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Tennessee School Improvement Planning Process

School Year 2011-2012

Eagles Soaring for ExcellenceMrs. Barbara Thomas, Principal

3232 BirchfieldMemphis, TN 38127

Ph. 901-416-1000 Fax 901-416-1001

Memphis City SchoolsDr.Kriner Cash, Superintendent

Assurance Page

Tennessee School Improvement Planning Process(TSIPP)

AssurancesWith Signature of Principal

I certify that Lucie E. Campbell Elementary School, has utilized the data and other requirements requested for each component. The school

will operate its programs in accordance with all of the required assurances and certifications for each program area.

I CERTIFY that the assurances referenced above have been satisfied to the best of my knowledge.

__________________________ ____________________Signature of Principal Date Signed

Lucie E. Campbell Elementary - Tennessee School Improvement Planning Process 2

SIP Title I Table of Contents

Cover Page 1

TSIPP Assurance Page 2

Table of Contents 3

Component 1a: School Profile and Collaborative Process 5 SIP Leadership Team Composition 6 Subcommittee Formation and Operation 7 Data Sources 13 School and Community Data 14

o Instruction by highly qualified staff 17

Component 1b: Academic and Non-Academic Data 24 Variety of Academic and Non-Academic Data 25 Data Collection and Analysis 27 Report Card Data Disaggregation 32 Narrative Synthesis of all Data 37

o Comprehensive Needs Assessment 40-41 Prioritized List of Goal Targets 42

Component II: Beliefs, Mission, and Vision 43

Component III: Curricular, Instructional, Assessment, Organizational Effectiveness 45 3.1 Curriculum Practices 46

o Strategies to increase parental involvement 46o Offer timely assistance to low achieving students 49o Coordination and integration of Federal, state, and local service programs 49


3.2 Instructional Practices 52o Strategies to attract highly qualified teachers 55o Funds used to remove school from HP List 55o Policies and practices to ensure all students meet the state’s proficient level 58

3.3 Assessment Practices 59o Report of individual assessment results to parents in a language they understand 64,65o Measures to include teachers in decisions regarding assessment 66

3.4 Organizational Practices 67

Component IV: Action Plan 73o Offer timely assistance to low achieving students 74, 80o Strategies to increase parental involvement 76, 82o Schoolwide reform strategies based on scientific research 82, 84o High quality, ongoing professional development 82, 84

Component V: School Improvement & Process Evaluation 88 5.1 Process Evaluation 89

5.2 Implementation Evaluation 94Measures to include teachers in decision regarding assessment results 94

5.3 Monitoring and Adjusting Evaluation 98

Addendum: 100 Title One Assurance 101 Family Engagement Plan 102-103 Transition Plan 104-105 Professional Development Plan 106-116

o High quality, ongoing professional development Intervention Plan 117 Teacher Mentoring Plan 118-9


School Profile and Collaborative Process

Component 1


Component 1a - School Profile and Collaborative Process

1.1 TSIPP Leadership Team Composition

TSIPP Leadership Team Member Name

Leadership Chair? (Y/N) Position Name of Subcommittee(s) (when applicable)

Barbara H. Thomas Y Principal, Administrator All ComponentsSylvia F. Sullivan Y Instructional Facilitator All ComponentsCarolyn Pearson Y 4th Grade Teacher Component 1a-School Profile Chairperson

Kimberly Sanderson Y Librarian Component 1b – Collaborative Process Chairperson

Rose King Y Professional School Counselor Component 2-Beliefs Chairperson

Larry Briggett Y 3rd Grade Teacher Component 3 –Data Chairperson

Teresa Ficklen Y Kindergarten Teacher Component 4- Action Plan Chairperson

Felecia Speare Y 5th Grade Teacher Component 5-Evaluation

Keri Mathew N Parent Component 5-Evaluation

Quincy Martin N Student Component 1b – Collaborative Process

Sharon Heard N ESP, non-certified Component 4- Action Plan ChairpersonRev. Randy James N Community Representative Component 2-Beliefs



1.2 Subcommittee Formation and Operation

Subcommittee for COMPONENT 1 School Profile and Collaborative ProcessMember Name Position Chair

Carolyn Pearson 4th Grade Teacher YMary Scott 5th Grade Teacher NLaJuana Hubbard 1st Grade Teacher NGlenda Jones-Anderson SPED NPatrice Harrington Kindergarten NJacqueline Alexander Support NBarbara Thomas Principal NSylvia Sullivan Instructional Facilitator NVivian Sawyer Interventionist NJessica Broaden Student NRuby Nunnally General Office Secretary- Non Certified Personnel NWilliam Tipton Building Engineer- Non Certified Personnel NJames Broaden Parent NJeff Nickelberry Community Representative N

Component 1a Subcommittee has met to address critical components of the TSIPP and minutes are on file. X YES NO

____________________________________________________________________Subcommittee 1a Chair Signature


Component 1b – Academic/Non-Academic Data

Subcommittee for COMPONENT 1 School Profile and Collaborative Process

Member Name Position Chair


Kim Sanderson Librarian Y

Jacquelyn DeSadier 1st Grade Teacher N

Clara Malone 3rd Grade Teacher N

Andrea Smith 6th Grade Teacher N

Deborah Mitchell ESP N

Barbara Thomas Principal N

Sylvia Sullivan Instructional Facilitator N

Leslie Blair SPED N

Quincey Martin Student N

Versa Jones Tennessee Academic Specialist/Community N



Component 1b Subcommittee has met to address critical components of the TSIPP and minutes are on file. X YES NO

_______________________________________________________________________Subcommittee 1b Chair Signature

Subcommittee for COMPONENT 2 Beliefs, Mission and VisionMember Name Position Chair

