance Rate 2007- 2008

2008- 2009

2009- 2010

2010- 2011

2011- 2012

2012- 2013

2013- 2014

2014- 2015

93.8 93.9 94.3 94.3 93.3 93.1 93.4 92.9

Student Retention Rate 2007- 2008

2008- 2009

2009- 2010

2010- 2011

2011- 2012

2012- 2013

2013- 2014

2014- 2015

1.8 1.1 1.1 0.4 1.4 1.5 0.5 0.7

Student Suspensions 2007- 2008

2008- 2009

2009- 2010

2010- 2011

2011- 2012

2012- 2013

2013- 2014

2014- 2015

2015- 2016

209 262 279 337 452 363 305 393 488

Teacher Attendance Rate 2007- 2008

2008- 2009

2009- 2010

2010- 2011

2011- 2012

2012- 2013

2013- 2014

2014- 2015

2015- 2016

94.95 94.58 94.96 95.40 94.98 95.67 95.92 95.75 95.01



*** Using guidance from the U.S. Department of Education, counts must be displayed for all groups. In order to protect student identification required by the Family Educational Rights and Privacy Act (FERPA), performance results are suppressed.

The student attendance rate has decreased by 0.9% over the eight-year period identified in the table. The student retention rate has decreased by 1.1% over the eight-year period identified in the table. Student suspensions have increased by 133% over a nine-year period. The teacher attendance rate has increased slightly over the same time period. The non-cognitive data of student attendance and suspensions causes concern. School improvement efforts will focus on building teacher capacity in both instruction and classroom management. Ultimately, school leadership believes that improvement in teacher capacity will move this trend data in a positive direction.

Based on the academic and non-cognitive data, identify the causes and contributing factors to low student achievement and performance gaps in literacy and math. Include an analysis of these factors that demonstrates the need for improvement.

There are many factors contributing to the need for improvement in both reading and math. Primary factors include:

ensuring that teachers use rigorous, authentic standards-based instructional strategies to meet the unique needs of all students;

ensuring parent involvement to improve student behavior, attendance, and engagement;

supporting the needs of students who are English Learners;

continuing to develop processes to monitor school programs for effectiveness and desired impact on student achievement.

Thomas Jefferson Middle will continue to refine systems/strategies to reduce existing barriers and promote student achievement. The following focus areas will guide school improvement and are aligned to the school’s CSIP goals:

Narrowing the focus on implemented programs and establishing systems to evaluate effectiveness;

Clearly defining the roles and responsibilities of support personnel;

Development of a Corrective Action Plan process;

Administration of Measures of Academic Progress (MAP) and COMPASS to inform practice and monitor interventions;

Continued implementation of school-based PBIS;

Refinement of Club Day to promote student ownership;

Development of comprehensive guidance program;

Increased parental engagement, involvement, and support;

Development of academic assistant principal and academic counselor positions to promote College and Career Readiness (CCR);

Effective use of coaching and evaluation systems to improve practice and promote student achievement.

Summarize the most recent Diagnostic Review results. Based on the audit, identify the literacy and math resources and related supports that are needed to improve student achievement.



Thomas Jefferson Middle School received two improvement priorities during the November 2015 Diagnostic Review process. This was the school’s third diagnostic review since it was identified as a priority school in 2011-2012. Thomas Jefferson Middle School has demonstrated sustained improvement as evidenced by the most recent diagnostic review identifying only two improvement priority areas whereas in the initial review (2011-12) six growth areas were identified while 5 improvement priorities were reported in the following diagnostic review (2013-14).

The current improvement priorities are shown in the table below.

AdvancEd Indicator Improvement Priority Statement

Recommendation

Standard 3 Teaching and Assessing for Learning

3.3 Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations.

Maximize existing structures and systems (e.g., Professional Learning Communities, planning coaches, TJ101) to further refine instructional strategies to create rigorous learning opportunities and environments for all students. The instructional strategies should include research-based, high-yield strategies implemented school-wide with consistency and fidelity. Critical to this priority are the essential practices of differentiation, student collaboration, self- reflection, critical thinking, making connections to real-life experiences, and effective student use of technology.

3.6 Teachers implement the school's instructional process in support of student learning.

Refine, support, and monitor the effectiveness of a schoolwide “instructional process” to ensure 1) students are clearly informed of learning expectations and standards of performance, 2) teachers use exemplars of high quality student work to further communicate learning/high expectations, 3) teachers use formative assessment practices to inform the ongoing modification of instruction and 4) students are provided specific and immediate feedback about next steps in their learning.



The audit results indicate the need for continuous support for teachers through coaching, mentoring, professional development, and implementation of the Professional Learning Community (PLC) framework. The instructional staff must improve their ability to provide challenging and equitable learning experiences for all students, aligned to standards, and resulting in the achievement of learning expectations for all content areas; but especially in the areas of Math and Reading. This learning process will be facilitated and guided by school leadership and the school-based Goal Clarity Coach. The district has developed and implemented a differentiated support system for each of its priority schools by creating the Office of Priority Schools. Priority schools will continue to have district support in the areas of curriculum and instruction, professional development, human resources, and other critical need areas. The district will support schools on a weekly basis through its priority school meetings with the Chief Academic Officer, Achievement Area Assistant Superintendents, Evaluation Transition Coordinators, Director of Priority Schools, and Education Recovery Director. In addition, the district will track the progress of priority schools on a regular basis through monthly data dashboards and quarterly reports to ensure that the necessary supports are in place to continue the momentum that has led to the initial positive results.

Describe why this intervention model was selected to meet the improvement needs of the school.

Through leadership assessments, staff surveys, culture and equity audits, state assessments, and the most recent Leadership Diagnostic Review report, it has been evidenced the turnaround model has begun to positively impact the continuous improvement efforts of Thomas Jefferson Middle School. Important work remains to be accomplished and by reaffirming the turnaround model, momentum will be maintained and continued improvement is expected. Thomas Jefferson restaffed when it was originally identified as a priority school. There are no plans to restaff the school as a result of this 2017 School Improvement Grant.

Required Turnaround Activities

Turnaround Model (KY HB 176 Restaffing Model) Please Note: You may only type in the gray areas.

Will the principal be replaced? (A principal hired in the last two years as part of an intervention plan does not have to be replaced). Documentation must be submitted verifying the hire date for both a newly hired and retained principal. The principal of Thomas Jefferson Middle School was hired on September 5, 2008 to lead the school in its reform efforts. After it was identified as a priority school in 2012, the principal was determined to have capacity to lead the turnaround efforts at the school. The most recent leadership assessment conducted from January 12-15, 2014 recognized the principal’s ability to lead the intervention and indicated she should remain as the school’s leader. The most recent diagnostic review, November 18, 2015, specified the principal has the capacity to manage the turnaround (as established in KRS 160.345).

Documentation for the hiring of the principal and the results of the leadership assessment are attached.

Describe the operational flexibility (e.g., staffing, calendars/time, and budgeting) the principal will have throughout the implementation of this plan to substantially improve student achievement in literacy and math.



Schools have the ability to write a special budget request to the district to fund programs that will support school improvement efforts. These requests are carefully considered first by the Achievement Area Assistant Superintendents, then by the Superintendent and Cabinet. If found to be central to the work, they are funded. An example of one of these requests was the addition of four Novice Reduction teachers to reinforce Thomas Jefferson’s school improvement goals. The district works to fund programs that priority schools have identified as a need.

Additionally, the principal has been given an extra twenty extended days on her calendar. The purpose of these days is to improve student achievement with an emphasis on literacy and mathematics. The principal is required to submit a calendar with extended days that are approved by the assistant superintendent. The extended days allow for organizational work, planning, and time for administrative team development. The work aims to positively impact student achievement, with a focus on literacy and mathematics support for teachers and leaders in the building.

The district, through the assistant superintendent, will broker resources for immediate school needs. The school’s assistant superintendent will also serve as a liaison between the principal and district directors to promote flexibility in securing services and resources. The principal will have additional flexibility to hire staff, to develop a calendar, for securing the services and resources, and for developing the budget. Language from the teacher contract states: Any school identified as a Priority School under KRS 160.346 by the Kentucky Department of Education will be exempt from any requirements in this Agreement that mandate placement of voluntary or overstaffed employees until such time as the school is no longer identified as low achieving. Any such school shall participate in the transfer process but will not be required to select any staff from the transfer list. Priority Schools may receive their transfer list one week earlier than other schools.

In an effort to recruit, retain, and develop highly effective teachers in Priority Schools, the Employer and the Association agree to work in cooperation to provide incentives that could possibly include but are not limited to, National Board Certification, Graduate degree completion, continuing education tuition reimbursement, and/or paid professional development opportunities that pertain to challenges within Priority Schools. The Parties agree that pursuant to state law, the provisions of this collective bargaining agreement shall not supersede the statutory requirements for Priority Schools.

Explain the process used to measure the effectiveness of staff to determine those that will be retained. (Must rehire no more than 50% of staff, select new staff) On May 10, 2010, the Jefferson County Board of Education approved the Kentucky Teacher Standards as the standards used to screen and hire the faculty and staff at schools implementing the turnaround model. These standards measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students. The standards include: Standard 1: The Teacher Demonstrates Applied Content Knowledge Standard 2: The Teacher Designs and Plans Instruction Standard 3: The Teacher Creates and Maintains Learning Climate Standard 4: The Teacher Implements and Manages Instruction Standard 5: The Teacher Assesses and Communicates Learning Results Standard 6: The Teacher Demonstrates the Implementation of Technology Standard 7: Reflects on and Evaluates Teaching and Learning



Standard 8: Collaborates with Colleagues/Parents/Others

Standard 9: Evaluates Teaching and Implements Professional Development Standard 10: Provides Leadership Within School/Community/Profession Each standard has a number of indicators that provide detailed information about the standards and contains a rubric that ranges from initial-level performance to advanced-level performance. The restaffing process included the following steps:

The schools using the Turnaround (Restaffing) Option overstaffed their certified instructional staff and moved through a screening and selection process, using the Kentucky Teacher Standards adopted by the local board, for assessing and rehiring as appropriate, those teachers currently in the building who wanted to remain. When the selection committee determined which teachers would remain in the school, those not selected had the opportunity to request a transfer. The school-based selection committee was comprised of two Jefferson County Teachers’ Association (JCTA) representatives and two administration representatives. Identify the strategies in place (e.g., financial incentives, opportunities for promotion, flexible working conditions) that are designed to recruit, place and retain effective staff.

