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2014-2015 Revised Tennessee School and District Improvement Plan TemplateThe final plan should be no longer than four pages.

School: Kirby High SchoolAccountability Status

Reward

Analysis of last year’s final results:

Areas of Greatest Progress: Areas of Greatest Challenge:Proficient/Advanced IMPROVEMENTS- 1 yearAlgebra I- 13.1English II- 3.3English III- 1.3Algebra II- 2.9Biology- .7History- 1.7(% point increase at the school level, see charts below)

Additional SuccessesEnglish II SWD scored P/A -73% Algebra I ELL students scored 42.9% P/A (a 14.3 percentage point increase from 2013)

Kirby High made gains in Algebra I, Biology and U.S History.

Alg. IYear School2011 49.42012 55.72013 48.62014 61.7

Bio IYear School 2011 282012 35.12013 482014 48.7

US HistoryYear School 2012 93.32013 90.02014 91.7

Proficient/Advanced SETBACKSThe numbers below are in comparison to the state average over the past two/three years (depending on availability of data)Eng. II

Year School AMO2012 33.5 35.32013 37.0 39.12014 40.3 41.1

Kirby did not make AMO in English II in 2014. We are 0.8 percentage points below the target.

Alg. IIYear School AMO

2012 3.7 n/a

2013 9.9 9.7

2014 13.3 15.5

Kirby did not make AMO in Algebra II in 2014. We are 2.2 percentage points below the target.

Eng. IIIYear School AMO2012 8.3 n/a2013 9.1 142014 10.4 15.1

Kirby did not make AMO in English III in 2014. We are 4.7 percentage points below the target.

Graduation RateYear School2011 79.82012 71.62013 63.92014 TBA

English Language Learner Subgroup-Algebra I ELL students scored 42.9%

proficient/advanced while NON-ELL students scored 62.2% P/A. Algebra II ELL students scored 14.3% P/A while NON- ELL students scored 13.4% P/A.English II ELL students scored 100% P/A versus NON-ELL students who scored 40.3% P/A. English III ELL Students scored 0% P/A while NON-ELL students scored 10.8% P/A.Students With Disability SubgroupAlgebra I SWD scored 34.3% P/A while NON-SWD scored 65.4% P/AAlgebra II SWD scored 20% P/A while NON-SWD scored 12.8% P/A.English II SWD scored 73% P/A while NON-SWD scored 35.8% P/A. English III SWD scored 0% P/A while NON-SWD scored 11.9% P/A. Economically Disadvantaged SubgroupAlgebra I ED scored 60.4% P/A while NON-ED scored 68.5% P/AAlgebra II ED scored 14.3% P/A while NON-SWD scored 9.6% P/A.English II ED scored 37.9% P/A while NON-ED scored 54.2% P/A. English III ED scored 9.2% P/A while NON-ED scored 15.3% P/A.

Underlying Reasons for Progress: Underlying Reasons for Challenge:-Teachers and Students will used smartboards, CPS Units, Mobile Computer Labs and the Library to integrate technology in all courses ($10,000 maintenance from title one)- Teachers used the BrainPop subscription in classroom activities (especially in ESL and Inclusion Courses)-Extended Learning and Contract was implemented in all EOC courses-We implemented inclusion and plus classes in Algebra I, Biology and English I and II-Teachers used common planning and data days to review formative assessment data and created re-teaching and action plans-To increase scores in other EOC courses, teachers attended data planning days to create common assessments and lesson plans-Teachers have attended several trainings covering Common Core and how to implement-Regular Ed and Special Ed teachers attended all data days as provided by the school to assist with planning across the curriculum- The school hosted EOC nights/report card pick up nights to assist parents in reading formative assessment scores and provide strategies to help parents to help student achievement.-Parents assisted in revising the TSIPP.

-Challenges at Kirby are between ED, NON-SWD, and ELL students when compared with the general population. We believe that more training in all areas is necessary. This year we will pair ELL with Bilingual students In working with our SWD, teachers need more professional development on strategies that work best with that population. (Data reflected above).-We did not make AMO in English II and III due to a lack of student motivation to read and the inability to comprehend. We are implementing a drop everything and read program as well as school-wide classroom literacy strategies that focus on reading, writing and vocabulary acquisition (see literacy plan).-We also have noticed that our ACT scores fall significantly below the state average. The composite scores for the past three years (15.2, 14.7, 15.2) have been at least 4.1 points below the state average (19.7,19.5,19.8 ). We believe student scores are deficient because of their performance in the upper level Math, English and Science courses. We will begin ACT Prep sessions offering assistance by using an online program called number2.com, specifically targeting students with PLAN scores 13-18 and in CTE courses. We believe this implementation will assist in increasing motivation among students to attend post-secondary institutes, in turn increasing our graduation rate which is discussed in the next bullet. -We have consistently decreased over the past

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three years in our graduation rate. Our current graduation rate is 63.9%, 15.9 percentage points less than we were in 2011. This is due in part to failure to track the entering cohorts of 9th grade students and/or students who have transferred to other schools/districts. This year, we will implement a graduation plan that addresses tracking students (see graduation plan).

Goals for this school year:

Overall Achievement Goals: (Aligned to First to the Top Goals)Goal 1: Kirby High School’s goal is to increase the percentage of all students taking the Algebra I End of Course Test who meet or exceed the state’s Annual Measurable Objective by 2.4 % from 61.7% to 64.1% in 2015. Kirby High School’s goal is to increase the percentage of all students taking the Algebra II End of Course Test who meet or exceed the state’s Annual Measurable Objective by 5.4% from 13.3% to 18.7% in 2015.Goal 2: : Kirby High School’s goal is to increase the percentage of all students taking the English I End of Course Test who meet or exceed the state’s Annual Measurable Objective from 43.5% to 47.8% in 2015.Kirby High School’s goal is to increase the percentage of all students taking the English II End of Course Test who meet or exceed the state’s Annual Measurable Objective by 3.7% from 40.5% to 44.2% in 2015.Kirby High’s goal is to increase the percentage of students taking the English III End of Course assessment who meet or exceed the state’s Annual Measurable Objective by 5.6% from 10.4% to 16% in 2014.Goal 4: Kirby High School's Biology Goal is to increase the number of students who meet or exceed the state's Annual Measurable Objective by 10% from 48.7% to 53.4% by 2015. Kirby High school’s goal is to score 10% proficient and advanced on the Chemistry End of Course.

Subgroup Goals: (List each subgroup individually) -The Algebra I student achievement goal on the Algebra I EOC is to increase the number of proficient/advanced ELL students by 6.25% from 42.9% to 45.8% during the 2014-2015 school year. -The English II student achievement goal on the English II EOC is to increase the number of proficient/advanced ED students by 6.25% from 37.9% to 40.27% during the 2014-2015 school year. -The English III student achievement goal on the English III EOC from 0% proficient/advanced to 6.25% proficient/advanced during the 2014-2015.-The Algebra I student achievement goal on the Algebra I EOC is to increase the number of proficient/advanced SWD students by 6.25% from 34.3% to 36.8% during the 2014-2015 school year.-The Biology student achievement goal on the Biology EOC is to increase the number of proficient/advanced ELL students by 6.25% from 37.5% to 39.8% during the 2014-2015.

Other Required Goal Areas:Goal 3: Kirby High School’s graduation goal is to increase graduation for all students by 2.3% from 63.9% to 66.2% in 2014.

Plan for this school year:

Key strategies to achieve goals:1. Bi-Weekly common planning among English II, Algebra I and Biology I teachers to discuss

lesson planning and useful strategies for re-teaching. Meetings will be led by administration. 2. Data and Planning PD for all teachers after every common assessment. These meetings will

ensure all teachers know how to read and interpret data. Projected Costs and funding source- $500 Title One

3. Continue to promote extended learning and contract focusing on EOC, SPED, ELL and ACT $9000- Extended Contract $15,000-Title One

4. Provide necessary PD sessions focusing on low-performing strands and technical issues such as calculator use. $2,000 Title One

5. Continue EOC training for parents through Report Card Pick-Up/EOC Night and other offered trainings. $3000 Title One

6. Work with our ESL teachers to be trained on communicating with the largely populated Hispanic (ELL)- subgroup.

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7. We will continue to implement the plus courses in Algebra I, English II and Biology. 8. We will begin after school tutoring specifically for ELL students by the ELL teacher on staff.

She will tutor in all subject areas. $9000- Extended Contract9. We will conduct a professional development on co-teaching and inclusion focusing on how to

improve academics among SPED students.10. We will ensure that all teachers meet highly qualified status.

Benchmarks for Progress

Benchmark: Timeline:1. All teachers will continue to be trained on working

with special needs students and ELL students. Monthly at PD sessions typically 4th Wednesday of each month; Rosetta Stone sessions must be used at least bi-weekly.