Rose King Professional School Counselor YDeborah Lawson SPED NBarbara Robinson 2nd Grade Teacher NErica Gibbs 3rd Grade Teacher NDeborah Brown 6th Grade Teacher NShirmilia Burns-Cole Interventionist NBarbara H Thomas Principal NSylvia Sullivan Instructional Facilitator NTeresa Johnson Nutrition Services Manager- Non Certified Personnel NKyron Freeman Student NRobert Carruthers Parent NRev. Randy James Community Representative N

Component 2 Subcommittee has met to address critical components of the TSIPP and minutes are on file. X YES NO

Subcommittee 2 Chair Signature

Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and Organizational EffectivenessMember Name Position ChairLarry Briggett 3rd Grade Y

Lindell Burrow Kindergarten N

Ina Marion 1st Grade N

Marcia Gatewood 6th Grade N

Alita Bolton SPED N

Dr. Lin Meredith Speech Therapist N

Elencia Green Interventionist N



Alexis Burnett Student N

Keyla Brown Parent N

Antonio Isabel Community Representative N


Component 3 Subcommittee has met to address critical components of the TSIPP and minutes are on file.

X YES NO


Subcommittee for COMPONENT 4 Action Plan DevelopmentMember Name Position Chair

Teresa Ficklen Kindergarten Y

Cynthia Foster 4th Grade N

Connie Davis 5th Grade N

Adrienne Hughes 2nd Grade N



Sharon Heard ESP, non-certified N

Ms Motley Parent N

Kiersten Shelly Student N

Ernestine White Community Representative N

Component 4 Subcommittee has met to address critical components of the TSIPP and minutes are on file.

X YES NO



Component 5 Subcommittee has met to address critical components of the TSIPP and minutes are on file. X YES NO


Subcommittee for COMPONENT 5 The School Improvement Plan and Process EvaluationMember Name Position Chair

Felicia Speare 5th Grade Y

Peggy Craine 3rd Grade NTicihia Thompson Pre-K N

Jo Lyn Jones Support NLois Johnson 2nd Grade N

Barbara Thomas Principal NDebra Hines ESP N

Sylvia Sullivan Instructional Facilitator NKiyana Mathew Student N

Keri Mathew Parent NDr. Eddie Gamble SPED N


1.3.1 Data Sources (including surveys)In order to assist us in planning and sustaining our school improvement initiatives, we considered the learning needs and characteristics of the students, the school, and community. The following data was collected and analyzed regarding student, staff, school, and community characteristics and parent demographics:

Data Source Relevant FindingsMemphis City Schools TELL Survey: Spring 2011 Teacher online survey in regards to the school climate and/or Working Conditions

Census Bureau Report The school was built in 2004. Community has an average income between $18,000-$23,999.

Student Enrollment Our student enrollment has declined consistent over the past 3 years.

Student Attendance We have met the District’s attendance goal of 93% for the past 3 years.

Staffing Reports Due to a decrease in enrollment, staffing has decreased.

Lunch Eligibility 96.4% of the students receive free or reduced lunch.



1.3.2: School and Community Data

Historical BackgroundLucie E. Campbell Elementary School opened its doors for the first time during the school year of 2003-2004. The increasing student population of the Frayser Community warranted another facility to be built. The school is named after Lucie E. Campbell-Williams (1885-1963) a prominent educator, musician, activist and publisher. Lucie E. Campbell serves students in grades pre-kindergarten through sixth grade.

Facilities Lucie E. Campbell Elementary School’s facility consists of one building with two floors. The lower level accommodates forty classrooms, four student restrooms, a main office with an administration area, a conference room, and a nurse’s station. There is an administrative wing that includes: the facilitator, guidance, and two coach offices: literacy and math; a parent resource center and conference room. Additionally, the lower level of the facility has a cafeteria, a custodial area, a multi-media center, a computer lab, an art room, a music room, a science lab, a multi-purpose room, four teacher resource rooms, two staff lounges and four wings. The second floor has eleven classrooms, a teacher resource room, two student restrooms and two custodial storage rooms.

Environmental and Safety ConditionsThe building is equipped with a sprinkler system, security alarm and magnetic fire doors. All doors are equipped with panic bars. Security cameras are located inside and outside of the building. Motion detectors are in all classrooms and buzzer is situated at two different entrances.Lucie E. Campbell Elementary School takes special measures to ensure the safety of students, faculty and staff. Teachers and staff monitor all traffic and hallways at arrival and dismissal times. All Memphis City Schools employees wear district issued identification badges. All visitors are required to sign in at the office and wear a visitor’s badge while on the premises. Safety drills are conducted on a regular basis. All staff members receive annual training on how to handle hazardous chemical and blood born pathogens. In addition to being familiar with the Memphis City School’s “Response Procedures and Guidelines for Emergencies and Crisis Manual,” each faculty member is required to keep a copy of the “Classroom Crisis Response Procedures” available wherever students are under their supervision.

Community Characteristics

Males Females54% 46%

AgeThe median age is 28.1%

5 and under 9.3%18 - 64 64.26%65 and over 7.7%

RaceCaucasian 25%


African- American 74%American Indian/Alaskan Native <1%Asian <1%Other <1%

Sixty-two percent are in the labor force, (sixteen and older), the median household income is $27,343.00. Twenty-two percent of the families are below poverty level.

Private SchoolsThere are three private schools in the area: Star Academy, Frayser Academy and New Hope Christian Academy.

Residents with School-age ChildrenSixty-eight percent of the residents in this community have school-age children.