Under the current teacher contract, as an enticement for teachers to transfer to a Priority School, the district and teachers association agree to work in cooperation to provide incentives that could possibly include but are not limited to, National Board Certification, Graduate degree completion, continuing education tuition reimbursement, and/or paid professional development opportunities that pertain to challenges within Priority Schools. Teachers are rewarded through multiple opportunities within Thomas Jefferson. Staff has had the opportunity to work in the after school program during the current school year. Not only were staff pleased to have the additional time to meet individual student learning needs, they were also paid to work this additional time. There are also multiple opportunities for staff to be leaders in the school and in the district. Priority schools are provided with additional, ongoing learning opportunities (i.e. systems training, frequent priority school meetings, etc.) to enhance practice and create a network promoting communication and shared resources/strategies/systems. As a result, many of the priority schools are on the cutting edge of new strategies and are willing and able to share their knowledge with others. The superintendent and human resources department work closely with priority schools to move administrative staff members that were deemed barriers to student achievement. In many cases, teachers who were not meeting the needs of students were also helped to find more appropriate placements.

The human resources department works closely with priority schools to provide them with top-quality teaching staff when there is a vacancy. Priority schools are exempted from the rules of the teachers’ union contract around hiring off of the transfer list. Although there are many quality teachers on the list and schools have access to them, they are not required to hire those teachers. When new teachers are hired, the academic services department conducts a New Teacher Institute for all teachers in the district and it has added two days designed specifically for priority school teachers.

Describe the on-going, job-embedded professional development, designed with staff input, that is



aligned to the school’s literacy and math improvement goals and curricula. Using SIG funds, Thomas Jefferson Middle School will provide teachers with professional development and increased PLC time to achieve its school improvement goals for literacy and math. The work will focuses on three main components:

Extended PLC Work for all teachers each week; Weekly New Teacher and Mentoring Support Program (TJ 101); and Additional Peer Observations. Extended PLC Work

Central to school improvement efforts is building teacher capacity focused on student learning and instructional effectiveness. The foundational strategy in achieving this imperative is the Professional Learning Community (PLC) work founded in DuFour’s Four Essential Questions for a PLC: what do we expect our students to learn, how will we know they are learning, how will we respond when they do not learn, and how will we respond if they already know it? At Thomas Jefferson Middle School, the majority of teachers have between zero and three years of teaching experience. In addition, there are annual changes in teacher placements as a result of staff turnover. This means weekly PLCs for 40 minutes are not enough time to effectively plan for all four DuFour questions in depth. By offering two hours after school each week for extended PLC work, teachers will be able to spend more time deconstructing literacy and math standards. This will promote a deeper understanding of student learning targets, common student misconceptions, and a better appreciation of exemplars for student work. Teachers will be able to design and refine common formative assessments and create rubrics to assess student learning of the standards. Teachers, working collaboratively with a coach, will review student work and data to determine next steps in interventions and identify how core instruction may be improved. Finally, teachers will identify concepts for which students demonstrate mastery more quickly than anticipated, so they may gain and rebudget time to cover topics where mastery requires longer instruction. Embedded throughout the entire school improvement process is the growth of our teachers through professional development. As teachers and coaches routinely meet and engage in the PLC process, they naturally share instructional strategies that work, and the members of the PLC grow collectively. Additionally, thirty minutes of each PLC will be devoted to building teacher skills related to student social-emotional learning. Teachers will review strategies and interventions from PBIS and other programs so that they can strengthen their student relationships and foster positive learning environments. Ultimately, meeting for this amount of time promotes the trust



and accountability necessary for accelerating teacher capacity and student learning within our school. Weekly New Teacher and Mentoring Support Program (TJ 101)

Recognized as a KDE Best Practice in 2013, TJ 101 is a new teacher mentoring program focused on supporting teachers new to the profession or teachers new to Thomas Jefferson Middle School. Led by a 20+ year veteran teacher, TJ 101 meets each Friday for 90 minutes to engage in a planned curriculum. The work is focused on building the capacity of these teachers related to their first days of school, understanding the cultures of TJ students, classroom management, lesson planning, instructional strategies for engagement and assessment, understanding school improvement efforts, and building relationships with students. The goal of TJ 101 is to provide effective support to first year teachers, so they have an accelerated learning curve and remain in the profession. Additional Peer Observations

To provide further support to new and struggling teachers, teacher leaders who conduct peer observations via PGES want to engage in the process earlier, so feedback occurs throughout the year. Funds would be used to purchase substitute teachers so peer observers can conduct observations three times throughout the year. The first observation would focus on Domain 2: Classroom Environment. Observers would use the walk-through tool focused on this domain as a way to conduct the pre- conference, observation, and post-conference with teachers. The second observation would focus on Domain 3: Instruction and would follow the same observation process. Finally, the last observation would be based on teacher need. Having these additional peer observations will further promote collegiality amongst experienced teachers and teachers new to the building and foster professional relationships throughout the school. The district content specialists will be available to consult with school leaders (including the TJ 101 mentor) to help Goal Clarity Coaches and/or department heads create effective professional development to support student learning.

Identify the new governance structure (e.g., hire turnaround leader, contract with a management company, SBDM Council loses authority) in place and explain why it was selected.

In addition to the principal’s ability to lead, the November 2015 findings of the School Leadership Assessment Report concluded the School-Based Decision- Making Council at Thomas Jefferson Middle School has the capacity to continue its roles and responsibilities. The following evidence was provided by the Diagnostic Review Team:

The council collaborated during restructuring with the principal.



Council committees have been established to address student success and they meet regularly.

The council approves the budget and purchased the Measures of Academic Progress (MAP) tool for formative assessment.

The council reviews and revises policies for student success regularly. The council has funded/approved additional support positions. The council understands and clearly defines their roles and responsibilities.

Describe the research based literacy and math program that will address the previously identified causes and contributing factors to low student achievement. Explain how both programs are vertically aligned by grade and to state academic standards.

Thomas Jefferson will continue implementation of the following researched based programs/approaches: The district is focusing instructional efforts around Professional Learning Communities (DuFour, 2004). School leadership and the school-based Goal Clarity Coach will support implementation of effective PLCs. This approach will promote student learning through a culture of collaboration with an emphasis on results. The PLCs allow schools to create their own pathways to success as measured by specific, established goals that are aligned to meet delivery targets in reading andmath. The school will provide an ongoing mentoring program established to enhance teacher effectiveness and provide critical support for new teachers and teachers new to Thomas Jefferson. This strategy also reinforces the efforts of 2nd and 3rd year teachers, recognizing the implementation process is based on a three year plan. TJ 101 addresses the challenges caused by teacher turnover (an average of at least 15 teachers per year who are new to the profession or new to Thomas Jefferson).

Kentucky Core Academic Standards for literacy and math have been adopted by the state, district, and school. District assessments and other resources will be used as a platform to develop the standards based literacy and math curriculums applied within the school. Thomas Jefferson Middle School Math teachers engage in a Professional Learning Community process that engages teachers in deconstructing standards, creating learning objectives, creating common assessments, and analyzing student results for future instructional decisions. Teachers also collaboratively identify instructional resources that align with these objectives to implement within the classroom. These instructional resources include: FAL Lessons (Mathematics Assessment Resource Service), Connected Math 2, College Preparatory Math and Compass Learning.



Presently, school leadership and math teachers are in the process of researching and adopting a rigorous, real-world math curriculum aligned with the Common Core Standards. Thomas Jefferson Middle School Language Arts teachers engage in a Professional Learning Community process that engages teachers in deconstructing standards, creating learning objectives, creating common assessments, and analyzing student results for future instructional decisions. Teachers also collaboratively identify instructional resources that align with these objectives to implement within the classroom. These instructional resources include: Inside, Elements of Literature, and Common Core Ready. Additionally, all Literacy Teachers implement the Enrichment Notebook which was created in collaboration with in-house and state literacy specialists. This resource incorporates multiple best practices that include collaborative learning and student discourse strategies along with self-assessment strategies. Ongoing professional development is also provided for all Literacy Teachers to ensure effectiveness in curriculum implementation.

Thomas Jefferson, using SIG appropriations, will purchase Wit & Wisdom materials. The Wit & Wisdom curriculum provides rich content that meets the core ELA standards and best practice instructional strategies. The curriculum uses books instead of basals to provide authentic and high quality learning experiences that build knowledge and guide students in mastering essential reading, writing, speaking, listening, grammar and vocabulary skills. The curriculum is composed of four modules that explore a specific topic to develop depth of understanding through core literacy works, informational texts, and visual art. All modules integrate reading, writing, speaking, listening and language instruction. Through this integrated approach, Wit & Wisdom modules include the following: Instructional Routines that empower students to tackle complex texts with increasing independence within and across grades. Text-Dependent Questions to guide students to a deep understanding and establish a basis for the use of evidence in oral and written communication. Explicit Writing Instruction to empower students to write essays, narratives, arguments, and informational pieces. Text-Based Vocabulary that provides the basis for morphology and word work. Formative Assessments that inform teachers and students on progress towards knowledge and skill mastery.