2. All EOC teachers will continue to meet weekly during common planning time to share strategies and lesson planning ideas.

Weekly beginning September 2014

3. Formative/Common Assessment Data Meetings/Data Days- during these meetings teachers will analyze data and update action and re-teaching plans.

They will occur after the return of formative assessment data. October 2014, January 2015, and February 2015.

4. Monthly PLC’s and Department Meetings focusing on academic achievement among all courses

2nd and 3rd Wednesday of each month beginning in August 2014.

5. Begin Implementing Teach Like a Champion Strategies as an intervention for teacher’s needing assistance in observation indicators.

July 2014 and as needed thereafter

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SCS Literacy Framework

LITERACY ACTION PLAN DEVELOPMENT: READING/LANGUAGE ARTS

School:

Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)

Goal

Kirby High School’s goal is to increase the percentage of all students taking the English I End of Course Test who meet or exceed the state’s Annual Measurable Objective from 43.5% to 47.8% in 2015.Kirby High School’s goal is to increase the percentage of all students taking the English II End of Course Test who meet or exceed the state’s Annual Measurable Objective by 3.7% from 40.5% to 44.2% in 2015.Kirby High’s goal is to increase the percentage of students taking the English III End of Course assessment who meet or exceed the state’s Annual Measurable Objective by 5.6% from 10.4% to 16% in 2014.

Which need(s) does this Goal address? Student Achievement

How is this Goal linked to the District’s Strategic Plan?The district’s five-year plan provides for increasing the number of students performing at proficient and advanced levels while decreasing the number of students performing below proficiency. The Five Year Plan proposes to provide timely interventions as outlined in SCS Policy 5013.

ACTION STEPS IMPLEMENTATION PLAN Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.

Section C – For each of the action steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)

Timeline Person(s) Responsible

Required Resources

Projected Cost(s) & Funding Sources Evaluation Strategy Performance

Results/Outcomes

Action Step

Identify students needing intervention by utilizing data from common formative assessments, TCAP and EOC data. Place students who qualify in plus classes.

September 2014

English, ESL and Sped Teachers

Guidance Counselors

Testing Supplies and Data

Master Schedule

$5000- Title I Review benchmark and CFA data biweekly

Conduct formal/informal observations

Lesson plan analysis

Increase student RLA achievement

Action Step

Enroll non-proficient students in after school tutoring program that addresses reading and language arts proficiency

October 2014-May 2015

Assistant Principal

EOC Teachers

Extended Contract Teachers

Teachers

Instructional Materials

$2000 Title I

Extended Contract$9000

Sign in sheets

Assessment Data

Lesson plan analysis


Action Step Develop a bi-weekly common assessment program that will

September 2014-

TeachersInstructional

Computers and Data Trackers

Data Notebooks Increase student RLA achievement

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assess and document students’ achievement of curriculum standards.

May 2015 FacilitatorPLC Coach CFAs

Classroom Response Systems

Paper, Ink, Binders

$4000 Title I

$2000 Title I

Action Step

Support new and struggling teachers according to TEM 4.0 protocols. Ensure all non-highly qualified teachers are working towards becoming highly-qualified status.

August 2014-May 2015

PrincipalPLC CoachLearning CoachesMaster TeacherPIT Crew

Support Documentation

Professional Development Materials

District Funded Support LogsTEM DataStudent Achievement Data


Action StepImplement secondary literacy strategies to improve vocabulary acquisition and reading abilities.

September 2014- May 2015

Teachers PLC Coach


$500 Title I TEM DataStudent Achievement Data


Action Step

Implement a Drop Everything and Read program to increase reading skills.


Teachers PLC Coach


Reading Materials

$500 Title I

$500 Title I

TEM DataStudent Achievement Data


Action Step

Teachers will analyze the following relevant academic data every three weeks to determine the strengths and needs of our students:

TCAP data Performance Systems Weekly classroom

assessments Suspension Data Attendance Data Constructed Response

AssessmentsData will be shared with parents and stakeholders at curriculum nights.


All teachers $1000.00 copier paper (Title (I)

Power SMS Reports

PowerTeacher Reports

Title One—Data conferences $1000.00 light snacks and resources; $3,000 Substitutes--SIP

Monitoring of weekly lesson plans

Observations

PLC Walkthroughs

Departmental meetings

Intervention plans


Action Step

The Administration, teachers and paraprofessionals will increase their expertise in technology, subject matter, and data analysis by attending professional development in-services and conferences that focus on the use of proven research-based instructional strategies for student achievement.


Administration staff

All regular education teachersN. Boyd, PLC CoachR. Chapman, Facilitator

SPED Inclusion Teachers

Additional SmartBoard, Classroom Performance Systems, Navigation Systems and Projectors

BrainPop Subscription

Course Recovery - E-Learning (Extended Contract)

Copier\Paper$4,000

Assessment Data, Classroom Assessment Data, and Progress Reports


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LITERACY ACTION PLAN DEVELOPMENT: WRITING

School: Kirby High School


Goal To increase the number of students scoring 12 on the TCAP Writing Assessment.






Required Resources


Results/Outcomes

Action Step

Implement secondary literacy strategies to improve vocabulary acquisition and writing skills. Students will write reflections in journals after each DEAR session is complete.

October 2014- May 2015

Teachers PLC Coach


$500 Title I TEM Data

Student Achievement Data

Increase student writing skills.

Action Step

The faculty and staff will provide frequent opportunities for students to practice persuasive writing within the content areas.

Practice writing assessment in class (2-3 mock assessments)

School-wide writing blitz - January

Graphic Organizer\Thinking Maps to model writing – prewriting, drafting, revising, editing and producing final draft

October 2014- May 2015

PLC CoachTeachersFacilitator

Paper\Pencil

Computers

Assessment Material

Title I Funds Writing Rubric

Discovery Assessment Data

Classroom observation

Lesson Plan analysis

Increased percentage of students scoring six and/or five on TCAP writing assessment

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Action Step


TCAP data Formative assessment

data Weekly classroom

assessments Suspension Data Attendance Data

Data will be shared with parents and stakeholders at curriculum nights

August 2014throughMay 2015


Instructional Facilitator

PLC Coach

English Teachers

copy paper

PowerTeacherGrades

Common Formative Assesment Data

Title One $3,000 substitutes


Classroom observations

Classroom walkthroughs


Intervention plansObservation


Action Step

The Administration, teachers and paraprofessionals will increase their expertise in technology, subject matter, and data analysis by attending professional development in-services and conferences that focus on the use of proven research-based instructional strategies for student achievement.



All regular education teachersN. Boyd, PLC CoachR. Chapman, Facilitator


Additional SmartBoard, Classroom Performance Systems, Navigation Systems and Projectors



Copier\Paper$4,000

Assessment Data, Classroom Assessment Data, and Progress Reports


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SCS Mathematics Framework

MATHEMATICS ACTION PLAN DEVELOPMENT



Goal

Kirby High School’s goal is to increase the percentage of all students taking the Algebra I End of Course Test who meet or exceed the state’s Annual Measurable Objective by 2.4 % from 61.7% to 64.1% in 2015. Kirby High School’s goal is to increase the percentage of all students taking the Algebra II End of Course Test who meet or exceed the state’s Annual Measurable Objective by 5.4% from 13.3% to 18.7% in 2015.






Required Resources


Results/Outcomes

Action Step

The regular education teachers will work collaboratively with the special education teachers and ESL teachers on a weekly basis to implement inclusionary/co-teaching instructional practices to increase the proficient level of special education and ESL students.


Administrative staffN. Boyd, PLC CoachSPED SupervisorsSwauncy, Rucker, Learning CoachesSPED Inclusion TeachersAlgebra I and II Teachers

Computers

EOC Data

Curriculum Guides

Inclusion Training No Cost

Lesson Plan Analysis

Classroom observation from administrative and peers

Diagnosis Progress Reports from Formative Assessments

Review Progress Reports

33.35% or more of students with disabilities will score proficient/advanced on the Algebra I EOC Assessment.

11.5% or more of students with disabilities will score proficient/advanced on the Algebra II EOC Assessment.

Action Step The Administration, teachers and paraprofessionals will increase their expertise in technology, subject matter, and


Administrative staffN. Boyd, PLC Coach,

Wireless Mobile Lab

Additional

Extended Day – $5,000 (Title I)

Course Recovery -

Review and analyze DiscoveryAssessment Data, Classroom Assessment

61.7% or more of students enrolled in Algebra I will score proficient/advanced

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data analysis by attending professional development in-services and conferences that focus on the use of proven research-based instructional strategies for student achievement.