Community Involvement /Participation in School Activities:Community support for Lucie E. Campbell Elementary comes from many organizations such as: United Parcel Service-Union Avenue, Walgreen’s Drug Store-James Road, Trezevant Vo-Tech Center, Marines Toys for Tots, Brown Missionary Baptist Church, Featherstone C. M. E. Church, Kroger- Frayser Boulevard, Memphis Grizzlies National Basketball Association, WKNO Channel 10, Pat Patterson Volvo-Covington Pike, McDonald’s, Pizza Hut and Burger King restaurants. These organizations provide incentives and resources such as school uniforms honors, books and special activities for our students.

Major EmployersDue to the fact that the Lucie E. Campbell School is in a primarily a neighborhood community there are no major employers within this community. There are several banks, restaurant and other small businesses.

Group Homes/Substance Abuse Centers/Homeless Shelters:There is one group home, (Midsouth) and one substance abuse center (Family Frayser Counseling Center) that provides counseling services to Lucie E. Campbell students.

School/Business PartnershipsLucie E. Campbell has several adopters and community supporters who offer the school supplies of time, materials and support. They are as follows: Walgreens (Frayser Blvd.), Kroger (Frayser Blvd.) Brown Baptist Church,, Featherstone C.M.E. Church, Three Links Technologies, Adeline’s Wings and the United States Marines with Toys for Tots.

Grants The collaborative efforts of the fifth grade teachers resulted in a $300.00 grant from the West Tennessee Episcopal Church to purchase calculators.


School/Community Demographics The length of the school year for students is 180 days. The school day begins at 8:30 a.m. and ends at 3:15 p.m. Memphis City Schools System equitably d istributes all instructional and operational allocations on a per pupil basis. The expenditure per pupil from the system is $8,708.00.

Operating BudgetThe school based budget for Lucie. E. Campbell Elementary School is $140,178.72. The Title One Budget is $ 241,235.00.

Grade Distribution

Grade Number of StudentsPre-kindergarten 20

Pre-kindergarten Special Education 4Kindergarten 59First Grade 55

Second Grade 66Primary SPED 2ND -3RD SPED 17

Third Grade 68Fourth Grade 82Fifth Grade 73Sixth Grade 74

4TH -6TH SPED 7Total 502

Staff DemographicsThe faculty and staff of Lucie E. Campbell Elementary School includes a principal, an instructional facilitator, one Professional School Counselor, an instructional resource teacher, twenty-six regular education teachers and five special education teachers in grades pre-kindergarten through the sixth grade. We also have a Literacy and Math Coach, full-time art teacher, a full-time Orff music teacher and a full-time physical education teacher. Additional staff include: one speech therapist, two full-time nurses, three Literacy Interventionists, two educational assistants, two secretaries, one part-time physical therapist, a part-time occupational therapist, a social worker and a psychologist. The building has one building engineer and four custodial personnel and one cafeteria manager with four cafeteria workers.

Ratio of Students to TeachersPre-kindergarten (1 section) 20:1 with an assistant

Pre-kindergarten Special Education (1 section) 4:1 with an assistant

Kindergarten (3 sections) 20:1

First Grade (3 sections) 18:1

Second Grade (3sections) 22:1


Third Grade (3 sections) 23:1

Fourth Grade (3sections) 27:1

Fifth Grade (3sections) 24:1

Sixth Grade (3sections) 24:1

Comprehensive Development Class (2 section) 4:1 with an assistant

Year of Experience and Advanced Degrees of Faculty and Administration

Years of Experience Faculty and Administration Advance Degrees0-5 3 16-10 6 411-20 11 1121-29 7 630+ 6 3

Percentage of Faculty and Staff Who Hold Advanced Degrees 75% of the Lucie E. Campbell faculty holds advanced degrees above a Bachelor’s, either a Master of Education Degree or Specialist

Degree. According to the NCLB highly qualified requirements, 98% of the teachers and 100% of Educational Specialist Personnel (ESP) at

Lucie E. Campbell are highly qualified. Lucie E. Campbell administrators and faculty have an average of 25.5 years of educational experience.

Mobility and Longevity of Staff at School Lucie E. Campbell has a 83 percent retention rate for its teaching staff.

Leadership Activities The teachers at Lucie E. Campbell serve as grade chairpersons, Professional Learning Communities Discussion Leaders, student club and organizational sponsors and are presenters for staff development. Teachers are chosen by a vote to be a part of the School-Based Decision Making Council, and are elected as Memphis Education Association Representatives. Currently, we have one teacher working on National Board Certification.

Trained and Certified MentorsWe have some teacher mentors trained in the Raising the Bar Mentoring program. These mentors assist new teachers with lesson plans, evaluations, classroom management, classroom environment and other educational concerns.


Curriculum OfferingsThe curriculum offerings at Lucie E. Campbell Elementary School begins in the Pre-kindergarten program which provides students, an opportunity to develop readiness skills in an environment that fosters the love and joy of learning and promotes success in kindergarten and throughout the student’s life.

Caring, highly qualified teachers instruct students in reading, language arts, math, science, and social studies. Students are also given instruction in physical education, Orff music, computer education, art and library/media center. Primary& Intermediate HeadSprout, EPGY (Stanford Math), United Streaming, Net Trekker, and Accelerated Reader Software Programs are utilized to enhance student achievement. All classrooms have Internet accessibility.

Our goal is student achievement. By utilizing our current assessment data to address math and reading skills, combined with regular use of technology to enhance instruction and the use of guided reading from Scott Foresman Reading Street Series for grades K-5th, our students are provided with a strong foundation for continued academic success.