Describe the plan for the continuous use of student data (e.g., formative, interim, summative assessments) to inform and differentiate instruction and how it will be integrated with the implementation of schoolwide response to intervention. Using data to measure depth of student understanding, conceptual development and skill development is critical to enhancing student achievement. Each grading period, our teachers will administer district designed proficiency assessments aligned to state standards. CASCADE (Classroom Assessment System and Community Access Dashboard for Education) is a web-based data collection system that will be used to disaggregate scores, identify learning gaps, and track individual student and school growth. PLC leaders



will communicate progress and next steps with the Instructional Leadership Team (ILT).

The district has developed an assessment system that requires schools to participate in three district proficiencies centered on the core content areas. The results of these proficiencies are used by the school to analyze the instruction and make adjustments. Additionally, schools are required to use a diagnostic test. The district provides a diagnostic test and schools have the option to use the provided assessment or tohave PLCs create their own. School leadership and the school-based Goal Clarity Coach will work directly with teams of teachers on the development and implementation of a school-based assessment system and the analysis of the student work resulting from those assessments. The Goal Clarity Coach will look for trends and provide targeted professional development to address the needs that are identified by the data. The results of these assessments are stored in the district’s data system, CASCADE. Schools can analyze the results of the district diagnostics and proficiencies in multiple formats.

PLCs, the administration team, and the ILT will use Excel spreadsheets located on the school’s OneDrive to monitor progress of academic goals and other types of data longitudinally. In addition, the Thomas Jefferson Middle School leadership team will use individual student data from CASCADE reports, NWEA’s (North West Evaluation Association) Measures of Academic Progress (MAP) assessments for math and reading, the Scholastic Reading Inventory (SRI), and the state accountability assessment system to monitor improvement progress. Thomas Jefferson Middle has developed a comprehensive intervention core program providing ongoing support scheduled during the instructional day and using researched based resources/practices. In addition, teachers use flexible groupings and differentiated instruction to ensure all students achieve proficiency in every KCAS standards. The data resulting from this work will be used to inform all interventions, including embedded interventions and Saturday School. Describe the schedules and strategies implemented to increase learning time (e.g., enrichment, core academic instruction, extended day, before or after school, additional PD/planning activities).

Thomas Jefferson will increase learning time by having teachers provide additional instruction during their assigned planning period twice per week to deliver Tier 2 and Tier 3 interventions to students. Teachers will receive extra service pay for the instruction, with planning to occur after school. In addition, the school schedule allows teachers to meet in PLCs during the day. Teachers meet in grade level specific PLC teams and content specific PLC teams. Each team meets once per week. Grade level teams have groups of students assigned to their team who they serve by identifying appropriate interventions or enrichments, monitoring progress and adjusting learning plans. Additionally, Thomas Jefferson will offer Saturday School to provide additional learning opportunities for students needing course recovery and to reinforce acquisition of standards not met.

Thomas Jefferson will continue to implement a master schedule allowing for core academic instruction in English Language Arts, Math, and embedded academic interventions to maximize student contact time in these areas. Professional development for teachers will focus on PBIS (Positive Behavior Intervention Support) and PLC implementation as well as literacy and math content support across the curriculum.



Identify appropriate social-emotional and community-oriented services provided for students and explain how they will reduce barriers to learning. Thomas Jefferson Middle School (TJMS) maintains a PBIS team to address school climate and student behavioral issues. The district provides coaching for PBIS including walk-throughs and feedback. TJMS has access to behavioral specialists through our Achievement Area 5 to support PBIS implementation and to meet the social-emotional needs of our students.

TJMS also has a Family Resource and Youth Services Center Coordinator (FRYSC), guidance counselors, and a district funded Mental Health Counselor. These staff collaborate to develop and facilitate groups to meet the needs of special populations, including the following:

English Learner support CARE (Compassion, Attitude, Respect and Equity) an advisement curriculum that focuses on student social and emotional development College and Career support/Individual Learning Plan Monitoring Peer Mediation Grief Groups Academic Corrective Process Bullying/Cyber Bullying Prevention Individual Education Program Access These programs groups are designed to meet the social and emotional needs of students to help reduce the risks of suspension, improve attendance rates, and reduce various barriers to learning.

Thomas Jefferson Middle School partners with many community groups to offer a variety of community-based experiences through which our students may enhance their development: Walden Theater Seven Counties Services (mental and behavioral health provider) Junior Achievement (financial literacy, career exploration) Mercy Academy Service Learning Collaboration AmeriCorps Program (mentoring and attendance support) Neighborhood Place (one-stop human services provider) The school’s FRYSC and Student Support Team work with these groups to assure quality programming, identify students who would benefit from the programs as well as confirm the programs are based on the needs of the students and tailored to assist Thomas Jefferson in reaching the goals of the Comprehensive School Improvement Plan (CSIP).

A rural school in a district receiving funds under Title VI, Part B, Subparts 1 or 2 (the Rural Education Achievement Program) may modify one required element of the Turnaround Model. This modification must meet the intent of the originally required element. If the school elects to take advantage of this flexibility, describe the following. Note: This flexibility only applies to schools in districts receiving REAP funds and it is not required to address this question.

What is the element to be modified? Not applicable. TJ is an urban school.

How will the element be modified? Not applicable. TJ is an urban school.

How does this modification continue to meet the intent of the originally required element? Not applicable. TJ is an urban school



Districts are not required to address “permissible activities”. However, if a district includes permissible activities it may do so in the spaces below.

Turnaround Model (KY HB 176 Restaffing Model) Permissible Activities:

Describe the new school model (e.g., themed, dual language academy, etc.) being implemented and how it will improve student achievement. Thomas Jefferson Middle plans to continue implementing the restaffing model with teachers who are fully committed to the PLC process. The school will focus its improvement efforts on job-embedded professional development, implementation of PBIS (Positive Behavior Intervention Support), and teaching, learning, and assessing according to the KCAS standards. Interdisciplinary team PLCs, department PLCs, and grade level PLCs will be designed so teachers can examine student data and adjust instruction according to the needs of the students. All teachers will attend summer professional development designed to build teacher capacity in the PLC process, student intervention, and standards based instructional practice. Ongoing job embedded professional development will be implemented at regular intervals to continue to keep teachers abreast of strategies to assist their students’ educational growth. Student data will be used to monitor progress through regularly scheduled PLCs, and then ongoing interventions will be implemented for student success. School leaders will regularly monitor progress, give feedback as defined in the PGES system, and participate in collaborative conversations to improve instructional practice. The Goal Clarity Coach provided by the district will play a key role in helping to supply the information necessary to the Instructional Leadership Team and Council to lead the turnaround work. In addition, strong collaboration will exist between the district support staff, Thomas Jefferson’s Goal Clarity Coach, and the TJ 101 Mentor ensuring continuing support for all staff as well as TJ 101 participants.

Explain how the district plans to ensure the school is not required to accept a teacher without the mutual consent of the teacher and principal, regardless of teacher seniority.

Thomas Jefferson Middle School is identified as a Priority School, so it is exempt from any requirements that mandate placement of voluntary or overstaffed employees until it is no longer identified as low achieving. Thomas Jefferson will participate in the staff transfer process, but it will not be required to select any staff from the transfer list. Since Thomas Jefferson Middle School is identified as a Priority School, it will receive its transfer list one week earlier than other schools.

Describe the district plan to conduct periodic reviews to ensure the curriculum is implemented with fidelity and modified if ineffective.



The district’s Academic Services Department includes a division led by the Assistant Superintendent of Curriculum and Instruction and comprised of Content Specialists. The Curriculum and Instruction Division provides curriculum maps, assessments, and Specialists who work closely with Goal Clarity Coaches and/or Department Heads around effective delivery of content to produce higher student achievement. Specialists help schools ensure that classroom materials and interventions are aligned with the standards. Achievement Area Assistant Superintendents and Evaluation Transition Coordinators conduct weekly walk-throughs to observe instruction and discuss their observations with school leaders. Thomas Jefferson’s Instructional Leadership Team regularly conducts classroom walk-throughs and uses the results to inform coaching conversations. All Priority Schools complete the KDE Quarterly Report. This tool is useful for school self-monitoring, district monitoring, and state monitoring. The quarterly report provides data on formative assessments, summative assessments, academic interventions and other cognitive data. Each section of the Quarterly Report has a reflection section that is completed by the school’s Principal, and instructional leaders. The reflection sections contain information on which instructional practices are achieving the desired results, and which are not. In combination with the Quarterly Reports, Priority Schools complete a 30-60-90 plan which details academic benchmarks. 30/60/90 plans will likewise be used to track implementation and make refinements as necessary.

Describe how the district will provide additional supports and PD to teachers and principals to serve students with disabilities and limited English proficiency. Each priority school has assigned a full time Special Education Consulting Teacher. Duties include building school capacity in the following areas: Implement research based practices to close the achievement gap in reading, writing, and math for students with significant underachievement;

Implement research based practices in teaching grade level content standards for students with significant underachievement;

Deconstruct content standards for students with significant academic and cognitive deficits;

Teach social skills for students with behavioral deficits;

Teach organization, problem solving, and decision making for students with Executive Functioning deficits; Work with teachers in planning and executing co-taught classes;

Develop and monitor Individual Education Programs, Functional Behavioral Assessments, and Behavior Intervention Plans;

Collaborate with school-based ECE teachers to ensure that students are placed in their least restrictive environment; Design and implement data collection systems as a basis for instruction;

Priority schools continue to participate in the Positive Behavior Intervention and Supports training to create



multi-tiered system of proactive supports within a school. School supporters include a trainer, school based PBIS team, and external district level coach;

Provide additional support specific to school needs. Topics may include Research Based Literacy Interventions, Co-teaching, Aggression Replacement Training, Understanding the Rage Cycle, Classroom Management, and Teaching Intensive Students.

Relevant to support for English as a Second Language students and programming: District and school ESL (English as a Second Language) personnel provide job embedded professional development and instructional support for all faculty members who serve ESL students. At Thomas Jefferson Middle School, students who are English Language Learners (ELLs) are enrolled in the English as a Second Language (ESL) program. These students receive English language development instruction daily in a separate class, taught by a teacher with ESL certification. The ESL classes focus on teaching ELL students academic English and literacy in language specific to each content area: English Language Arts, Math, Science, and Social Studies as well as the social instructional language necessary to communicate effectively within the school setting.