R. Chapman, Facilitator

SPED SupervisorsLearning CoachesComputer Techs

SmartBoard, Classroom Performance Systems, Navigation Systems and Projectors


TI-84 Calculators

E-Learning (Extended Contract)

Copier\Paper$4,000

Data, and Progress Reports

on the Math EOC Assessment

18.7% or more of students enrolled in Algebra II will score proficient/advanced on Algebra II EOC

Action Step

The school will offer tutorial services for EOC Algebra IB and EOC Algebra and extended learning opportunities for students who exemplify greater needs in preparation for Algebra I test based on data collected, analyzed and evaluated.



Math Department Algebra I Plus/I Teachers and Algebra II teachers

N. Boyd, PLC Coach

EOC Coach Workbooks,EOC Item Samples Workbooks

Course Recovery, E-Learning and After School Tutors

Extended Day – $5,000 (Title I)


Copier\Paper$4,000

Review and analyze DiscoveryAssessment Data, Classroom Assessment Data, and Progress Reports

61.7% or more of students enrolled in Algebra I will score proficient/advanced on the Math EOC Assessment


Action Step


TCAP data Performance Systems Weekly classroom

assessments Suspension Data Attendance Data Constructed Response

AssessmentsData will be shared with parents and stakeholders at curriculum nights


All teachers $1000.00 copier paper (Title (I)

Power SMS Reports

PowerTeacher Reports

Title One—Data conferences $1000.00 light snacks and resources; $3,000 Substitutes--SIP Paper based Discovery Assessment


Observations

PLC Walkthroughs


Intervention plans



Action Step Instruction will be differentiated based on data analysis of student TCAP reports, report card

August 2014-May


No CostTCAP DataReport Cards

District Funded IEP Annual Review

Discovery Assessment

61.7% or more of students enrolled in Algebra I will score

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grades, IEP reports (where applicable) in order to address students’ needs. These differentiated strategies will be outlined in weekly lesson plans. Teachers will use technology (i.e. Smartboards, calculators, computers, etc.) to increase proficiency.

2015 All regular education teachersN. Boyd, PLC CoachR. Chapman, Facilitator


IEP reportsCompass Learning Weekly Quizzes

CPS Reports

Lesson Plans

proficient/advanced on the Math EOC Assessment


Action Step

Support new and struggling teachers according to TEM 4.0 protocols. Ensure all non-highly qualified teachers are working towards becoming highly-qualified status.


PrincipalPLC CoachLearning CoachesMaster TeacherPIT Crew

Support Documentation


District Funded Support LogsTEM DataStudent Achievement Data



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ACTION PLAN DEVELOPMENT



Goal Goal 3: Kirby High School’s graduation goal is to increase graduation for all students by 2.3% from 63.9% to 66.2% in 2014.

Which need(s) does this Goal address? Increase student achievement

How is this Goal linked to the District’s Strategic Plan? SCS Goal1. Student Achievement – Accelerate the academic performance of all students.




Required Resources


Results/Outcomes

Action Step

1. Students with chronic behavior and attendance problems will be iddentified weekly by the classroom teachers, attendance clerk, family specialist and the behavioral specialist and action plans will be developed and implemented with the students and parents.

Adopt a Senior Program will target at risk seniors and have teachers monitoring their progress on a monthly basis.


Parent Counselor,ISS, SART Team, Administrative staff,Teachers

Flyers Brochures Parent link Materials Training for teachers Postage Copies

Title IDistrict/School funds$7,000-training materials, paper materials, professional development, printing

Monitor behavior and attendance on a twenty day reoccurring cycle, action plans being monitored and implemented along with parental involvement

Attendance and behavior should also improve from students, increased parental involvementgraduation rate should improve

Action Step 2. The Professional School Counselors, Dual Enrollment Teachers, and AVID teachers will schedule monthly visits for college representatives, recruiters, and community


Professional School Counselors

Teachers

Parent Link, flyers, college representatives-recruiters,Copies

Title I 6,000.00

Surveys from college representatives, speaker evaluation forms, rosters of attendees, and students applying for colleges.

Students and parent’s knowledge will increase concerning higher education; students will have a better idea of what is

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leaders to speak to students about college and careers opportunities, while offering college tours and field experiences to places of employment to increase college and career readiness.

Apprentice experiences and training that allow students to model real world career skills and engage with postsecondary institutions (Graduation Rate)

Field experiences hosted by business education, ROTC, and non-core to integrate literacy, numeracy and career readiness

Track postsecondary plans of graduates

expected of them in college and requirements for college,

Action Step 3. The school will provide extended learning services, tutorial programs by using technology and human factors as strong interventions to decrease academic failure. E-Learning during the school day will be available for students at risk for not graduating. Saturday Blitz for EOC tested areas and ACT Prep Sessions will also be held to increase student performance and student preparedness for graduation.


Professional School CounselorsAttendance SecretarySMS coordinatorRecords Secretary, Teachers, PLC Coach, Instructional Facilitator

link, Progress reports, SMS information, E-Learning, After school tutoring, Compass Learning

Title I Extended Contract and Extended Learning$15,000

Analyze Pre/Post Test Data, ACT Data, EOC Data, ACT ScoresClassroom Walkthroughs

Monitoring assessments, increasing graduation rate based on academic achievement.

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Action Step

4. The Professional School Counselor will provide instructions and information to parents and students during quarterly meetings in order to develop a Four-Year High School Plan meeting the graduation requirements mandated by the State of Tennessee.


Professional School CounselorsAttendance SecretarySMS coordinatorRecords SecretaryTeachers

District SupervisorsTeaching and Learning Academymaterialscopies

School Budget

$2000,00

Review of Four Year Plan and recordsProgress ReportsReport CardsSMS data

Surveys

The four year plan will provide an avenue for students to meet graduation requirements while enhancing their skill for college curriculum.

Action Step

5. The school will provide space and resources for adequate operation of the parent resource room.


Administrative staffTitle I FacilitatorProfessional School CounselorsParent Counselor, TeachersPLC Coach

Instructional and professional reading materials, booklets on Gateway Exam,Computer access to websites, college, at-risk, and various parent handouts,Workshops

Title I $3000.00

Increase of parental involvement, surveys, school climate survey, visible parental contact

Increased awareness of strategies or the resources to help their child

Action Step

6. The school will sponsor quarterly curriculum nights to increase parent awareness of rigorous high school standards in the core areas.


Administrative staffTitle I FacilitatorProfessional School CounselorsParent Counselor, Specialist,TeachersLearning CoachesPLC Coach

Paper, copies, demonstration supplies for departments

Title I$2,500

Climate Surveys, Sign In Sheets and minutes from meetings, conferences, and community engagement activities

Needs assessment survey

Participant evaluationsStudent Surveys Teacher Surveys failing grades report, and parent surveys

Increased student achievement will result in increased graduation rate

Increase in parental involvement

Increase community involvement

Action Step 7. ACT Strategies Integrated in Core Class Instruction

Students use ACT workbooks weekly to improve test-taking strategies

ACT Prep Sessions offered on Mondays to


Administrative staffTitle I FacilitatorProfessional School Counselor,Parent Counselor, TeachersLearning CoachesPLC Coach

ACT Workbooks and Online Sources

Salary and MaterialsTitle I- $5000

Sign In Sheets and minutes from meetings, conferences, and community engagement activities


Participant evaluations



Increased ACT Scores

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prepare students for selected test dates

ACT Data is reviewed by administration and Core teachers in grades 9-12 to develop a classroom level action plan to improve each assessed area by 2+ points

ACT and Plan Data is used to identify dual enrollment and AP students for upcoming year

Parent SurveysStudent Surveys Teacher Surveys

Action Step 8. Graduation Rate Monitoring will be conducted as an on-going action to ensure that cohort members are receiving continuous education:

Transcript Audits performed by counselors for grades 10-12

Tracking of withdrawals to endure continuous enrollment status

Tracking of in-district and out-of district transfer to ensure accurate records for all students

Monitoring failing grades reports for progress and report card periods

School-wide referral of failing students to Title I interventions

Graduation


Administrative staffTitle I FacilitatorProfessional School CounselorsTeachersPLC CoachLearning Coaches

Copies District PD Substitutes- $1500.00



Participant evaluationsStudent Surveys Teacher Surveys



Increased Graduation Rate

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Awareness for parents and community stakeholders

Action Step

9. The teachers will increase their expertise in delivery of good first time teaching strategies by attending professional development in-services that are school based (data conferences, academy meetings, vertical teaming with feeder schools) local, state, and national conferences that focus on the use of proven research-based instructional strategies for student achievement. (See PD Plan in addendum). Non-highly qualified teachers will work towards highly qualified status.


Administration staff All core and new teachersFacilitatorPLC Coach

Mobile LabSmart BoardTeacher Material

Title I Funds Increased Graduation Rate

Increased Student Achievement



Increased Graduation Rate

Action Step

10. The administration, faculty and staff will continue to communicate with all stakeholders on a quarterly basis by providing newsletters, progress reports, flyers, community meetings, family/parent training sessions, report card pick-up, parent\teacher conferences, Site Based Decision Making Committee meetings and parent link messages in order to support students academically and strengthen home-school connections. Principal, teachers, student and parent will also sign the home/school compact.