In addition, students that begin to struggle with reading, writing and mathematics receive additional instruction as part of their classroom intervention program. The classroom intervention programs are Aims Web, TCAP Coach, Ticket to Read, Quick Reads and STARS for reading. Math inventions include Stanford Math, TCAP Coach, and Ways to Success. There is also after school tutoring. These intervention programs are designed to help students reach their fullest potential.

On site special services available to students include the following: School-wide No Child Left Behind programs, Instructional Resource and Comprehensive Development Classes, Speech Pathology, Mental Health and Student Support Services which include a Psychologist, a Social Worker, an Occupational Therapist and a Physical Therapist.

Lucie E. Campbell Elementary School’s curriculum is aligned with the curriculum guides, which incorporates Tennessee State Standards and Benchmarks, set forth by the Memphis City Schools’ Office of Student Standards and the Department of Curriculum and Instruction.

Unique ProgramsBoyz To Gentlemen

The Boyz to Gentlemen club is designed for boys in grades 4-6. The goals are for boys to learn how to respect themselves and others. The boys wear dress pants and white shirts with a tie to their weekly meetings. The boys read to kindergarten and pre-kindergarten, assist with service projects or listen to male mentor speakers.

School AmbassadorsThe Ambassadors are a group of sixth grade students. The program recognizes outstanding achievement, promotes character and social responsibility, encourages service involvement in school and community, leadership skills and provides settings for students to develop interpersonal relationship skills.

Family Math and Science/Reading NightsFamily Math and Science/Reading Nights encourage students to bring their parents to the school for an opportunity to engage in Math, Science and Reading interactive activities. Teachers provide TCAP study strategies, math games, Science Fair ideas and helpful information for parents and students.

Peer MediationPeer Mediation was initiated at Lucie. E. Campbell Elementary School during the 2007-2008 school year for the purpose of improving peer relations of all students through conflict resolution.. The school counselor monitors all peer mediation sessions.


Extracurricular ActivitiesLucie E. Campbell student clubs and organizations are: L.E.C Steppers, Ambassadors, Chorus, Boyz To Gentlemen, C.L.U.E., Safety Patrol Team, Peer and Mediators

Other ProgramsOther activities that incorporate academic skills include Spelling Bee, Book Fair, Eagles Nest News Announcers, Book-It, Grizzlies Reading Challenge, Read for the Record and Safety Patrol. Our extra-curricular activities include the Lucie E. Campbell Steppers, and Chorus. Lucie E. Campbell provides a School-Age Care Program and Raising TCAP Tutoring Program.

Parental SupportLucie E. Campbell provides several opportunities for parents to show support and engage in the instructional process. Lucie E. Campbell holds annual Title One Parent informational meetings and Open House events. Parents are encouraged to sign up for and participate in Lucie E. Campbell’s Parent/Teacher Organization, Watch D.O.G.S., Eagle Volunteers and the School’s Leadership Council. Other parent involvement opportunities include: the TCAP Parent Information Breakfast, Report Card Open House, the TCAP Proctor Volunteers, Donuts for Dads and Muffins for Mom, the annual book fair, Family Math and Science night, Grandparents Day as well as curriculum parent meetings and volunteer opportunities. Parents also participate in the TSIP process each year.

Student Demographics Student Population by Ethnicity

Ethnicity Black African-American Hispanic-American European-American American IndianGender Male Female Male Female Male Female Male FemaleTotals 266 226 5 1 1 0 1 1

Student Population by Grade


Grade Black orAfrican American

Hispanic or Latino

White American Indian or Alaskan Native

Total

Pre-K 24 1 25Kindergarten 56 1 2 591st 55 552nd 64 1 1 663rd 67 1 684th 80 2 825th 73 736th 73 73Total Students 492 6 1 2 501Percent 98.2 1.2 .2% .4% 100

English ProficiencyThe English proficiency rate for Lucie E. Campbell is 99%.

Free and Reduced Lunch Ninety-six percent of the students at Lucie E. Campbell participate in the free and reduced lunch program. This percent qualifies Lucie. E. Campbell to receive federal funds from No Child Left Behind.

Lucie E. Campbell Elementary - Tennessee School Improvement Planning Process

96%

4%

Lunch Eligibility

Free Reduced Full Price

22

Special Education The enrollment at Lucie E. Campbell Elementary for the 2011-12 school year is currently 502. This figure includes Pre-kindergarten-6th grade and Special Education classes. The average number of students per class is 21. The students with Special Needs enrollment is 72. Fourteen percent of the student body has been identified as students with Special Needs.

Students with Special Needs

Category Number of StudentsAsian 0African American 66Hispanic or Latino 2White 2Other(Somalia) 2Total 72

Total=72

Preschool Lucie E. Campbell Elementary has a total of 20 students enrolled in The Memphis City Schools District Preschool program and 4 enrolled in the Pre-kindergarten Special Education program.

Promotion Rate Our promotion goal for 2010-11 was 97%. The promotion rate at the end of 2010-11 school year was 100%. This was an increase of 3.3% in comparison to the previous year of 96.7%.

Transfer RateThe transfer rate for 2010-11 school year according to the stability report was 7%. The rate for 2009-10 was 5%. This was a 2% increase from 2009-10 in comparison to 2010-11.


Discipline Referrals Discipline data is provided by the Memphis City Schools Research Department. A Code of Conduct is given to parents and students during registration each school year. School wide rules and procedures help to govern the School Wide Discipline Plan. In 2010-11, there were 606 students registered at Lucie E. Campbell. Of the 606 students there were 146 student infractions. Twenty two were female and 121 were males. All students referred were African-American. A breakdown of the incidents for the 2010-11 school year are listed below.