Describe plans, in secondary schools, to increase student enrollment in advanced course work including supports to ensure low-achieving students can take advantage of these programs. An advanced program test will be administered to incoming sixth graders and new students at the 7th and 8th grade level to Thomas Jefferson. Advanced program and honors classes are offered at each grade level in math and English Language Arts with appropriate supports to ensure equitable access to programming.

Describe transition activities from middle to high school such as summer transition programs or freshman academies.

There are several methods used to assist incoming sixth graders in their transition into middle school. First school leaders work with feeder elementary schools to discuss both Thomas Jefferson’s overall program and describe the middle school. Prospective students are invited to visit the school. In the spring, we host an Open House for both students and their parents. Guided tours are offered to incoming students and their families to give familiarity to Thomas Jefferson and begin introducing them to their teachers. Finally, our Extended School Services (ESS) funds are used with additional support provided by our FRYSC to offer a 6th grade summer orientation/camp. The camp provides opportunities for incoming students to meet classmates, be introduced to teachers, and become accustomed to the school layout.

Additionally, during the final day of the 6th grade summer experience, incoming parents/guardian are invited to participate in a workshop to better acquaint parents/families with Thomas Jefferson supports and practices. To assist with the transition to high school, 8th grade students and their parents are offered support during the application process. The Student Support Team, to include the FRYSC, offers monthly open labs for parents and students to receive support when reviewing high schools options, ILP updates, and application



requirements. In addition, these staff members mentor 8th graders and each student has the opportunity for one-on-one conferences through Data Notebook Conferences.

Identify the strategies in place to increase graduation rates. The district has a system in place to identify and support students considered at-risk of dropping out. This includes:

Louisville Linked – This evolving system is in place to match students and families with appropriate community agencies who can meet their health and human service needs.

At the school level, there are multiple supports in place. These include: Academic interventions: by remediating academic deficiencies early, the student does not fall behind and is less at-risk of dropping out. Extended school day interventions is one way the school address this need.

Behavior interventions: by supporting and adequately addressing behavioral issues, students will be less likely to drop out. This past year the school has made considerable strides to address behavioral concerns through PBIS.

Transition Center: a certified teacher in the Transition Center provides additional support on course recovery of standards to students who are in danger of failing. This remediation reduces the likelihood that a student will drop out.

Describe the partnership with parents, organizations, and other agencies to create a safe school environment.

Our Family Resource Youth Services Coordinator (FRYSC) and Student Support Team work with outside agencies to provide quality community-based programs and refer students who would benefit from participation in these programs. The coordinator ensures the programs are appropriate to the needs of the students and are tailored to assist Thomas Jefferson in reaching the goals of the CSIP for student success. These agencies and programs help address the social and emotional needs of students, reduce the risks of suspension, improve attendance rates, and reduce various barriers to learning. Thomas Jefferson has parent representatives on the SBDM Council and partners with the following: Walden Theater Seven Counties Services Mercy Academy AmeriCorps Neighborhood Place

Thomas Jefferson works with many district programs and community groups to create a safe and supportive school environment. The school’s Family Resource and Youth Services Coordinator (FRYSC) consults with students to identify needs and collaborates with outside agencies to connect families with appropriate health and human services. The primary goal is student success. The following programs



address the social and emotional needs of students, remove barriers to learning, reduce the risk of suspension, and/or improve attendance. REACH CORPS is a district administered AmeriCorps program. A Reach Corps Member is assigned to the school and uses the proven Check and Connect model to mentor students with 7-15 unexcused absences. The Member provides one-on-one and small group interventions to improve student life skills, increase their understanding of causes and effects, manage conflict, regulate their emotions, accept personal responsibility, communicate effectively and collaborate to achieve a goal. The Reach Corps Member is supervised by the school’s FRYSC. In addition, all Thomas Jefferson students participate in service learning projects through the support of the Reach Corp Member. Thomas Jefferson partners with parents, organizations and other agencies to create a safe school environment such as: 2 On-site Neighborhood Places – a “One Stop Shop” that provides human services to families Child Connection - Stranger Danger - A prevention program for safety, cyber- bulling, and “sexting” JCPS Health Services - Collaborates with Youth Services Center for school physicals, immunizations, and scoliosis screenings JCPS Safe and Drug Schools - Collaborates with Youth Services Center concerning Student Response Teams, Bullying, and Mental Health Junior Achievement - program that focuses on financial literacy, life skills, and career interests Special Olympics of Kentucky - enrichment activity for ECE students and regular education students to build bonds and participate in athletics together Partnership with Mercy Academy – provide opportunities for mentoring, tutoring, and buddies program for local area girls’ high school Centerstone (formerly known as Seven Counties) – the school coordinates group counseling with Centerstone service providers SOS (Sources of Strength) - suicide prevention program Intensive Out-Patient (IOP) program through Centerstone – provides group and individual therapy

Identify the strategies implemented to improve school climate and discipline and explain how this will improve student achievement.

Thomas Jefferson Middle School also uses the PAC (Positive Action Center) program. Students are assigned to the center when their behaviors are disruptive to the classroom. In PAC, students receive instruction on replacement behaviors, with the goal of reducing the targeted behaviors and the amount of time spent out of the classroom.

School participation in district PBIS training reinforces existing practices at Thomas Jefferson and offers opportunities for a refinement of the current systems. The school has developed a corrective action plan process to support academic achievement by identifying students needing continued behavioral supports. This may include Behavioral interventions identified by the PBIS Team; Continuous collaboration with the district’s ECE consulting teacher (assigned to Thomas Jefferson) to ensure an individualized approach when developing interventions/action plans to support students



frequently demonstrating inappropriate behaviors. In addition, the SBDM Council’s Raise Committee meets monthly to provide support for student incentives to recognize and reinforce positive behaviors and academic achievements. This includes Honor Roll, Perfect Attendance, PRIDE awards, behavior incentives, and assessment growth recognition. The Thomas Jefferson PBIS/Safety Committee meets monthly to analyze data and devise or update plans for addressing student and school-wide issues. The PBIS team shares student data with the Instructional Leadership Team periodically to assist in school wide improvements or develop new practices that result in positive outcomes. The PBIS Coach collaborates with the ECE Consulting Teacher to spot trends in the locations of behavior occurrences and other concerns. Thomas Jefferson’s team has ensured that multiple adult responders have been trained to deal with escalated students. The PBIS team uses a high frequency adult to student interaction approach to meet the needs of Tier II and Tier III Students.

Describe how the school program has been extended to offer full-day kindergarten or pre-kindergarten. Not applicable -TJMS is a middle school.

Describe the per-pupil school-based budget formula being implemented that is weighted based on student needs. In addition to funds provided by the SEEK formula and Title I, the district uses Section 7 funding to provide schools with additional support based on student need. The following description is from the JCBOE: School Allocation Standards for Usage in FY 2014-2015 and Beyond. Section 7, item B states that additional amounts may be distributed: “based on pupil needs identified by school councils in their adopted school improvement plans and designated by the Board. Money provided under this subsection shall be used only for the needs identified by the council from its adopted school improvement plan and designated by the Board. The Section 7 allocation is available to all regular instruction schools under this provision, and will be known as an equity allocation. This amount and the strategy or strategies to target at-risk students must be included in each school’s Comprehensive School Improvement Plan (CSIP). It is the responsibility of instructional leadership at the school and district levels to ensure that these funds and strategies are embedded in the CSIP. These funds and strategies should target improved literacy and/or the mental health counseling needs of at-risk students. Intentional discussions with council representatives regarding evidence-based practices* that can assist in improving literacy and/or meeting the mental health needs of students are imperative. In addition, schools should examine data and eliminate programs that are not producing the intended results.

The equity allocation is separate from and uses a different set of account codes than the site-based allocation. This separation of account codes will ensure the ability of all stakeholders to monitor the budgeting and expense trends of Section 7 allocations.

Section 7 requests will be reviewed by a committee. Each school will submit a section 7 request form signed by the SBDM council. The form requires the council to document the proposed budget for the equity allocation. The form also requires an evidence-based justification for the planned strategies. The funds



may be transferred in the course of the year within the account codes, as long as the transfer supports the original plan.”

For JCPS, Section 7 funds are tied to the district’s Equity Scorecard and must be used for strategies to address the Achievement Gaps identified within each school. Those strategies must also be in each participating school’s Comprehensive School Improvement Plan. Schools must submit budget applications that include a program description, SMART goals, a quantified budget request, details on the needs assessment data, targeted outcomes, and information on implementation and management. The bulk of available Section 7 funds are used for Title I and Priority Schools. Identify the school pre-implementation activities (e.g., family and community engagement, review/selection of external providers, staffing, professional development and support, prepare for accountability measures) that will occur. Explain how these activities will prepare the school for successful implementation of the model. Any expenses should be reflected in the school budget.

Thomas Jefferson Middle has participated in activities sponsored the Kentucky Department of Education related to Priority School work, such as the Novice Reduction training provided during the fall of 2016. Thomas Jefferson will continue to participate in KDE sponsored priority school activities and all district level PD related to school leadership and priority school work towards continuous improvement. Three members of the school’s leadership team, including the principal, are participating in the National Institute for School Leaders (NISL) Executive Development program and developing action plans as part that participation. Additionally, six members of the leadership team, including the principal, are attending the Harvard Graduate School’s School Turnaround Institute to engage in coaching with national leaders in school turnaround. As part of continuing school improvement efforts, Thomas Jefferson teachers have completed professional learning on a range of topics. This includes training on Project Based Learning provided by the Buck Institute. The PBL initiative planned for the 2017-18 school year will build on this foundation by incorporating the key knowledge, understanding, and success skills introduced at the outset of the training.