Administration staff,

All core teachers,

N. Boyd, PLC CoachR. Chapman, FacilitatorM. Dotson, PTSA President,

Thomas, Walker, Gibbs-Jackson, Pirtle, Professional School Counselors

Paper Title I Funds

$5,000 Light Refreshments (Title I)



Participant evaluationsStudent Surveys Teacher Surveys

Increased in parental involvement

Increased community involvement

Increased student achievement

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2014 – 2015 Professional Development Plan


Principal:Dr. Daniel L. Jack

*Beginning PD Budget Amount= 65,000

Date: 08/25/14 (revised)

PLC Coach: Nikayla Boyd

Title I Instructional Facilitator: Raymond Chapman

Professional Development Plan OverviewBased on an extensive review of student data, teacher data and school data, our school identified and prioritized measurable objectives by subgroups as follows:1. Employ research based instructional strategies to improve student achievement in mathematics, reading/language arts and graduation rate2. Implement district initiatives (Stanford Math Intervention Program, Read Plus, High School Redesign Grant/ School Improvement Grant and Dual Enrollment)3. Build effective relationships (principals, teachers and parents) 4. Increase the knowledge of the stakeholders, staff, and community of the various post-secondary and career orientated options.The Professional Development Plan has goals that will provide teachers with the knowledge, skills, attitudes, behaviors and resources to meet our identified objectives:Goal 1: Kirby High School’s goal is to increase the percentage of all students taking the Algebra I End of Course Test who meet or exceed the state’s Annual Measurable Objective by 2.4 % from 61.7% to 64.1% in 2015. Kirby High School’s goal is to increase the percentage of all students taking the Algebra II End of Course Test who meet or exceed the state’s Annual Measurable Objective by 5.4% from 13.3% to 18.7% in 2015.Goal 2: : Kirby High School’s goal is to increase the percentage of all students taking the English I End of Course Test who meet or exceed the state’s Annual Measurable Objective from 43.5% to 47.8% in 2015.Kirby High School’s goal is to increase the percentage of all students taking the English II End of Course Test who meet or exceed the state’s Annual Measurable Objective by 3.7% from 40.5% to 44.2% in 2015.Kirby High’s goal is to increase the percentage of students taking the English III End of Course assessment who meet or exceed the state’s Annual Measurable Objective by 5.6% from 10.4% to 16% in 2014.Goal 3: Kirby High School’s graduation goal is to increase graduation for all students by 2.3% from 63.9% to 66.2% in 2014.Goal 4: Kirby High School's Biology Goal is to increase the number of students who meet or exceed the state's Annual Measurable Objective by 10% from 48.7% to 53.4% by 2015. Kirby High school’s goal is to score 10% proficient and advanced on the Chemistry End of Course.

*Based on data, staff may attend other local, state and national workshops-conferences as needed

Action Plans

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The following plans describe our school’s professional learning activities/events, the content, process and context we plan for each, our implementation timeline, expected outcomes, data sources used to evaluate effectiveness and the budget commitment required. Goal 1: Kirby High School’s goal is to increase the percentage of all students taking the Algebra I End of Course Test who meet or exceed the state’s Annual Measurable Objective by 2.4 % from 61.7% to 64.1% in 2015. Kirby High School’s goal is to increase the percentage of all students taking the Algebra II End of Course Test who meet or exceed the state’s Annual Measurable Objective by 5.4% from 13.3% to 18.7% in 2015.

Content: What will be learned? Process: What effective processes will be used? Context: What aspects of our learning environment will support this goal?

Professional Learning Activities/EventsTitle

Presenters/Leaders

Implementation Timeline

Expected Outcomes

What data sources will you use to

evaluate effectiveness? (i.e.,

teacher data, student data)

$____65,000___PD Budget

Balance

New Teacher Orientation Professional Development(some strategies from Teach Like a Champion)

N. Boyd, PLC CoachMaster TeacherLearning Coaches

August 2014Monthly

New teachers will acquire information about general expectations, school policies and procedures, and how to increase student achievement.

Observations Mentor Minutes,

Surveys Evaluation Teacher

observation through the district

$500-binders and jump drives for monthly meetings

Substitute coverage (14 x 95.00)= $1330

Mentor Training for Learning Coaches

District PresentersCoronica Hall- PIT Crew

July 2014Monthly thereafter

New mentors will acquire the skills and knowledge needed to support new teachers and to help them have successful school year.

Mentor Logs Meetings My Learning

Plan Logs

0

Good First Teaching and Learning By Design Nikayla Boyd, PLC

Coach

September 2014- Ongoing

Teachers will learn how to manage time;

Data Boards Classroom

Observations

0

18

Teach Like a ChampionMaster TeacherLearning Coaches

develop lessons to meet the needs of students with varied learning styles: to use project-based assessments.

Lesson Plans Nine Weeks

Grades

My Learning Plan/OASYS N. Boyd, PLC CoachCoronica Hall, PIT Crew

August 2014 Teachers and administrators will learn how to utilize the district technology to sign up for professional development sessions and observations.

Classroom Observations

0

Data School Improvement Planning

Review data that directly impact instructional decisions

PLC Coach, Nikayla BoydTitle I Instructional Facilitator, R. ChapmanAdministrators, Jason Jackson, Mannie Lowery, Dr. Daniel Jack

All stakeholders

August 2014- April 2015

Ongoing

Teachers will use data driven decision-making skills when developing lesson plans and delivering instruction.

Data Boards Classroom

Observations Lesson Plans Formative

Assessment End of Course Formative

assessment ACT/SAT Scores End of Course

Exams Report Card,

Progress reports Lesson plans

Classroom

$1500.00- Binders - $400 Dividers $100 Flash Drives to store Data – 50 x $20 - $1000

19

Association of Math Teachers Conference

Apply strategies to current lesson objectives and standards

Math teachers (two) February 11-14 Level of student engagement will be increased.

Specific learning needs of students will be addressed.

Students’ knowledge base of mathematical concepts will increase.

Formative assessment

ACT/SAT Scores End of Course

Exams Report Card,

Progress reports Lesson plans

Classroom Observation

$7500.00

Technological Innovations:SMARTBoard CPS Apperson Data Trackers

R. PruittR. Chapman

September 2014October 2014

Teachers will be engaged in technology based professional development activities to enhance instructional delivery and to utilize the technology to assess students in order to develop a instructional plan for differentiated instruction

Formative assessment, ACT/SAT Scores, End of Course Exams, Report Cards, Progress reportsLesson plans, Classroom Observation, Climate Surveys

$2500-CD’s, Jump Drives, Binders, Light Refreshments, printing

20

Research-based strategies for Increasing Student Achievement

“Teach Like a Champion”

PLC CoachLearning CoachesAndrea Fitzgerald, Master TeachersDepartment ChairsAdministration

PLC Meetings Teachers will incorporate instructional strategies into lesson planning and teaching.

Ninety-minute learning blocks will move from primary whole group instruction to small group instruction.

Students work will represent the higher levels of Bloom’s Taxonomy

Formative assessment, ACT/SAT Scores, End of Course Exams, Report Cards, Progress reportsLesson plans, Classroom Observation, TEM

$750.00-printing and workbooks

Drop-In and Observation/Evaluation

Jason Jackson, APMannie Lowery, APDaniel L. Jack, PrincipalNikayla Boyd, PLC CoachRaymond Chapman, Instructional FacilitatorMaster Teacher, Andrea FitzgeraldLearning Coaches

August 2014/December 2015

Teachers will learn how the process of the district and school evaluation is done.

TEM 4.0Drop-In Data

0

21

Compass Learning Andrea Fitzgerald, Master Teacher

Nikayla BoydPLC Coach

August 2014-Ongoing

Teachers will gain knowledge on how to implement the Compass Intervention program to increase the academic performance of all math students

Formative assessmentACT/SAT ScoresEnd of Course ExamsReport Card, Progress reportsLesson plans Classroom ObservationDistrict Reports

$700.00- Compass Learning Data Binders

22

Action PlansThe following plans describe our school’s professional learning activities/events, the content, process and context we plan for each, our implementation timeline, expected outcomes, data sources used to evaluate effectiveness and the budget commitment required. Goal 2: : Kirby High School’s goal is to increase the percentage of all students taking the English I End of Course Test who meet or exceed the state’s Annual Measurable Objective from 43.5% to 47.8% in 2015.Kirby High School’s goal is to increase the percentage of all students taking the English II End of Course Test who meet or exceed the state’s Annual Measurable Objective by 3.7% from 40.5% to 44.2% in 2015.Kirby High’s goal is to increase the percentage of students taking the English III End of Course assessment who meet or exceed the state’s Annual Measurable Objective by 5.6% from 10.4% to 16% in 2014.*Based on data, staff may attend other local, state and national workshops-conferences as neededContent: What will be learned?How to incorporate research-based strategies into instruction to increasing student achievement and to expand teacher’s ability to implement effective literacy strategies.