Offense Number of IncidentsAssault/Battery Against a Student 1Battery Against School Personnel 1Bullying, Intimidation, Harassment 13Disruptive Behavior or Continued Misconduct 26Electronic Devices 3Fighting 20Immoral/Disreputable 6Insolent/Insubordination 34Leaving Campus Without Permission 0Misconduct 25Profanity 4Theft 3Threats Against Students 5Vandalism/Break-in 1Weapons-Possession 3Gang-related 1Total Incidents 146

Drug, alcohol or tobacco incidents or arrestsLucie E. Campbell has no incidents of drug, alcohol, tobacco incidents or arrests.

.


Parent and Guardian Demographics Race/ EthnicityThe parents/guardians of the students of Lucie E. Campbell Elementary School are primarily African American with a decrease in the Caucasian race due to the transition in the community.

African-American Caucasian/Other 98.2% 1.8%

Marital Status Married Single Separated Divorced Widowed 47% 36% 3% 12% 2%

Level of Education:A significant percentage of parents/ guardians have some college and three percent have participated in some type of advanced education.

High School Diploma 32%General Education Degree 5%Associate’s Degree 12%Bachelor’s Degree 9%Post Graduate Hours 5%

EmploymentMost parents and guardians have full time jobs. Nine percent of parents and guardians are self-employed, eight percent work part time and two percent are retired.

IncomeMore than $24,000 40%

$18,000-$23,999 16%

$12,000-$17,999 19%

$9,000-$11,999 12%

$6,000-$8,999 6%

Below $6000 8%


Academic and Non-AcademicData AnalysisComponent 1B


Component 1b – Academic and Non-Academic Data Analysis/Synthesis

1.4: Variety of Academic and Non-Academic Assessment Measures

A variety of academic and non-academic assessment measure were collected from the following sources:

2010 through 2011 TCAP Reading/Language Arts: Class Summary, Reporting Category Performance, Performance Level, Objectives and Desegregation Summary Reports.

2010 through 2011 TCAP Mathematics: Class Summary, Reporting Category Performance, Performance Level, Objectives and Desegregation Summary Reports. 2010 - 2011 Attendance 2010 - 2011 AYP Detail Report 2010 - 2011 Promotion Rate 2010 - 2011 School Climate Survey Results 2010 - 2011 TCAP Writing Assessment Data Spring 2011 TELL Survey

Additional Sources of Information include the following:

Data SourcesAcademic Data Sources TCAP Achievement Data (Grades 3 – 6)

SAT – 10 TCAP – ALT Portfolio Assessment (Special Education) TCAP Writing Assessment (Grade 5) TVASS Data AIMsweb Benchmark and Progress Monitoring Testing/Interventions/Reports Headsprout Discovery Formative Assessment Weekly Common Assessments Brigance 4-Year Old Screening (Pre-K) Peabody Picture Vocabulary Test


Data Sources Stanford Math Assessments Scholastic Reading Inventory (6th grade) Kindergarten Reading Inventory (KRI) Portfolios/student work samples Unit Tests (Text generated) Tests (Teacher generated) Renaissance Accelerated Reader Reports (STAR Early Literacy and Accelerated Reader) District Progress reports Student Report Cards AYP Detail Reports

Non-Academic Data Sources Attendance Reports and Data EdPlan Intervention Reports Teacher Data Notebooks Stability Rate (Mobility Records) Promotion Rate School Wide Discipline Reports School Climate Survey Results TriPod Surveys



1.5: Data Collection and Analysis

Description of the data collection and analysis process used in determining strengths and needs

Lucie E. Campbell’s School Improvement Planning Leadership Team collaborated to review our past academic gains. Lucie E. Campbell Elementary opened as a new school in August 2003. During the 2010-2011 school year, we obtained a twelve (12%) percent proficient and advanced score in Reading/Language Arts/Writing, sixteen (16) percent proficient/advanced score in Mathematics on the Tennessee Comprehensive Assessment Program (TCAP) Achievement Test.

According to our 2010-2011 No Child Left Behind: Adequately Yearly Progress (AYP) Report, Lucie E. Campbell’s 5th graders obtained seventy-two (72) percent proficient/advanced on the TCAP Writing Assessment. We increased the number of students scoring at the proficient/advanced levels by 15.6%.

In establishing plans to improve our aptitude levels, our leadership team reviewed the current goals of the No Child Left Behind (NCLB) Act and the required proficiency measures as determined by the Tennessee Comprehensive Assessment Program (TCAP) Achievement Test. Lucie E. Campbell must increase the number of students scoring at the proficient and advanced levels on the criterion-referenced portion of the TCAP achievement test, meet the ninety –five (95) percent test participation rate and obtain a ninety-three (93) percent or better attendance rate to meet required benchmarks for AYP.

Based on an in-depth analysis of our academic performance and school climate data, Lucie E. Campbell’s Leadership Team identified and prioritized our student needs as following:

Maintain student attendance and continue emphasis on promoting good citizenship; Increase student performance in Math Algebraic Expression, Math Computation and Problem Solving Skills Improve student performance in Reading in Comprehension, Vocabulary, Writing and Language Arts. Implement strategies to decrease discipline concerns

Lucie E. Campbell’s comprehensive academic and non-academic data analysis include a review of the following 2010-2011 student performance statistics. The collection and analysis of TCAP/TVASS Data, AYP Reports, Report Card Data, Reading Placement Tests, Discovery Formative Assessments, HeadSprout, AimsWeb, EPGY (Stanford Math), Progress Reports, Scott Foresman’s Reading Street Unit Tests, Elements of Language (6th grade), Journals, Student Portfolios, Cooperative Group Observations, National Study of School Evaluation (NSSE) Survey of Goals for Student Learning, Teacher-Student Conferences, Average Daily Attendance Records, Citizenship and Conduct Records.