Thomas Jefferson researched intervention strategies and resources for English Language Arts and has selected the Wit and Wisdom curriculum. Wit & Wisdom is composed of four modules per grade level. Each explores a specific topic to develop depth of understanding. At the core of each module is a selection of literary works, informational texts, and visual art. Modules include 30 lessons which are covered in 6-8 weeks of study. All modules integrate reading, writing, speaking, listening and language instruction. All strands of the core standards are integrated throughout each module with:

Instructional Routines that empower students to tackle complex texts with

increasing independence within and across grades. Text-Dependent Questions to guide students to a deep understanding and

establish a basis for the use of evidence in oral and written communication. Explicit Writing Instruction to empower students to write essays, narratives,

arguments, and informational pieces. Text-Based Vocabulary that provides the basis for morphology and word work. Formative Assessments that inform teachers and students on progress towards

knowledge and skill mastery. Costs for student notebooks for the Wit & Wisdom curriculum are included in the budget.



Actions Please Note: You may only type in the gray areas.

Explain how the district will monitor changes in instructional practice as a result of job- embedded professional development. The district will work collaboratively with content specialists, the Director of Priority Schools, and achievement area personnel to monitor changes in the instructional practice as a result of job-embedded professional development. The assistant superintendents and evaluation transition coordinators will be working closely with the school leadership teams to monitor the instructional practice as well. Analyzing data (i.e. behavioral, CASCADE, walk-through, etc.) and determining next steps is a key component to the turnaround work.

Principals will collect data from PLC meetings (i.e., agendas, data, analysis sheets, etc.) to share with their instructional leadership and administrative teams to assess the effectiveness of each PLC and determine the actions necessary to keep the work moving forward. The analysis of this information will help determine how best to support the teams. For example, the Goal Clarity Coach or other administrator may need to provide a resource or furnish more active support for the PLC if it appears to be struggling. The Achievement Area Assistant Superintendent and their Evaluation Transition Coordinator will collaborate with the principal using the PLC artifacts to monitor progress and modify plans and strategies as indicated. Additionally, all Priority Schools complete the KDE Quarterly Report. This tool is used for school self-monitoring, district monitoring, and state monitoring. The quarterly report provides data on formative assessments, summative assessments, academic interventions, behavioral interventions, and other cognitive and non-cognitive data.

Each section of the Quarterly Reports has a reflection section that is completed by the school’s instructional leadership team. The reflection sections can contain information on which instructional practices are achieving the desired results, and which are not. In combination with the Quarterly Reports, Priority Schools complete a 30-60-90 plan which details the instructional strategies the school is using to improve academic achievement. These 30-60-90 day plans support the school’s Comprehensive School Improvement Plan (CSIP) and the district’s Comprehensive District Improvement Plan (CDIP). The district’s Priority School officer monitors each school’s monthly data dashboards, their quarterly reports, and 30/60/90 day plans. Based on the results, the Priority School Director works with the school’s Principal, Achievement Area Superintendent, and KDE Recovery Staff to identify school improvement successes and methods that may require adjustment.

Describe how school personnel will be assigned or reassigned, maximizing teaching and learning to address the school’s improvement goals.

The administrative team will review data gained from teacher evaluations and classroom observations to determine teacher instructional strengths and areas in need of improvement. Upon review of teacher professional qualifications, the administrative team will assign teachers to the appropriate courses and grade-levels to maximize the achievement of the school’s improvement goals in accordance with JCTA/JCBOE agreement.



Thomas Jefferson actively works to retain teachers who possess the ability to carry out the school’s improvement priorities. These teachers subsequently provide professional support and leadership to newly hired staff to build their capacity to realize the school’s improvement goals. Additionally, Thomas Jefferson has assigned teachers intentionally to match strengths with student needs and to increase collaboration potential within their PLC and interdisciplinary grade level teams. The leadership team provides individualized coaching and job-embedded professional development for each teacher to maximize their growth potential in their assigned role. Finally, all new teachers, as well as veteran teachers who are new to Thomas Jefferson, will participate in sessions of TJ 101. TJ 101 is a mentoring program established to provide a variety of resources for new teachers. Identified experts in specific areas at the school lead professional learning to decrease teacher isolation and proactively furnish new teachers with a wide range of information. Relevant support documents are used to reinforce discussion topics and enhance participant overall practice. This system also provides support for TJ 101”graduates” building on previously developed relationships and continued practice. In addition, other professional development opportunities will be identified and facilitated based on the feedback of staff, alignment to growth plans/PGES, student data, and alignment with current coaching systems.

Identify how the use of school-level funds from various sources will be changed to support the school’s improvement goals.

Thomas Jefferson Middle School will use all allocated general fund, ESS, Title I, and Section 7 staff positions to support school improvement efforts. A continued coaching structure and TJ 101 experiences will develop in-house teaching capacity to meet the differentiated needs of all students. As SIG funding ends and new teachers arrive at Thomas Jefferson, current teachers will have established the skills needed to assist these developing teachers in improving their practice.

Identify ways family and community supports will be involved with providing meaningful input with planning, implementing and engaging partners in the school(s’) intervention model for the duration of the grant.

Parent members of the SBDM Council will be the primary means by which our school improvement efforts become known to the parent community. Those with whom we have formal partnerships will also be aware of our school improvement efforts and we will continue our open dialogue with our partners in support of the students at TJMS. Describe the review process of policies and practices of the Board of Education and School Based Decision Making Council conducted to ensure there are no barriers to prevent the full implementation of this intervention model. Include the date(s) of the review. (This is not to ensure legally required policies are in place.)

The JCPS Board of Education engaged in a thorough review process of all district policies. The Curriculum and Instruction policies were revised and approved by the Board on January 13, 2014. The revised policies were drafted to ensure there are no barriers to prevent full implementation of School Improvement Models.



Some of the new policies are strongly aligned with the Turnaround Model. For instance, Policy Professional Learning Communities states the district will support appropriate infrastructure and systems to support the PLC process, so teachers work collaboratively to ensure academic achievement for every student.

The district provides sample SBDM policies to schools for use in developing school specific SBDM policies. A process is in place to ensure that all sample policies are aligned with BOE policies, applicable laws and administrative procedures. Procedures to screen model/sample policies include the following: SBDM Specialist determines the applicable laws, BOE policies and administrative procedures that relate to the sample policy being developed. SBDM Specialist contacts the appropriate content expert (for example, Assistant Superintendent for Diversity, Equity and Poverty Programs will be asked to review the sample Equity and Diversity policy) for assistance in drafting the SBDM sample policy. Once drafted, a copy of the sample policy is forwarded to all cabinet members for final review and approval. The SBDM Specialist and content expert will be available to meet with the cabinet if necessary. Once approved, the policy and information about applicable laws, BOE policies and administrative procedures will be emailed to all SBDM Principals. Additionally, the new sample policy will be highlighted in the SBDM Connections newsletter and posted on the SBDM website. Procedures to screen actual school policies include the following: SBDM Specialist develops rubrics for each sample policy based on applicable laws, BOE policies and administrative procedures to ensure clarity and quality as well as legal compliance. All Council-approved SBDM policies will be forwarded to the SBDM Specialist for review against the rubric. The SBDM Specialist will provide feedback to the Council, if necessary. Implementation of this review process will begin once SBDM sample policies are forwarded to the SBDM Principals.

Identify the school and district policies and/or practices (e.g., curriculum, instructional practices, staffing, calendars/time/schedule, class offerings, budgeting, etc.) that have been changed to ensure the school is able to implement the improvement plan with fidelity.

The Board of Education completed a thorough review of all district policies. The Curriculum and Instruction policies were revised and approved by the Board on January 13, 2014. The revised policies support the implementation of the intervention model (i.e. Policy 8.111 Professional Learning Communities). The district has supported priority schools by providing focused professional development aligned with



identified school needs. The PD concentrates on effective classroom instruction, which includes professional learning communities, closing the opportunity gap, and differentiating instruction. Some examples include access to:

Cultural Competency training and support Literacy Design Collaborative (LDC)/Math Design Collaborative (MDC) teacher training and support Illustrative Math training and support Solution Tree/PLC Training for Principal and Goal Clarity Coach Response to Intervention (RTI) Academy - provided by Solution Tree The district provided the principal at Thomas Jefferson with twenty extra work days for an extended calendar. These days are to be used to support improved student achievement. The principal submits a calendar which is approved by the assistant superintendent. The district also provided support around the PGES implementation and refinement. The Evaluation Transition Coordinators have delivered group training sessions and individual support to principals and teams to implement the system. As the schools learn the system, more and more common language is being used and more conversations are held that focus directly on improving the teaching in classrooms. There is also support for schools from the Computer Education Support department for PGES technical help. The school’s administration and school-based Goal Clarity Coach will work directly with teachers to achieve the goals they have set as part of the PGES system and facilitate conversations around improved pedagogy so student achievement increases. JCPS has granted the principal autonomy to adjust the school’s master schedule, provide specific professional development aligned to the school’s improvement goals, and flexibility to align budgets to the school’s improvement priorities. The district has also allowed the CSIP to take precedence as the school’s governing document, granting the school the authority to avoid possible conflicts with the teachers’ union in the best interest of meeting the school’s improvement goals. School leadership also has the autonomy to determine teacher and administrative roles and responsibilities in response to the CSIP. As a result of district support, Thomas Jefferson will continue to implement a master schedule that embeds a PLC/Professional Development period for teachers to collaborate and adjust instructional practices to meet student learning needs based on student data collected from multiple assessments. Teachers will be required to attend professional development activities and conduct PLCs during this planning time. Resource teachers and ILT members will actively coach teachers to effectively implement the PLC process and provide specific professional development aligned with the school’s improvement goals. There will be an ongoing collaboration between the school’s TJ 101 mentor and the district’s content specialists as needed to ensure alignment between district support and the school’s improvement plan. Additionally, the school will allocate funds from the SIG budget to provide professional development experiences (as well as relevant research-based resources) that promote increased instructional capacity. SIG support will also facilitate the development and monitoring of an RTI plan addressing individual student learning needs. The administrative team will continue to develop schedules that ensure effective monitoring of PLCs and the consistent collection of data related to instructional practices as a means to regularly provide teachers with individualized feedback.