Process: What effective processes will be used?Professional Development workshops, mentoring, analysis of data, expand pedagogical skills and teacher collaboration

Context: What aspects of our learning environment will support this goal?PLC, planning time, Classroom visits, Embedded PD (Teaching sharing instructional strategies) focusing on instruction, continuous improvement, increasing student achievement

Professional Learning Activities/Events

Title

Presenters/Leaders


Expected Outcomes




$PD Budget

Balance

Data School Improvement Plan


`

Department ChairsRaymond Chapman, Instructional Facilitators

August 2014-Ongoing

Teachers will learn how to use data to make decisions when delivering instruction and developing lesson plans.

Data Boards, Classroom Observations, Lesson Plans, Formative Assessment, Observation Data, Discovery Assessment report

$1,500.00- binders and jump drives for English I and II teachers

Substitutes-665.00

23

Plain Talk about Reading

Apply strategies to current lesson objectives and standards

English Teachers February 2015 Teachers will learn strategies that provide students with greater access to important reading and writing skills and concepts.

Formative assessment, ACT/SAT Scores, End of Course Exams, Report Cards, Progress reportsLesson plans, Classroom Observation, ,Folio Express Data , data meeting notes, sign in sheets at PD provided by attendees

$7500

AVID Jason Jackson and AVID Team

August 2014 – July 2015

June 29-July 1

Teachers will learn how to implement AVID methodologies to improve the learning experience for all students in the Ninth Grade Academy and tenth grade classes

Formative assessment, ACT/SAT Scores, End of Course Exams, Report Cards, Progress reportsLesson plans, Classroom Observation, Observation Data, Climate Surveys

Literacy Strategies Nikayla Boyd, PLC CoachRaymond Chapman, Instructional

September 2014-Ongoing

Teachers will implement research-based literacy strategies in

Formative assessment, ACT/SAT Scores, End of Course Exams, Report

500-Copies

24

Facilitator their classrooms to improve student achievement using the comprehensive literacy plan

Cards, Progress reportsLesson plans, Classroom Observation, Observation Data Climate Surveys

Action PlansThe following plans describe our school’s professional learning activities/events, the content, process and context we plan for each, our implementation timeline, expected outcomes, data sources used to evaluate effectiveness and the budget commitment required. Goal 3: Kirby High School’s graduation goal is to increase graduation for all students by 2.3% from 63.9% to 66.2% in 2014.

Content: What will be learned?

How to incorporate research-based strategies into instruction to increasing student achievement

Process: What effective processes will be used?

Professional Development workshops, mentoring, analysis of data and teacher collaboration.

Context: What aspects of our learning environment will support this goal?

PLC, planning time, Classroom visits, Embedded PD (Teaching sharing instructional strategies) focusing on instruction, continuous improvement, increasing student achievement.

*Based on data, staff may attend other local state national workshops-conferences as needed


Title Presenters/Leaders Implementatio

n TimelineExpected Outcomes




PD BudgetBalance

National Drop Out Prevention Conferences

Guidance November 2-5, 2014

Team will learn how to increase the graduation rate and decrease the drop-out rate

Sign-in Sheets, Attendance, Surveys, Evaluation, Climate Surveys

25

AVID National Conferences

Selected teachers and Administration

June 2014Ongoing

Teachers will learn strategies and methodologies to increase participation in AP programs, ACT Prep and strategies that support college readiness.

Formative assessmentACT/SAT ScoresGateway/ End of Course ExamsReport Card, Progress reportsLesson plans Classroom ObservationObservation Data

The Summer Institute 2015: A Seminar on Brain Based Education and Gender Differences in Learning

Selected StaffJuly 2015 Teachers will

gain knowledge on gender based education.

Possibly to be implemented in the 2016 school year.

Formative assessmentACT/SAT ScoresGateway/ End of Course ExamsReport Card, Progress reportsLesson plans Classroom Observation

7000.00

Wired Differently SPED TeacherRegular Ed Teacher

January 2015 Teachers will learn strategies and methodologies to increase participation from students with behavior issues.

Formative assessmentACT/SAT ScoresEnd of Course ExamsReport Card, Progress reportsLesson plans Classroom ObservationObservation Data

$1000.00 printing materials from conferences

Professional Learning Communities

Nikayla BoydLearning coachesMaster Teacher


Teachers will participate in small groups to

Formative assessmentACT/SAT Scores

$500- Jump drives and binders

26

Teach Like a ChampionDepartmental Data Meetings

Select Teachers share strategies to improve academic success.

End of Course ExamsReport Card, Progress reportsLesson plans Classroom ObservationObservation Data

SPED Inclusion training Leonida Bell, Math TeacherDr. Albert Slater, SPED Teacher

October 2014 Teachers will participate in training sessions on what co-teaching and inclusion look like.

Formative assessmentACT/SAT ScoresEnd of Course ExamsReport Card, Progress reportsLesson plans Classroom ObservationObservation Data

$0

Harvard Institute- Universal Design for Learning: Reaching All Learners

School Leadership Team

July 6-July 10, 2015

$20,515

27

Action PlansThe following plans describe our school’s professional learning activities/events, the content, process and context we plan for each, our implementation timeline, expected outcomes, data sources used to evaluate effectiveness and the budget commitment required. Goal 4: Kirby High School's Biology Goal is to increase the number of students who meet or exceed the state's Annual Measurable Objective by 10% from 48.7% to 53.4% by 2015. Kirby High school’s goal is to score 10% proficient and advanced on the Chemistry End of Course.

Content: What will be learned?

How to incorporate research-based strategies into instruction to increasing student achievement

Process: What effective processes will be used?

Professional Development workshops, mentoring, analysis of data and teacher collaboration.

Context: What aspects of our learning environment will support this goal?

PLC, planning time, Classroom visits, Embedded PD (Teaching sharing instructional strategies) focusing on instruction, continuous improvement, increasing student achievement.


Title

Presenters/Leaders


Expected Outcomes




PD BudgetBalance

National Association of Biology Teachers

Biology Department November 2014-ongoing

Level of student engagement will be increased.


Students’ knowledge base of biology concepts will

Formative assessment, ACT/SAT Scores, Gateway/ End of Course Exams, Report Cards, Progress reportsLesson plans, Classroom Observation, Observation Data

6,000

28

increase.Data School Improvement Plan


`

PLC Coach, N. BoydAdministrators- Jason JacksonDepartment Chairs

August 2014 -Ongoing

Teachers will learn how to use data to make decisions when delivering instruction and developing lesson plans.

Data Boards, Classroom Observations, Lesson Plans, Formative Assessment, Observation Data, Discovery Assessment report

0- binders and jump drives for Biology teachers

Substitutes-500.00 (title one)

National Science Teacher Association

Biology and Chemistry Teacher

March 2015 Level of student engagement will be increased.


Students’ knowledge base of science concepts will increase.

Formative assessment, ACT/SAT Scores, End of Course Exams, Report Cards, Progress reportsLesson plans, Classroom Observation, , Climate Surveys

4035.00

*Based on data, staff may attend other local, state and national workshops-conferences as needed

29

School: Kirby High School Principal: Dr. Daniel L. Jack Budget: Included in PD Budget

Date: August 26, 2014 (last revised)

PLC Coach: Nikayla Boyd Instructional Facilitator: Raymond Chapman

Phone: 416-1960

New Teacher Mentoring Plan

Kirby High School’s mentoring plan is designed to introduce new teachers to Tennessee’s Performance Standards for teachers and to the TEM 4.0 Evaluation Model. It also ensures that new teachers understand school policies and procedures. Our Mentoring Plan is directly related to the Goals and Action Steps of our School Improvement Plan.

Date Action Step Person Responsible Expected Outcomes

July 2014 New Teacher Orientation

Learning Coaches To ensure that new teachers understand school policies and procedures.

August – May(on-going weekly)

Learning Coach mentoring meetings

Presenters:Learning CoachesMaster Teacher PLC Coach

To ensure that new teachers understand school policies and procedures.

To assist teachers in making a smooth transition from the workforce to working in a classroom

To address the needs of teachers who have taught at other schools but are new to Kirby High school

Teachers will receive assistance in requested areas (i.e. classroom management, differentiated instruction, etc).