The TCAP data has been analyzed and disaggregated by AYP subgroups to determine how well our students are performing according to specific standards in comparison to the performance of the district and state. Information regarding the TCAP Writing Assessment was also analyzed and included in the data.

The School Improvement Planning Leadership Team reviewed the TCAP Achievement Test criterion referenced portion to determine the percent of students at each proficiency level. The team identified the objectives where our students are showing below proficient, proficient and advanced mastery of specific skills. A summary of the areas of strengths, limitations and trends by grade level is included in the data analysis.

Teachers in grades three through six reviewed individual TCAP Objective Performance and Objective Mastery Indicators by grade and class section. Teachers identified the objectives with below proficient measures in Content, Meaning, Vocabulary, Writing/Organization, Writing/Process, Grammar/Conventions, Techniques/Skills, Number


Sense/Theory, Computation, Algebraic Thinking, Problem Solving, Measurement and Geometry. The school’s scores in each subject have been compared with scores from previous years to analyze student performance and progress.

Subsequently, teachers developed a TCAP objective focused instruction plan based on students’ needs using the resources of the State and district Curriculum Guides/Maps, Tennessee Blueprint for Learning, Formative Assessment Summary Reports, the Focused Instructional Plan testing format, teachers designed lesson plans and assessments for each TCAP objective. Next, teachers on each grade level devised a plan for remediation of each objective that included teaching strategies and methods for teaching and evaluating the objectives. After reviewing all data (Student Performance Data, Annual School Goals, Data Driven Instruction, and Performance Targets) the school matched the data priorities that reference NCLB and benchmarks were established.

Analysis of Reading/Language/Writing Data:

Lucie E. Campbell Elementary teachers in kindergarten through fifth grade use the AIMSweb data to determine student progress and provide interventions in reading. Students are administered test three times yearly (August, December, and April).

Memphis City Schools provided testing for all students in grades 3-6 three times during the 2010-2011 school year with the Discovery Formative Assessment. These tests were based upon Tennessee state standards with specific reference to performance indicators (SPI) for items that will be tested on TCAP. Students in grades 3-6 were tested in language arts, reading and mathematics. The formative tests were implemented to improve student achievement in the following ways:

Provide information for instructional support and professional development on strategies, interventions and materials. Monitor student progress and target instruction. Identify and implement best practices and materials for intervention. Collaboration between Administrators and Teachers on instructional strategies, differentiating instructions, small groups instruction, and interventions.

The Discovery Formative Assessment provided the following reports: Item Analysis Reports – offers average percent correct on individual test items Ranking Reports- gives the individual student percent correct Diagnostic Reports – offers the average percent correct for each class

On the Criterion Referenced test (CRT) for Reading/ Language Arts TCAP Achievement Test for grades 3-6, the data shows a high percentage of students scoring proficient for the 2010-2011school year.

The Accelerated Reading Program has been implemented at Lucie E. Campbell. Students begin by taking a STAR Reading test. Students set goals and begin reading books of different genre. Using the web based AR Program, students test their comprehension and vocabulary skills of each book read. Student progress is monitored and new goals are set.

Students with below proficient scores on TCAP and/or Discovery Formative Testing in Reading/Language Arts and Math are provided with learning interventions. One intervention is placing these students in the extended learning after-school tutoring program, or Tier tutoring. Reading/Language Arts materials implemented are specifically focused on TCAP scores. The review of SPI”s (State Performance Indicators) help teachers provide students with additional interventions and support.


TVAAS Gains in Reading/Language Arts by Year and Grade Level

The Performance Level Summary Reports for grades 3-6 are based on criterion referenced tests and the reports indicate advanced, proficient and below proficient levels. A majority of students for 2011 in Reading /Language Arts for all grade levels are at the below proficient level. Below proficient scores range from 75% in 6 th grade, 91% in 5th grade, to 95% in 4th grade and in 3rd grade.

The Reporting Category Performance Percent Proficient Report from TCAP Achievement is one of the data sources that Lucie E. Campbell teachers and administrators use to identify areas of needs and drive instructional decisions. The following charts reveal the progress that Lucie E. Campbell students are making in various areas by grade level.

WritingAssessment (5th Grade)Each year, 5th grade students take the TCAP Writing Assessment in February. Students must write a narrative in a thirty-five minute session. Scores range from 1-6 with 6 being the highest score. Years 2003-2006, scores of 3 or better were considered proficient. As of 2007, scores of 4 or better are considered proficient. The TCAP data reveals that in 2011, 72.6% of the 5th grade students scored proficient or advanced as compared to 56% in 2010. As a result, there was an increase of 16.4% on the 2011TCAP writing assessment. Additionally, the state Report Card averages student scores to indicate the level of proficiency. In 2010, the state report card indicates that Lucie E Campbell had a 3.8 (B) in writing. This is a difference of .3 in comparison to the state score of 4.1(A).


Grade Level 2008-2009 2009-2010 2010-2011 3 yr Average4 -6.7 -6.7 0.3 -4.35 -3.2 -2.4 -0.1 -1.96 0.5 -0.0 4.3 1.6

Academic Subject

Assessed

2008-2009 TVAAS Mean Gain


Reading/ Language Status

3-yr. Av. Mean Gain Status

3-yr. Av. Mean Gain

D -1 F -2.3

Analysis of Mathematics Data:

Kindergarten and first grade students are assessed for math skills using various assessments. These assessments are administered at various times during the school year and are based upon the Memphis City Schools Curriculum Maps and pacing schedules. Students failing to reach levels of achievement are provided multiple interventions and tutoring.