Identify supports, outside the district, (e.g., education cooperatives, site researchers, higher education personnel, and other external providers) that will be utilized to assist the school in meeting its improvement goals. Describe the actions that have been or will be taken to recruit, screen, and select appropriate and effective external providers to ensure their quality. Describe how these external providers will be regularly reviewed and held accountable for their performance.

JCPS is a member district to the KY Department of Education Special Education Cooperative system. District training is guided by a KDE designed Logic Model Evaluation System whereby the district discerns needs and then designs district and individual school training based on KY Delivery Models (e.g., College and Career Readiness, Closing the Achievement Gap). Training modules are designed by KDE and then replicated at the district level. Training replicated in JCPS include: Individual Education Program Guidance Document, Evidence-Based Practices for Autism, Middle School Math Cohorts, and Evidence Based Practices in Literacy. These supports help teachers better serve special education students. The district worked closely with the Kentucky Department of Education to address disparities around suspensions of African-American students and special education students. To address the disparities, JCPS has organized training with Positive Behavior Intervention Systems (PBIS). A PBIS program evaluation system is being designed by JCPS. The PBIS training which has been provided to date helps schools look at their data and make careful decisions specific to their building to create a positive learning culture, so students can have a safe learning environment. Thomas Jefferson continues to participate in this training.

Thomas Jefferson Middle School, through district support, has engaged in a Project Based Learning Initiative with the Buck Institute to involve 35 teachers in ongoing Professional Development focused on implementing student choice and strategies that increase student engagement. As part of the Priority School work supported by the district, a team of three administrators from Thomas Jefferson Middle, to include the principal, have participated in a National Institute of School Leadership (NISL) cohort. To further develop this work, the school is being supported by the district to send six members of the school’s Instructional Leadership Team (which includes the principal, 2 assistant principals, the Goal Clarity Coach, and 2 resource teachers) to the Harvard School of Education Professional Education focused on Urban School Turnaround. This intense professional development opportunity will further enhance the leadership team’s focus on continuous school improvement and refinement of practices. Thomas Jefferson Middle has developed a partnership with Mercy Academy providing ongoing tutoring support for targeted students (primarily in the areas of reading and math). This service learning experience promotes the development of meaningful relationships and provides individualized academic support for participating Thomas Jefferson students.

Identify the state and federal funding resources that will be adjusted to continue reform efforts when the SIG funds are no longer available. Describe how data analysis will continue to drive instructional changes and annual goals.

TJMS is committed to continually updating instructional methods for ELA and Math Teachers through job-



embedded learning and by using professional development funds. Section 6 funds, and additional funding as needed, will be applied for through the district budget process to sustain instructional strategies and intervention plans after SIG funding. TJMS will continue to request section 7 funds to secure support for PBIS and allocations to provide additional resources for our at-risk student initiatives. In addition, federal funding from Title I will be allocated for continued support in reading and math. Priority of funding will remain with PLC support, instructional strategy development, professional development, and continued data analysis.

Describe the procedures the school and district will implement to ensure that all actions taken and activities implemented result in sustainable processes that positively affect student achievement beyond the expiration of the grant. Include how funding and resources will be adjusted to continue practices and how data analysis will continue to drive instruction toward meeting annual goals.

School leaders and teachers will assess student learning and behavioral data during weekly PLCs. The data will be used to adjust improvement initiatives and prioritize practices and strategies that demonstrate the greatest impact on student achievement. The district will frequently monitor student data through the school’s KDE required quarterly report, CASCADE, and the district’s dashboard system to ensure that continuous school improvement is occurring. TJMS Instructional Leadership Team will guide faculty in building their long-term capacity to carry out the school’s improvement goals, especially goals pertaining to effective PLCs, more rigorous and engaging classroom practice, and PBIS.

While the level of assistance from SIG funds cannot be maintained, the systems for curriculum alignment, deeper learning, formative and summative assessments, multiple interventions, and data analysis should become the new norm and establish a lasting culture of high expectations for students and collaborative professional learning for staff. The school will provide extensive professional development to seed teacher expertise in providing effective instruction, developing quality formative assessments, and using the results of assessments to adjust instruction to meet the needs of all students. Once the SIG funds are no longer available, the PD can be provided by in-house staff, such as the Goal Clarity Coach or Team Leaders. The intent is for TJMS Teachers, by grant end, to become building experts to mentor and coach developing teachers.

Timeline Develop a timeline that describes the steps necessary to implement the intervention model through the grant’s duration. The timeline must include, but is not limited to the following activities: analysis of data, professional development, parent and community input and involvement activities, annual assessments, quarterly assessments, district and school leadership activities.

Improvement Task (TJ 101) Sponsor Timeframe

TJ 101 Teachers as they are hired will receive the Thomas Jefferson Middle School Faculty Handbook and complete the scavenger hunt.

Principal / TJ 101 Mentor

Beginning July - ongoing



Improvement Task (TJ 101) Sponsor Timeframe

TJ 101 Teachers will be invited to a luncheon with mentor and members of the leadership team, including the principal.

Principal / TJ 101 Mentor / ILT

July

TJ 101 Teachers will engage in professional development regarding establishing and maintaining a positive learning environment.

Principal / TJ 101 Mentor / Resource Team

July and August

TJ 101 Teachers will engage in professional development regarding valuing and supporting student diversity and addressing individual student needs.


August

TJ 101 Teachers will engage in professional development regarding supporting common assessment development and curricular planning.


August

TJ 101 Teachers will engage in professional development regarding collaborating with colleagues and becoming a responsible team member.


September

TJ 101 Teachers will engage in professional development regarding implementing planned activities that enhance student learning and engaging all parties.

Principal / TJ 101 Mentor / ECE Support

September

TJ 101 Teachers will engage in embedded professional development regarding best practices, analyzing student data, and increasing teacher effectiveness. (Ongoing – Every


September, October, December, January, March, April

Six Weeks)



Improvement Task (TJ 101) Sponsor Due Date

TJ 101 Teachers will engage in professional development regarding assessing learning and communicating results to students.


September and October

TJ 101 Teachers will engage in professional development regarding creating a learning climate that supports the development of student abilities.


October

TJ 101 Teachers will engage in professional development regarding maintaining a positive learning environment.


October

TJ 101 Teachers will engage in professional development regarding fostering mutual respect between teacher and students and among students.


November

TJ 101 Teachers will engage in professional development regarding consistently treating all students with respect and concern.


November

TJ 101 Teachers will engage in professional development regarding maintaining a classroom environment that is emotionally and physically safe for all students.


November

TJ 101 Teachers will engage in professional development regarding collaborating with colleagues, parents and other agencies to design, implement and support learning programs.


December

TJ 101 Teachers will engage in professional development regarding maintaining a positive learning environment.


December

TJ 101 Teachers will engage in professional development regarding planning instructional strategies and activities that will facilitate multiple levels of learning.


January



Improvement Task Sponsor Timeframe

TJ 101 Teachers will engage in professional development regarding assessing learning and communicating results to students.


January

TJ 101 Teachers will engage in professional development regarding facilitating multiple levels of learning.


February

Instructional Leadership Team (ILT), which consists of all team leads and department chairs, creates the interventions plan for both Reading and Math. Additionally, the ILT will coordinate training and implementation of Wit & Wisdom materials. ILT reinforces both intervention and core practice to build knowledge and master essential reading, writing, speaking, listening, grammar and vocabulary skills.

ILT Beginning September - ongoing

Data for students receiving Tier 2 and Tier 3 interventions in reading and math will be entered into Intervention Tab weekly and reviewed by ILT each 6 weeks. Student learning plans will be adjusted as necessary.

ILT

Beginning August – ongoing

To increase student learning time, all classroom teachers will provide one-on- one and small group instruction during planning periods twice per week. Additionally, Saturday school will be offered for course recovery and acquisition of standards not met. Teachers will receive extra service pay for both extended learning support opportunities.

Principal/Assistant Principals

Beginning September – ongoing

Student Performance Data will be pulled from CASCADE. Teams will use District assessment for each content area. Student intervention needs will identified from these assessments in addition to the weekly common formative assessment created at PLC.

Principal/Assistant Principals

Beginning October – ongoing



Improvement Task Sponsor Timeframe

Review Annual Assessments (AMO, KPREP %PD in Reading (Grades 6-8), Math (Grades 6-8), Science (7th Grade), Social Studies (8th Grade), On-Demand Writing (8th Grades), and Language Mechanics (6th Grade)

ILT & All Content Area Teachers

September/October

Instructional leadership team meets weekly and will review the novice reduction progression and address the 30- 60-90 day benchmarks

ILT Weekly

PLCs meet weekly. PLCs will review student work, create common rubrics, and measure student standards mastery. PLC will use the common process created by the ILT to document meetings, measure coaching impact, monitor student progress, inform core practice, and modify interventions.

Goal Clarity Coach & Resource Teacher Team

Weekly ILT Notes

Expectations for classroom walk-throughs (student, learning goals explicit, differentiated instruction, active student learning, real world connections to curriculum) will be tracked using walk- through tools incorporating Fundamental Five and PBL practices.

ILT Weekly

ILT will select a focused area of instruction either by grade level or content and conduct walk-throughs and reported at ILT for progress monitoring

Resource Teachers/ILT Weekly

Based on classroom observation coaching and feedback sessions will be provided on a weekly basis.

ILT and all Teachers Weekly

PGES will be the guiding document for all coaching and feedback session. PGES has been communicated with staff and used to create their Growth Plans.