30

BEGINNING TEACHERS NAME ASSIGNED MENTORS NAMEJerry Calhoun

Sheila MorganGavin Wigginson

Jessica PollardDeanna Clark

Marlen DelgadoCarl Barbarin

Bridgett McAdamKendrick Alexander

Jennifer Rucker-Leake

Monica Swauncy

Teacher Mentoring ProgramComplete Action Plan for developing and implementing a mentoring program

August 2014 Navigating the Teacher Evaluation Process

Presenters:

Nikayla Boyd, PLC Coach

Learning Coaches

Master Teacher

To introduce new teachers to the TEM 4.0 Model

To provide information on district-level training on the model

.


Weekly Learning Coach Training

Presenters:

PIT Crew- Coronica Hall

To train Learning Coaches on being effective mentors for new or struggling teachers.

August - May(on-going monthly)

Teaching Strategies: Differentiated Instruction Connecting with Students What Great Teachers Do Differently Writing and verbalizing Instructional Objectives Strategies to Improve Test ScoresLesson planning

Presenters: Nikayla Boyd, PLC CoachRaymond Chapman, Instructional FacilitatorMaster Teacher

Teachers will learn to implement a series of teaching strategies.

Students will be engaged in mini lessons designed to improve student achievement

31

September-May

Infusing Technology My Learning

PlanGoogle/Gaggle

Classroom Performance Systems

Microsoft Office Power Teacher Smartboards

Presenters: Rosalyn Pruitt, Teacher


Raymond Chapman, Instructional Facilitator

Teachers will be given hands on training on how to use technology to enhance instruction and record-keeping


July (quarterly, thereafter) Topics: Strategies for Students with Diverse Learning Styles Adjusting lesson plans to students with Disabilities Students classified as 504 Improving Test Performance of Students with Disabilities

Gary Beasley, SPED Chair


Monica Swauncy, ESL Chair

Marilyn Gibbs-Jackson- Guidance Counselor

Developing lesson plans that incorporate different learning styles

Teaching students on their individual performance level

Understanding an IEP Learning to work with minority

students

August-May Informal Observations and Feedback

Learning CoachesMaster TeacherPLC CoachInstructional Facilitator

Teachers will be observed and will be given feedback to improve teaching and learning. Novice teachers will also conduct peer observations obtain Best Practices.

May 2015 Evaluate and Revise Plan

Presenters:PLC CoachInstructional FacilitatorAssistant PrincipalsPrincipalMentors

To solicit input and reflections from mentors and the administration regarding the current and upcoming year’s plan.

32

New Teachers

33

Kirby High School Intervention Plan 2014-2015

SchoolAction Steps Timeline Required Resources Person(s) ResponsibleSelect members for school level support team; set and publish meeting dates (every 4.5 weeks).

August 2014 TN DOE RTI2 Manual and Implementation Guide

N. Boyd, PLC CoachR. Chapman, Instructional Facilitator

Ensure that staff members receive professional development on universal screener and intervention programs, as needed.

August-September 2014

District professional development schedule in MLPSite-based fidelity check


Develop and implement building procedures for fidelity monitoring to include data/usage review and classroom observations in Tier I, Tier II, and Tier III.


TN DOE RTI2 Manual and Implementation Guide Checklists, electronic monitoring toolsSchedules with who/when/how often


Administer universal screeners in Reading and Mathematics to all ninth grade students; administer Writing on an “as needed” basis.

August-September 2014

Compass LearningComputers

R. Chapman, Instructional Facilitator

Identify students in need of strategic Tier II and intensive Tier III intervention in Reading and/or Mathematics.

September 2014December 2014May 2015

Data from universal screeners, report cards, teacher observation, other student assessment data as appropriate

TeachersA.Webb, Vice PrincipalN. Boyd, PLC CoachR. Chapman, Instructional Facilitator

Communicate assignments to intervention programs to parents of students involved

September 2014 Parent letters C. Johnson, Parent Counselor

Set schedules for Tier II and Tier III interventions; realign staffing as needed.

September-December 2014

Computers/labsResources for small group intervention

TeachersN. Boyd, PLC CoachR. Chapman, Instructional Facilitator

Provide Tier II and Tier III interventions for all students in need of intervention.

September 2014-May 2015

Compass Learning Computers

Teachers

Establish progress monitoring for students receiving interventions—biweekly for Tier II and weekly for Tier III


Compass Learning ReportsExtended Learning ReportsExtended Contract Reports

R. Chapman, Instructional FacilitatorN. Boyd, PLC CoachTeachers

School level support team meets every 4.5 weeks to review data and make recommendations for modification.


Student assessment dataAttendance records Completed fidelity checklistsTeacher observation

R. Chapman, Instructional Facilitator

Communicate progress and/or changes in intervention assignments to parents (e.g., moving between/among tiers, newly assigned, moving out of intervention).


Parent letters C. Johnson, Parent Counselor

34

Kirby High School Intervention Plan 2014-2015

Title I students will participate in after school tutoring labs in Math, English, Science, Social Studies. Title I students will participate in Saturday EOC & Writing Blitz Sessions. Title I students will participate in extended library/research hours for Improving Student Achievement.Title I students will participate in ACT tutoring for Improving Student Achievement.


Compass LearningCompass Learning training (district & schoolwide)ACT practice materialsProgress reports & report cardsEOC scores – Spring 2014TCAP scores – Spring 2014


School level support team meets to review data and make adjustments to intervention schedules for the second semester, as indicated by the new data.

December 2014 Student assessment dataAttendance records Completed fidelity checklistsTeacher observation

Revise schedules for Tier II and Tier III interventions, as needed, based on December universal screening

December 2014-January 2015

Compass Learning ReportsFormative Assessment Data


School level support team meets to review end-of-year data and make preliminary plans for next year.

May 2015 Student assessment dataAttendance records Completed fidelity checklistsTeacher observation


Note: Schools are free to add additional action steps if they choose, but they will not be required to do so. Components in bold type are site-based decisions; all other components have been determined by the District. On those action steps, schools need only add the names of the responsible parties.

35

Technical Assistance ReportKirby High School

2014-15 Technical Assistance Report

Name Title/PositionCheck One Check One Topic

State District School-based

SiteVisit

PhoneCall Email

Derrick Sanders Title I Budget Contact

X XInformation on next budget meeting-questions about budget transfer

Qoueda Lewis PLC Coach X X Documents necessary for RegistrationMLP Support

Muriel Dotson PTSA President X X X X-Title I meeting discussion-School Compact

Dr. Deborah Currie Title I Advisor X X -Questions concerning TSIPP

-Questions concerning Travel

Melanie Lynch PLC Coach X X X Questions title one ordering, PD and PLC’s

Coronica Hall PIT Crew X X X X Questions concerning mentoring programAssistance with OASYS Assistance with PLC topics

April Smith PLC Coach X X X Assistance with testing information and EOC’s

Thomasena Stuckett Honors Program Analyst

X X X X Assistance with progression in Honors courses and honors matrices

36

Transition PlanFeeder School Action Plan

Action Steps TimeLine RequiredResources

Person(s) Responsible Parent Involvement

Meet with the PLC Coach/Facilitator and 8th Grade Team at feeder schools (Kirby and Hickory Ridge Middle) to discuss common practices that have been effective with the students, as well as test scores and areas that need to be strengthened among students.

February 2015 Refreshments Paper

Nikayla Boyd, PLC CoachRaymond Chapman, FacilitatorCandice Johnson, Parent CounselorAnnie Webb, Vice Principal

Invite Parents to the meeting to provide input

Conduct a meet and greet with the Freshman Guidance Counselor and Freshman Community Leader and Administrator at the feeder schools to encourage students to register at the appropriate times. Also, to give an introduction of what classes and extracurricular activities are offered at Kirby High School.

March 2015 No Cost to the school Guidance CounselorFreshman Community LeaderVice Principal

Parents are encouraged to talk with students about their choices for courses and registration.

Joint Family Night with Kirby Middle and Hickory Ridge Middle to introduce Kirby High Faculty, Staff and courses and activities offered. Also, to promote cultural awareness due to diverse populations served by all three schools.

April 2015 $1500 Supplies and Light Refreshments

Faculty and Staff from all schools(including ESL teachers)

Parents will be invited to participate in the activities for the event.

37

SIP/Title I Addendum Transition Opportunities Action Steps TimeLine Required

Resources Person(s) Responsible Parent

Involvement

Meet with all seniors to determine future plans and offer assistance on reaching those goals; have them to complete a form on their goals after Kirby High preceding the meeting; arrange any visits from colleges for any students who did not participate in the Junior College and career fair

November 2014-January 2015

No Cost 12th Grade Sponsors Guidance

Invite Parents to the meeting to provide input

College and Career Fair Events open to all students with a focus on 11th and 12th grade students

3 times per month $1000 Activities and Refreshments (as needed)

Counselors Parents will be invited to participate in the activities for the event.