Students that have below proficient scores on TCAP and/or the Discovery Formative Assessment Testing in math are provided interventions. Intervention materials such as Stanford Math and tier tutoring are specifically focused on improving individual student achievement in math.

In Memphis City Schools, all students were tested four times during the 2010-2011 school year with the Discovery Formative Assessment Tests. These tests were based upon Tennessee state standards with specific reference to performance indicators (SPI) for items that would be tested on TCAP. Students in grades 3-6 were tested in language arts, reading and mathematics. The Formative Assessment tests were used to improve students’ achievement in the following way:

Monitor student progress and target instruction Identify and implement best practices and materials for addressing instruction Enable teachers and administrators to focus on instructional strategies and intervention Provide information for instructional support and professional development on materials, strategies, and interventions

This formative assessment provided several reports: TOPS Reports-Average percent correct on SPI’s Diagnostic Reports – Average percent correct for each class Item Analysis Report- Average percent correct on individual test items


TVAAS Gains in Math by Year and Grade Level

TVAAS Gains in Science by Year and Grade Level

Grade 2008-2009 2009-2010 2010-2011 3 yr Average4th -2.0 -5.1 -4.1 -3.85th -0.5 0.3 -0.8 -0.46th -1.6 0.9 -1.2 -0.6


Grade Level 2008-2009 2009-2010 2010-2011 3 yr Average4 3.8 -1.2 -1.0 0.65 7.5 -3.4 0.7 1.66 1.4 2.6 7.6 3.9

Academic Subject

Assessed



Math Status3-yr. Av.

Mean Gain Status3-yr. Av. Mean

GainA 3 B 1.2

Academic Subject

Assessed

2008-2009TVAAS Mean Gain

2009-2010TVAAS Mean Gain

Science Status3-yr. Av.

Mean Gain Status3-yr. Av. Mean

GainD -1.5 D -1.2


1.6: Report Card Data Disaggregation

To establish priorities for student sub-groups, we have disaggregated much of our standardized criterion referenced data into relevant categories. Based on the NCLB legislations, there are currently nine sub-categories of students each requiring five standards to be met. Those standards include proficiency rates for language arts, proficiency rates for math, percentage of students tested in reading, percentage of students tested in math and a required annual attendance rate. Of the nine categories of students recognized by NCLB, Lucie E. Campbell Elementary has four cells. A cell must contain a minimum of forty-five students. The categories that Lucie E. Campbell Elementary serves are labeled: All, Black, Economically Disadvantaged (ED) and Students with Disabilities (SUD). Grades 3-6 are evaluated to determine AYP status.

Reading/Language ArtsThe percentage of students below proficient in Reading/Language Arts under the ALL category is 77%. This is a 2% increase of students below proficient from 2009-2010. In the Black sub-group 78% of the students scored below proficient in Reading/Language Arts. This is a 1% increase from 77% during the 2009-2010 school year. 78%percent of the students that are categorized as Economically Disadvantaged scored below proficient in Reading/Language Arts. When compared to 2009-2010, the Economically Disadvantaged scored 80%. There is a 2% increase of students scoring below proficient. The Students with Disabilities sub-group scored 52% below proficient in Reading/Language Arts for the 2010-2011 school year. When compared to 2009-2010, the Students with Disabilities below proficient percentage increased by 4%. All sub-groups increased in the number of below proficient students during 2010-2011. The “Students with disability” sub-group made had the largest increase of below proficient students during 2010-2011.A total of 276 in grades 3-6 students were present and tested for the Reading/Language Arts portion of the TCAP Achievement Test at Lucie E. Campbell Elementary. 245 (88%) of the 276 students are below proficient. Listed below is a breakdown by grade level.

74 students of 78 in grade 3 are below proficient (95%) 54 students of 57 in grade 4 are below proficient (95%) 67 students of 74 in grade 5 are below proficient (91%) 50 students of 67 in grade 6 are below proficient (75%)

.

MathematicsThe percentage of students below proficient in Math ALL category is 84%. This is a 1% decrease of students below proficient from 2009-2010. In the Black sub-group, 85% of the students scored below proficient in Math in 2011 and 2010. 84%percent of the students that are categorized as Economically Disadvantaged scored below proficient in Math. When compared to 2009-2010, the Economically Disadvantaged scored 85%, there is a 1% decrease of students scoring below proficient. The Students with Disabilities sub-group scored 52% below proficient in Reading/Language Arts for the 2010-2011 school year. When compared to 2009-2010, the Students with Disabilities below proficient percentage increased by 4%. All sub-groups had an increase of below proficient students during 2010-2011. The Students with disability sub-group had the largest increase of below proficient students during 2010-2011.A total of 276 in grades 3-6 students were present and tested for the Math portion of the TCAP Achievement Test at Lucie E. Campbell Elementary. 247 (87%) of the 276 students are below proficient. Listed below is a breakdown by grade level.



ScienceThe percentage of students below proficient in Science under the ALL category is 77%. This is a 2% increase of students below proficient from 2009-2010. In the Black sub-group 78% of the students scored below proficient in Science. This is a 1% increase from 77% during the 2009-2010 school year. 78%percent of the students that are categorized as Economically Disadvantaged scored below proficient in Science. When compared to 2009-2010, the Economically Disadvantaged scored 80%. There is a 2% increase of students scoring below proficient. The Students with Disabilities sub-group scored 52% below proficient in Science for the 2010-2011 school year. When compared to 2009-2010, the Students with Disabilities below proficient percentage increased by 4%. All sub-groups had an increase of below proficient students during 2010-2011. The Students with disability sub-group made the largest increase of below proficient students during 2010-2011.A total of 276 in grades 3-6 students were present and tested for the Science portion of the TCAP Achievement Test at Lucie E. Campbell Elementary. 267 (97%) of the 276 students are below proficient. Listed below is a breakdown by grade level.