ILT Annual

New priority school teachers attend Priority School Institute

All new teachers to Thomas Jefferson

Summer



Annual Goals Please Note: You may only type in the gray areas. Develop annual S.M.A.R.T. goals (Goals must be Specific, Measureable, Attainable, Realistic, and Time bound.) for literacy and mathematics for each year of the SIG funding. Include goals for each grade level in the school. Include baseline data within the goal.

Annual Reading Goals – All Students By 2017, 61.5% of students at Thomas Jefferson will reach proficiently on state accountability measures in reading from a baseline of 24% in 2016. By 2018, 67.7% of students at Thomas Jefferson will reach proficiently on state accountability measures in reading from a baseline of 61.5% in 2017. By 2019, 73.9% of students at Thomas Jefferson will reach proficiently on state accountability measures in reading from a baseline of 67.7% in 2018. By 2020, 80% of students at Thomas Jefferson will reach proficiently on state accountability measures in reading from a baseline of 73.9% in 2019. Annual Math Goals – All Students By 2017, 59.1% of students at Thomas Jefferson will reach proficiently on state accountability measures in math from a baseline of 22.4% in 2016. By 2018, 66.1% of students at Thomas Jefferson will reach proficiently on state accountability measures in math from a baseline of 59.1% in 2017. By 2019, 73.1% of students at Thomas Jefferson will reach proficiently on state accountability measures in math from a baseline of 66.1% in 2018. By 2020, 80% of students at Thomas Jefferson will reach proficiently on state accountability measures in math from a baseline of 73.1% in 2019. Delivery Targets – All Students

Assessment Area 2016-17 2017-18 2018-19 2019-20

Reading 61.5 67.7 73.9 80.1

Math 59.1 66.1 73.1 80.1



Thomas Jefferson Middle School

Baseline

CONTENT AREA

Grade

K-PREP 2016 Actual

2017 Goal 2018 Goal 2019 Goal 2020 Goal

Reading 6 25.3 61.5 67.7 73.9 80

Reading 7 22.8 61.5 67.7 73.9 80

Reading 8 24.0 61.5 67.7 73.9 80

Math 6 23.6 59.1 66.1 73.1 80

Math 7 23.2 59.1 66.1 73.1 80

Math 8 20.4 59.1 66.1 73.1 80

ANNUAL SMART GOALS – BY GRADE LEVEL – READING

Thomas Jefferson Middle School will increase reading proficiency for sixth grade students from 25.3% in 2016 to 61.5% by 2017 as indicated by state assessment results. Thomas Jefferson Middle School will increase reading proficiency for sixth grade students from 61.5% in 2017 to 67.7% by 2018 as indicated by state assessment results. Thomas Jefferson Middle School will increase reading proficiency for sixth grade students from 67.7% in 2018 to 73.9% by 2019 as indicated by state assessment results. Thomas Jefferson Middle School will increase reading proficiency for sixth grade students from 73.9% in 2019 to 80% by 2020 as indicated by state assessment results. Thomas Jefferson Middle School will increase reading proficiency for seventh grade students from 22.8% in 2016 to 61.5% by 2017 as indicated by state assessment results. Thomas Jefferson Middle School will increase reading proficiency for seventh grade students from 61.5% in 2017 to 67.7% by 2018 as indicated by state assessment results. Thomas Jefferson Middle School will increase reading proficiency for seventh grade students from 67.7% in 2018 to 73.9% by 2019 as indicated by state assessment results. Thomas Jefferson Middle School will increase reading proficiency for seventh grade students from 73.9% in 2019 to 80% by 2020 as indicated by state assessment results.

Thomas Jefferson Middle School will increase reading proficiency for eighth grade students from 24.0% in 2016 to 61.5% by 2017 as indicated by state assessment results. Thomas Jefferson Middle School will increase reading proficiency for eighth grade students from 61.5% in 2017 to 67.7% by 2018 as indicated by state assessment results. Thomas Jefferson Middle School will increase reading proficiency for eighth grade students from 67.7% in 2018 to 73.9% by 2019 as indicated by state assessment results. Thomas Jefferson Middle School will increase reading proficiency for eighth grade students from 73.9% in 2019 to 80% by 2020 as indicated by state assessment results. ANNUAL SMART GOALS – BY GRADE LEVEL – MATHEMATICS

Thomas Jefferson Middle School will increase mathematics proficiency for sixth grade students from 23.6% in 2016 to 59.1% by 2017 as indicated by state assessment results.



Thomas Jefferson Middle School will increase mathematics proficiency for sixth grade students from 59.1% in 2017 to 66.1% by 2018 as indicated by state assessment results. Thomas Jefferson Middle School will increase mathematics proficiency for sixth grade students from 66.1% in 2018 to 73.1% by 2019 as indicated by state assessment results. Thomas Jefferson Middle School will increase mathematics proficiency for sixth grade students from 73.1% in 2019 to 80% by 2020 as indicated by state assessment results. Thomas Jefferson Middle School will increase mathematics proficiency for seventh grade students from 23.2% in 2016 to 59.1% by 2017 as indicated by state assessment results. Thomas Jefferson Middle School will increase mathematics proficiency for seventh grade students from 59.1% in 2017 to 66.1% by 2018 as indicated by state assessment results. Thomas Jefferson Middle School will increase mathematics proficiency for seventh grade students from 66.1% in 2018 to 73.1% by 2019 as indicated by state assessment results. Thomas Jefferson Middle School will increase mathematics proficiency for sixth grade students from 73.1% in 2019 to 80% by 2020 as indicated by state assessment results.

Thomas Jefferson Middle School will increase mathematics proficiency for eighth grade students from 20.4% in 2016 to 59.1% by 2017 as indicated by state assessment results. Thomas Jefferson Middle School will increase mathematics proficiency for eighth grade students from 59.1% in 2017 to 66.1% by 2018 as indicated by state assessment results. Thomas Jefferson Middle School will increase mathematics proficiency for eighth grade students from 66.1% in 2018 to 73.1% by 2019 as indicated by state assessment results. Thomas Jefferson Middle School will increase mathematics proficiency for eighth grade students from 73.1% in 2019 to 80% by 2020 as indicated by state assessment results.

Develop quarterly S.M.A.R.T. goals for literacy and math for each of year of the SIG funding. Include goals for each grade level in the school. Include baseline data within the goal.

Quarterly Reading Goals By the 1st quarter of school year 2017-18, 61.5% of students will score proficiently on district formative assessments in reading from a baseline of 24.47% for the 1st quarter of school year 2016-17. By the 2nd quarter of school year 2017-18, 63% of students will score proficiently on district formative assessments in reading from a baseline of 61.5% for the 1st quarter of 2017-18. By the 3rd quarter of school year 2017-18, 64.5% of students will score proficiently on district formative assessments in reading from a baseline of 63% for the 2nd quarter of 2017-18.

By the 4th quarter of school year 2017-18, 66% of students will score proficiently on district formative assessments in reading from a baseline of 64.5% for the 3rd quarter of 2017-18. By the 1st quarter of school year 2018-19, 67.7% of students will score proficiently on district formative assessments in reading from a baseline of 66% for the 4th quarter of 2017-18. By the 2nd quarter of school year 2018-19, 69.2% of students will score proficiently on district formative assessments in reading from a baseline of 67.7% for the 1st quarter of 2018-19.



By the 3rd quarter of school year 2018-19, 70.7% of students will score proficiently on district formative assessments in reading from a baseline of 69.2% for the 2nd quarter of 2018-19. By the 4th quarter of school year 2018-19, 72.2% of students will score proficiently on district formative

assessments in reading from a baseline of 70.7% for the 3rd quarter of 2018-19.

By the 1st quarter of school year 2019-20, 73.9% of students will score proficiently on district formative assessments in reading from a baseline of 72.2% for the 4th quarter of 2018-19. By the 2nd quarter of school year 2019-20, 75.5% of students will score proficiently on district formative

assessments in reading from a baseline of 73.9% for the 1st quarter of 2019-20. By the 3rd quarter of school year 2019-20, 77% of students will score proficiently on district formative

assessments in reading from a baseline of 75.5% for the 2nd quarter of 2019-20. By the 4th quarter of school year 2019-20, 78.5% of students will score proficiently on district formative

assessments in reading from a baseline of 77% for the 3rd quarter of 2019-20.

By the 1st quarterly of school year 2020-21 80.1% of students will score proficiently on district formative

assessments in reading from a baseline of 78.5% for the 4th quarter of 2019-20.

Quarterly Delivery Targets - Reading

Reading 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

2017-18 61.5 63 64.5 66

2018-19 67.7 69.2 70.7 72.2

2019-20 73.9 75.5 77 78.5

2020 80.1

Quarterly Math Goals By the 1st quarter of school year 2017-18, 59.1% of students will score proficiently on district formative assessments in math from a baseline of 17.92% for the 1st quarter of 2016-17. By the 2nd quarter of school year 2017-18, 60.9% of students will score proficiently on district formative assessments in math from a baseline of 59.1% for the 1st quarter of 2017-18. By the 3rd quarter of school year 2017-18, 62.7% of students will score proficiently on district formative assessments in math from a baseline of 60.9% for the 2nd quarter of 2017-18. By the 4th quarter of school year 2017-18, 64.5% of students will score proficiently on district formative assessments in math from a baseline of 62.7% for the 3rd quarter of 2017-18. By the 1st quarter of school year 2018-19, 66.1% of students will score proficiently on district formative assessments in math from a baseline of 64.5% for the 4th quarter of 2017-18. By the 2nd quarter of school year 2018-19, 67.9% of students will score proficiently on district formative



assessments in math from a baseline of 66.1%for the 1st quarter of 2018-19. By the 3rd quarter of school year 2018-19, 69.7% of students will score proficiently on district formative assessments in math from a baseline of 67.9% for the 2nd quarter of 2018-19. By the 4th quarter of school year 2018-19, 71.5% of students will score proficiently on district formative assessments in math from a baseline of 69.7% for the 3rd quarter of 2018-19.