College Tours 2 times per year Sponsored by community colleges and adopters

Counselors, Facilitator, PLC Coach

Parents can plan to attend the tours

ACT Prep Select Mondays afterschool from November to April

$7,000 PLC Coach, Facilitator, ACT Prep Teacher

Parents will have an orientation for students involved in the ACT Prep sessions

38

State and Federal ProgramsList all State Educational programs and other Federal programs that are consolidated in this plan.

1. Extended Contract/Learning

2. Title I

3. Course Recovery

4. Smaller Learning Community (PLC’s)

5. Perkins Funding (Career & Technology)

6. English Language Learner Program

7. Special Education

8. Title I Parental Involvement Center

9. E-Learning

10.Discovery Formative Assessment Program

11.Learning Coach Mentoring Program

12.Dual Enrollment

13.Compass Learning

14.Advanced Placement

39

Revised 07/2014

Kirby High SchoolSCHOOL/PARENT COMPACT

2014-2015Parent/Guardian’s AgreementI want my child to achieve. To support my child’s learning, I will encourage him/her by doing the following: Develop a partnership with the school to help children achieve the State’s high standards. Establish a time and place for homework and monitor homework regularly. Provide a quiet, well-lighted place for study. Encourage my child’s efforts and be available for questions. See that my child is punctual and attends school regularly. Support the school in its efforts to maintain proper discipline and that child obeys the school rules. Teach social skills to promote positive interactions with all and teach them to be respectable. Stay aware of what my child is learning Volunteer in my child’s school in various areas and not only at athletic events and special programs. Communicate with my child’s teacher frequently to find out how my child is doing in school including reviewing the Progress Reports sent home after

the third week of each nine-weeks and reviewing the report card each nine-weeks. Attend scheduled parent meetings, conferences and workshops. Provide necessary supplies and maintain those supplies that were given by the school. Meet with my child’s teachers at least annually to discuss the school/parent compact. Review frequent student progress reports such as report cards, periodic progress reports, EOC reports. Encourage my child to read by providing a library card for my child and letting my child see me read.

______________________________________________ _____________________________________________Print Parent’s Name Parent’s SignatureStudent’s Agreement It is important that I work to the best of my ability. Therefore, I shall strive to do the following: Attend school regularly and report to classes on time. Come to school each day with pens, pencils, paper, and other necessary tools for learning. Perform at my highest level of learning each day. Share the responsibility for improving my academic achievement with my parents and the entire school staff. Complete and return homework and class assignments in a timely manner. Observe regular study hours. Ask questions when I do not understand. Comply with rules of student conduct, including the uniform policy. Display respect for all and obey all the rules. Take responsibility for my actions and grades and to cooperate with others that I may receive a quality education.

______________________________________________ ______________________________________________ Print Student’s Name Student’s SignatureTeacher’s Agreement It is important that students achieve. To support my students’ learning, I shall strive to do the following: Share the responsibility for improving student academic achievement with parents and students. Provide high-quality curriculum and assignments at a pace appropriate for my students. Provide meaningful homework assignments for students, when applicable. Provide necessary assistance to parents so they can help with the assignments. Encourage students and parents by providing information about the student’s progress. Provide constant preparation for my students to succeed on District and State tests. Determine to student’s educational needs and adjust my instruction to accommodate those needs. Participate in extracurricular activities and school-related functions. Maintain on-going communication and participation from students and parents. Be a model learner for my students Demand higher cooperation and participation from students and parents Kirby High School Teachers 2014-2015Principal’s ResponsibilityAs a Kirby High School administrator, I support parent, student, and teacher involvement focused on student success. Therefore, the administration and staff of Kirby High will strive to do the following: Develop a partnership with parents to help children achieve the State’s high standards. Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the children to meet the State’s

student academic achievement standards. Provide a supportive, safe, and effective learning environment that allows for positive communication between the teacher, parent, and student Encourage teachers to regularly provide homework assignments that will reinforce and is an extension of classroom instruction. Have high expectations of ourselves, students and other staff Determine the student’s educational needs and adjust the instruction to accommodate those needs. Ask parents to help, encourage their support in the school and provide flexible parent meetings. Jointly develop with parents, a School/Parent compact that outlines how parents/school/ staff/students will share responsibility for improving

student academic achievement Conduct a parent meeting in the spring of each year to discuss, develop and approve the School/Parent Compact the Family Engagement Plan and hold

regular parent/teacher conferences at flexible meeting times throughout the year. Give parents reasonable access to staff, to volunteer, participate and observe in their child’s classroom. Enforce all rules set forth by Shelby County Schools and KHS. Listen to parent and student concerns Maintain open communication with parents (phone calls, conferences, parent meetings, parent visitations)

Dr. Daniel L. Jack __________________________________________Print Principal’s Name Principal’s Signature

Kirby High SchoolESCUELA/PADRES

40

Revised 07/2014

Revised 07/2014Período 2014-2015

Padre, madre o tutor legal de acuerdoquiero que mi hijo. Para apoyar a mi aprendizaje de su hijo, que él/ella de la siguiente manera:Desarrollar una asociación con la escuela para ayudar a los niños a alcanzar los altos estándares del Estado.• Establecer un tiempo y un lugar para hacer la tarea y supervisar tareas regularmente.• Proporcionar un lugar tranquilo y bien iluminado para estudiar.• Fomentar los esfuerzos de mi hijo y estar disponible para las preguntas.• Ver que mi hijo es puntual y asiste a la escuela regularmente.• Apoyo a la escuela en sus esfuerzos por mantener la disciplina y que los niños obedece a las reglas de la escuela.• Enseñar habilidades sociales para promover interacciones positivas con todos y les enseña a ser respetable.• Estar al tanto de lo que mi hijo/a está aprendiendo• Voluntarios en la escuela de mi hijo en diversas áreas, no sólo en eventos atléticos y programas especiales.• Comunicarse con el maestro de mi niño con frecuencia para averiguar cómo mi hijo en la escuela incluyendo examinar los informes sobre la marcha enviado a casa después de la tercera semana de cada nueve semanas y examinar el informe tarjeta cada nueve semanas.• Asistir a reuniones programadas, conferencias y talleres.• Proporcionar suministros necesarios y mantener los suministros que fueron dadas por la escuela.• Cumplir con los maestros de mi hijo por lo menos una vez al año para discutir sobre la escuela y los padres.• Revisión constante del estudiante informes sobre la marcha de los trabajos como tarjetas de calificaciones, informes periódicos sobre la marcha, EOC.• Alentar a mi hijo a leer al proporcionar una tarjeta de la biblioteca para que mi hijo y dejar que mi hijo me vea a mí leer.__________________________________ _________________________________Nombre del Padre Firma del Padre

Del estudiante Firma Acuerdoes importante que yo trabajo en la medida de mis posibilidades. Por lo tanto, me esforzaré por hacer lo siguiente: •Asistir a la escuela regularmente y a las clases a tiempo.• Venir a la escuela cada día con plumas, lápices, papel y otras herramientas necesarias para el aprendizaje.• Realizar en mi máximo nivel de aprender cada día.• Compartir la responsabilidad de mejorar mi rendimiento académico con mis padres y todo el personal de la escuela.• Completar y devolver las tareas y trabajos de clase en una manera oportuna.• Respetar horas de estudio regular.• Hacer preguntas cuando no lo entiendo.• Cumplir con las normas de conducta de los estudiantes, incluyendo la política uniforme.• Mostrar respeto a todos y obedecer todas las reglas.• Asumir la responsabilidad de mis acciones y de los grados y a cooperar con los demás que reciba una educación de calidad.