By the 1st quarter of school year 2019-20, 73.1% of students will score proficiently on district formative assessments in math from a baseline of 71.5% for the 4th quarter of 2018-19. By the 2nd quarter of school year 2019-20, 74.9% of students will score proficiently on district formative assessments in math from a baseline of 73.1% for the 1st quarter of 2019-20. By the 3rd quarter of school year 2019-20, 76.7% of students will score proficiently on district formative assessments in math from a baseline of 74.9% for the 2nd quarter of 2019-20. By the 4th quarter of school year 2019-20, 78.5% of students will score proficiently on district formative assessments in math from a baseline of 76.7% for the 3rd quarter of 2019-20.

By the 1st quarterly of school year 2020-21 80.1% of students will score proficiently on district formative

assessments in math from a baseline of 78.5% for the 4th quarter of 2019-20.

Quarterly Delivery Targets - Math

Math 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter 2017-18 59.1 60.9 62.7 64.5 2018-19 66.1 67.9 69.7 71.5 2019-20 73.1 74.9 76.7 78.5 2020 80.1

After each quarterly analysis of goals, describe steps the district will take if the school(s) is not making progress toward meeting the annual goals.

At the end of each quarter, the school’s Instructional Leadership Team, Director of Priority Schools, Area 3 Assistant Superintendent and ETC, and Education Recovery Leader will review the data, consult, and identify necessary modifications. Changes will be incorporated into the school’s 30/60/90 plan. Annually changes to school improvement plans will be incorporated into the CSIP.

Consultation Please Note: You may only type in the gray areas. Describe how the district collaborated with the SBDM Council and other relevant stakeholders including Board of Education members, school leadership, school staff, parents and the community during the SIG planning process. Include how stakeholders were involved in the identification of needs, development of the intervention model, and identifying best practices and research based strategies that will improve student achievement at the school. Tell how these stakeholders will continue to be involved with the implementation of the model throughout the



grant cycle. Priority school principals and members of the school’s leadership team (assistant principals, goal clarity coaches, counselors, and/or content area department heads) along with Educational Recovery staff worked to develop each school’s SIG plans. The Superintendent, Chief Academic Officer, Assistant Superintendent for Curriculum and Instruction, Priority School Director, Achievement Area Superintendents and Resource Development staff met on April 14, 2017 to discuss school improvement plans. Once draft plans were developed, they were reviewed by each school’s planning team members for content and budget checks.

The TJMS school principal met with Resource Development to discuss the school’s proposal. Follow up development included input from the ERL, Assistant Superintendent, and ETC. Thomas Jefferson also consulted with their SBDM Council regarding their SIG application.

School Budget Narrative Please Note: The budget must include a minimum amount of $50,000 per school per year and may not exceed $2 million per school per year. Describe how the school intends to use the SIG funds for each year of the grant’s duration. Funds must be used to implement the selected model to address the causes and contributing factors to low student achievement.

Total Three Year SIG Request: $339,956

Personnel $241,584 Fringe Benefits $46,045 Supplies $52,327

Personnel: The total personnel cost for three years is $241,584

Personnel funds will be used to provide ongoing support for new and developing teachers to cultivate and reinforce effective practice aligned to the school’s improvement plan. The SIG request includes stipends for teachers to participate in the new Teacher Mentoring and Support Program known as TJ101. Stipends are also requested for teachers to have additional PLC time afterschool. These strategies will increase teacher knowledge of high impact instructional strategies and promote teacher retention. Stipends include a 1% increase in Years 2 and 3. Stipends Year 1 = $76,608 TJ 101: After school 6 hours per month X 20 teachers X 10 months @ PD rate$21.28 per hour ($25,536). PLCs: After school 2 hours X 60 teachers X 30 weeks @ PD rate $21.28 per hour ($76,608).Stipends Year 2 = $77,374 TJ 101: After school 6 hours per month X 20 teachers X 10 months @ PD rate$21.493 per hour ($25,791). PLCs: After school 2 hours X 60 teachers X 30 weeks @ PD rate $21.493 per hour ($77,374).



Stipends Year 3 = $78,148 TJ 101: After school 6 hours per month X 20 teachers X 10 months @ PD rate$21.707 per hour ($26,049). PLCs: After school 2 hours X 60 teachers X 30 weeks @ PD rate $21.708 per hour ($78,148).Teacher stipends total: $232,130 Extra service for Teachers to provide additional instruction to students during their assigned planning period for three per week, with planning to occur after school, is also requested. Extra service is also planned for Saturday School. Extra Service includes an increase of 3% (Cost of Living and Steps) for Years 2 and 3.

Extra Service Year 1 = $35,117

To provide interventions to students : 3 hours per week X 4 teachers X 32 weeks

@ average rate of $41 per hour ($15,744).

Saturday School: 4.5 hours X 3 teachers X 35 Saturdays @ average rate of $41 per hour ($19,373).



@ average rate of $42.23 per hour ($16,216).

Saturday School: 4.5 hours X 3 teachers X 35 Saturdays @ average rate of

$42.23 per hour ($19,954).



@ average rate of $43.50 per hour ($16,703).

Saturday School: 4.5 hours X 3 teachers X 35 Saturdays @ average rate of

$43.50 per hour ($20,553).

Extra Service Total: $108,543



Substitutes are budgeted to enable teachers to conduct peer observations to improve and refine instructional practice. Substitute costs include a 1% increase in Years 2 and 3. Substitutes Year 1 = $3,120 4 substitutes X 6 days X $130 per day

Substitutes Year 2 = $3,151 4 substitutes X 6 days X $131.30 per day Substitutes Year 3 = $3,183 4 substitutes X 6 days X $132.61 per day

Substitutes Total: $9,454 Benefits: The total cost for benefits over three years is $46,045

Benefits from stipends, extra service and substitutes were calculated using standard district rates.

BENEFITS Year 1 Year 2 Year 3 Total

Life Insurance

Liability Insurance $173 $173 $173 $519 Long Term Disability

FICA

Medicare Match $1,156 $1,168 $1,179 $3,503 KTRS $12,840 $12,968 $13,099 $38,907 CERS

Unemployment $797 $806 $813 $2,416

Workers Compensation

$231 $233 $236 $700

Health Insurance

State Life Insurance

State Administrative Fee

BENEFITS TOTAL $15,197 $15,348 $15,500 $46,045



Supplies: The total cost for supplies over three years is $52,327

SIG funding will be used to purchase Wit & Wisdom materials, including student notebooks. The Wit & Wisdom curriculum provides rich content that meets the core ELA standards and best practice instructional strategies. The curriculum uses books instead of basals to provide authentic and high quality learning experiences to build knowledge and master essential reading, writing, speaking, listening, grammar and vocabulary skills. The curriculum is composed of four modules that explore a specific topic to develop depth of understanding through core literacy works, informational texts, and visual art. All modules integrate reading, writing, speaking, listening and language instruction. Through this integrated approach, Wit & Wisdom modules include the following: Supplies Year 1 = $20,020 Curriculum Materials for English Language Arts, Wit & Wisdom Student Notebooks: $22 per book x 910 students Supplies Year 2 = $20,020 Curriculum Materials for English Language Arts, Wit & Wisdom Student Notebooks: $22 per book x 910 students Supplies Year 3 = $12,287 Curriculum Materials for English Language Arts, Wit & Wisdom Student Notebooks: $22 per book x 910 students. Requesting $12,287 of total cost. Supplies total $52,327 Year 1 Budget = $114,945 Year 2 Budget = $115,893 Year 3 Budget = $109,118 Total Project = $339,956



Describe how the school aligned multiple state and federal funds with the selected intervention model. (May include, but are not limited to, Family Resource/Youth Service Centers, Preschool, Professional Development, Title I, Title II, Title III funds etc.) The district and school will invest general funds, Family Resource/Youth Service Center, Title I, Title II and Title III funds to support Thomas Jefferson Middle School’s Improvement efforts. A US Department of Education District to School Turnaround Grant will provide National Institute for School Leadership (NISL) training to the Principal, Assistant Principals and School Leaders as requested. The district’s Data Management and Program Evaluation Department, Curriculum Specialists, Pupil Personnel, Academic Support Services, Professional Development staff, English as a Second Language, Exceptional Child Education and other district programs will likewise support Thomas Jefferson’s school improvement work.

Other district resources that will be used to support the intervention model will be: Textbook funds A Goals Clarity Coach for teacher development of curriculum and instruction English Language Arts (ELA) Resource Teacher Safe School funds for after school activities/clubs. ECE Consulting Resource Teacher for teacher development The Youth Service Center Coordinator will work with staff to promote family involvement in the areas of attendance, participation in student-led conferences/parent teacher conferences, as well as provide services to students to help alleviate barriers to student achievement. The staff will work with the Youth Service Center Coordinator to identify and address the needs (social and emotional) of students. Seven Counties counseling services will work in unison with the YSCC and the counselors after the student are identified to get counseling services during the school day. Thomas Jefferson receives funds from the district for a Goal Clarity Coach and an ECE Consulting Resource Teacher for the building. These two positions are used to help with curriculum, instruction, remediation strategies, and interventions throughout the school for all content areas.



Year 1 School Budget Please Note: You may only type in the gray areas. District: Jefferson County Public Schools School: Thomas Jefferson Middle School

MUNIS Code

Description of Activity

Amount Requested

113 Extra Service $ 35,117

113 Stipends $ 76,608

120 Substitutes $3,120

213 Liability Insurance $173

222 Medicare Match $1,156

231 KTRS $ 12,840

253 Unemployment $797

260 Workers Compensation $231

643 Supplies $ 20,020

Total Amount Requested Year 1 $114,945




MUNIS Code

Description of Activity Amount

Requested


113 Stipends $ 77,374




231 KTRS $ 12,968



463 Supplies $20,020





MUNIS Code

Description of Activity Amount

Requested


113 Stipends $ 78,148




231 KTRS $ 13,099



463 Supplies $12,287


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