____________________________________ ________________________________________Nombre del Estudiante Firma del Estudiante

Del Profesor Acuerdo Es importanteque los estudiantes logren. A mi el aprendizaje de los estudiantes, me esforzaré por hacer lo siguiente:• compartir la responsabilidad de mejorar rendimiento académico de los estudiantes con los padres y alumnos.• Proporcionar currículo de alta calidad y asignaciones en un ritmo adecuado para mis alumnos.• Proporcionar importantes tareas de los estudiantes, en su caso.• Proporcionar la asistencia necesaria a los padres para que puedan ayudar con las tareas.• Alentar a los alumnos y a los padres mediante el suministro de información sobre el progreso del alumno.• Mantener una constante preparación para mis alumnos a tener éxito en exámenes del Distrito y del Estado.• Determinar necesidades educacionales de los estudiantes y ajustar mis instrucciones para dar cabida a esas necesidades.• Participar en las actividades extraescolares y las funciones relacionadas con la escuela.• Mantener comunicación continua y la participación de alumnos y padres.• Ser un modelo para mis alumnos alumno• demanda una mayor cooperación y participación de los estudiantes y los padres

Kirby Maestros de la Escuela Secundaria período 2014-2015La responsabilidad principalComo Kirby High School administrator, yo apoyo padres, estudiantes, y participación de los profesores se centraron en éxito de los alumnos. Por lo tanto, la administración y el personal de Kirby Alta se esforzará por hacer lo siguiente:• Desarrollar una asociación con los padres para ayudar a los niños a alcanzar los altos estándares del Estado.• Proporcionar currículo de alta calidad y la enseñanza en un apoyo efectivo y ambiente de aprendizaje que permite a los niños el Estado pueda cumplir con su rendimiento académico de los estudiantes.• Proporcionar un apoyo, segura y efectiva entorno de aprendizaje que permite la comunicación positiva entre los docentes, los padres y estudiantes• animar a los profesores

Dr. Daniel L. Jack ______________________________________Nombre del Director Firma del Director

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Revised 07/2014

Kirby High School Family Engagement Plan 2014-2015

Kirby High School has a special responsibility to our parents and community by providing opportunities for you to get involved and share the responsibility of promoting success in our children. Under the Federal Projects Director, Kirby High School jointly develops with parents a written Family Engagement Plan. The Plan establishes the expectations for parental involvement at Kirby High School according to the guidelines set forth in Title I regulations.To insure that parents have opportunities to participate in an organized, on-going and timely way in the planning, review, and improvement of programs for family engagement and the Family Engagement Plan of the Title I Program at Kirby High School, we shall do the following:

Invite parents to the Title I Annual Parent Meeting held in August or September to inform them of the following:1. Kirby High School’s participation in the Title I program,2. The Title I requirements for Kirby High School,3. The right of parents to be involved in the school and4. Various school activities.

Hold a flexible number of parent meetings and activities. Involve parents in an organized, ongoing and timely way in the plans for parent involvement. Provide parents timely information about parent involvement programs. Provide a description and an explanation to parents of:

1. The curriculum in use at the school2. Forms of academic assessment used to measure student progress3. Proficiency levels students are expected to meet.

Provide parents with opportunities for regular meetings, if requested, to formulate suggestions, to participate in decisions relating to the education of their children and respond to any suggestions as soon as practically possible.

Jointly develop with parents a school-parent compact. Review the Home/School Compact periodically to ensure that plans continue to be in place to increase student

achievement. Review the Family Engagement Plan to meet the changing needs of parents and the school. Provide assistance to parents in understanding such topics as:

-State academic content Standards, -State student academic achievement standards, -State and local academic assessments including alternate assessments, how to monitor a child’s progress and how to work with educators to improve the achievement of their children and the requirements of parent involvement.

Provide materials and training to help parents work with their children to improve their achievement, such as literacy training and using technology to foster parent involvement.

With the assistance of parents, educate teachers, pupil services personnel, principals and other staff in the value and utility of parent contributions. The staff will be trained in how to reach out to, communicate with, and work with parents as equal partners. In addition, the staff will be trained to implement and coordinate parent programs, and build ties between parents and schools.

Coordinate and integrate, to the extent feasible and appropriate, parent involvement programs and activities with centers such as the Kirby Family Resource Center housed at Kirby High School.

Send parents information related to school and parent programs, meetings and other activities to the extent practicable, in a language parents can understand.

Provide parents with reasonable support for parent involvement activities as parent may request. Include parents in professional development available to staff and parents under No Child Left Behind. Support family engagement in all programs at the school. Allow all Title I personnel to be accessible to parents. Conduct parent surveys to determine effectiveness of the Family Engagement Plan. Provide parents with a description and explanation of the curriculum in use at Kirby High School forms of academic

assessment used to measure student progress and the proficiency levels students are expected to meet. Parents participate in AT LEAST ONE school sponsored parent teacher conference. Provide Parent information in English and Spanish.

_________________________ _____________________________ Dr. Daniel L. Jack Nikayla Boyd

Principal PLC Coach

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Revised 07/2014

Kirby High School y la Familiaperíodo 2014-2015 Plan de implicación

Kirby High School tiene una responsabilidad especial a nuestros padres y la comunidad, brindando oportunidades para que participen y compartir la responsabilidad de fomentar el éxito en nuestros niños.

En el Director de Proyectos Federales, Kirby de secundaria se desarrolla conjuntamente con sus padres un Plan escrito compromiso familiar. El Plan establece las expectativas de participación de los padres en la Escuela Secundaria Kirby según las directrices establecidas en el Título I normas.

Para asegurarse de que los padres tengan la posibilidad de participar de manera organizada, en curso de manera oportuna y en la planificación, revisión y mejoramiento de los programas de compromiso familiar y de la Familia Plan de implicación del Programa de Título I en la Escuela Secundaria Kirby, haremos lo siguiente:• Invitar a los padres de familia sobre la anual Título I Reunión con los padres en Agosto o Septiembre para informarles de los siguientes:1.Kirby de la Escuela participación en el programa de Título I, 2.El Título I requisitos de Kirby High School,3. El derecho de los padres a participar en la escuela, y4. Distintas actividades escolares.• Mantenga una cantidad flexible de reuniones y actividades.• Involucrar a los padres en forma organizada, en curso y en forma oportuna los planes de participación de los padres de familia.• Proporcionar a los padres información oportuna sobre programas de participación de los padres.• Proporcionar una descripción y una explicación a los padres de: 1.El plan de estudios en uso en la escuela2. Las formas de evaluación académica para medir progreso del estudiante3. Los niveles de competencia se espera que los estudiantes cumplan.• Proporcionar a los padres con oportunidades para reuniones periódicas, si se le pide, a formular sugerencias, para participar en las decisiones relativas a la educación de sus hijos y responder a las sugerencias tan pronto como sea posible.• Desarrollar conjuntamente con los padres una escuela de padres.• Revisar la Casa/Escuela Compacta periódicamente para asegurar que los planes siguen en su lugar para aumentar los logros de los estudiantes.• Revisar el Plan de implicación Familiar para satisfacer las necesidades cambiantes de los padres y la escuela.• Ofrecer asistencia a los padres en la comprensión temas tales como: -Estado Las Normas de contenido académico, -Estado rendimiento académico de los estudiantes,Estado y evaluaciones académicas locales incluyendo evaluaciones alternativas, cómo vigilar un progreso del niño y cómo trabajar con los educadores para mejorar el logro de sus hijos y a los requisitos de participación de los padres de familia.• Proporcionar materiales y capacitación para ayudar a los padres trabajar con sus niños para mejorar su logro, tales como la alfabetización y el uso de la tecnología para fomentar participación de los padres de familia.• Con la asistencia de los padres, educar a los maestros, alumnos, personal de los servicios los directores y demás personal en el valor y la utilidad de sus padres. El personal estará capacitado en cómo llegar a, comunicarse con ellos y trabajar con los padres como socios iguales. Por otra parte, el personal será capacitado para ejecutar y coordinar los programas padres y construir lazos entre los padres y las escuelas.• Coordinar e integrar, en la medida en que sea posible y apropiado, programas de participación de los padres y actividades con centros como el Kirby Family Resource Center ubicado en Kirby High School.• Enviar información relacionada con los padres a la escuela y a los padres los programas, reuniones y otras actividades para la medida de lo posible, en un idioma los padres pueden entender.• Proveer a los padres de familia con apoyo razonable de actividad con participación de los padres como padre puede solicitar.• Participación de los padres en el desarrollo profesional a disposición del personal y los padres de que Ningún Niño Se Quede Atrás.• Compromiso familiar en todos los programas de la escuela. Permitir que todos los Títulos I personal para ser accesible a los padres.• Llevar a cabo encuestas padres para determinar la eficacia de la Familia Plan de implicación.• Proporcionar a los padres una descripción y explicación del plan de estudios en uso de Kirby High School las formas de evaluación académica se usa para medir el progreso de los estudiantes y los niveles de competencia se espera que los estudiantes.• Los padres participar en AL MENOS UNA escuela reunión con padres de alumnos.• Proporcionar información a los padres en inglés y en español.

_________________________ _____________________________ Dr. Daniel L. Jack Nikayla Boyd

Principal PLC Coach

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Strategies to Attract High Quality, Highly Qualified Teachers

Check all that apply:__X__ Support uncertified personnel gain certification

__X__ Establish collaboration with colleges and universities

__X__ Provide ongoing professional development

__X__ Encourage local, state, and national professional development

__X__ Implement a mentoring program

__X__ Establish networks to build capacity

__X__ Provide time for team planning, collaboration

__X___ Provide generous resources, materials to assist teachers

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Assurance Page

I,___________________, principal of ___________________School, give assurance that this Title I Schoolwide Plan was developed during a one-

year period with parents and other members of the community. This plan is available to the local educational agency, parents, and the public.

The intent and purpose of each federal categorical program is included. When appropriate there is coordination with programs under Carl D. Perkins

Vocational Act, and Head Start.

____________________________________ ____________________

Principal Signature Date

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