75 students of 78 in grade 3 are below proficient (96%) 56 students of 57 in grade 4 are below proficient (98%) 70 students of 74 in grade 5 are below proficient (95%) 66 students of 67 in grade 6 are below proficient (98.5%)

Social StudiesThe percentage of students below proficient in Social Studies under the ALL category is 77%. This is a 2% increase of students below proficient from 2009-2010. In the Black sub-group 78% of the students scored below proficient in Social Studies. This is a 1% increase from 77% during the 2009-2010 school year. 78%percent of the students that are categorized as Economically Disadvantaged scored below proficient in Social Studies. When compared to 2009-2010, the Economically Disadvantaged scored 80%. There is a 2% increase of students scoring below proficient. The Students with Disabilities sub-group scored 52% below proficient in Social Studies for the 2010-2011 school year. When compared to 2009-2010, the Students with Disabilities below proficient percentage increased by 4%. All sub-groups had an increase of below proficient students during 2010-2011. The Students with disability sub-group made the largest increase of below proficient students during 2010-2011.A total of 276 in grades 3-6 students were present and tested for the Social Studies portion of the TCAP Achievement Test at Lucie E. Campbell Elementary. 173 (63%) of the 276 students are below proficient. Listed below is a breakdown by grade level.



Growth Differences Between High, Middle and Low Achievers Growth differences between high, middle, and low achievers-Grade 4

2011 Lowest 2011 Middle 2011 HighReading/Language Arts

2011 Gain/Decrease -1 .3 0Number of Students 34 2.1 0

% 2011 Students in group 59.6 11 0

Mathematics2011 Gain/Decrease 1.8 0 0Number of Students 30 5 1

% 2011 Students in group 52.6 8.8 1.8

ReadingStudents in the low group increased by 5.6%, from 54% in 2010 to _59.6 % in 2011. Students in the middle group showed a 3 % decrease. They went from 14% in 2010 to 11 % in 2011. Students in the high group decreased by _1.1%. They went from 1.1% in 2010 to 0% in 2011.

MathematicsStudents in the low group increased by 1.5%, from 51.1% in 2010 to 52.6 % in 2011. Students in the middle group showed a 3.5% decrease. They went from 12.3% in 2010 to 8.8 % in 2011. Students in the high group remained the same with 1.8% in 2010 and in 2011.


Growth differences between high, middle, and low achievers-Grade 5


2011 Gain/Decrease .2 0 0Number of Students 41 5 1


Mathematics2011 Gain/Decrease 1.5 1.8 0Number of Students 25 11 0

% 2011 Students in group 43.1 19 0

ReadingStudents in the low group increased by 16.8%, from 53.9% in 2010 to _70.7 % in 2011. Students in the middle group showed a 3.5% decrease. They went from 12.1% in 2010 to 8.6 % in 2011. Students in the high group increased by .1%. They went from 1.6% in 2010 to 1.7% in 2011.

MathematicsStudents in the low group decreased by 5.5%, from 48.6% in 2010 to _43.1 % in 2011. Students in the middle group showed a 2.7% increase. They went from 16.3% in 2010 to 19 % in 2011. Students in the high group decreased by 1.61%. They went from 1.6% in 2010 to 0% in 2011.


Growth differences between high, middle, and low achievers-Grade 6


2011 Gain/Decrease 4.9 0 0Number of Students 20 6 2


Mathematics2011 Gain/Decrease 6.9 6.4 0Number of Students 28 14 2


ReadingStudents in the low group increased by _19.9%, from _43.6 % in 2010 to __64.5 % in 2011. Students in the middle group showed a 7.7% decrease. They went from 17.4% in 2010 to _9.7% in 2011. Students in the high group decreased by .5%. They went from _3.7% in 2010 to 3.2% in 2011.

MathematicsStudents in the low group increased by 5.8%, from 39.4% in 2010 to 45.2 % in 2011. Students in the middle group showed an increase of 2.3%. They went from 20.3% in 2010 to 22.6% in 2011. Students in the high group deceased by 1.5%. They went from 1.7% in 2010 to 3.2% in 2011.



1.7: Narrative Synthesis of All Data

Non-Academic Data

AttendanceLucie E. Campbell Elementary made Adequate Yearly Progress in attendance for the 2010-2011 school year. The attendance rate was 94%. This rate exceeds the state goal of 93% yearly attendance average and meets the district goal of 94 %. Lucie E. Campbell’s attendance rate has increased from the previous school year by .4%. To continue to maintain or increase attendance for the 2010-2011 school year, Lucie E. Campbell implemented the “ACE” Club (Attendance Counts Everyday). Students who have perfect attendance for attendance period attend an Attendance Sock Hop dance. In addition, each classroom has a blank Perfect Attendance banner outside their classroom door. Teachers color in a letter each day their classroom has perfect attendance. The first three classes to complete the Perfect Attendance banner earn an incentive.

During morning announcements, Students are encouraged to come to school daily and prepared to learn. Each day, teachers place calls to the homes of the students that are absent. The Student Attendance Review Team (SART) targets students who have three or more unexcused absences and requests. These students are monitored by the SART team. If the student accumulates five unexcused absences, a parent conference is requested to discuss the attendance concern in detail. During the SART meeting, a plan is devised to increase the student’s attendance. Lucie E. Campbell Elementary provides students an opportunity to earn attendance incentives individually, as a class and/or as a school.

Promotion RateLucie E. Campbell Elementary exceeded the state’s goal of 97 % promotion rate for the 2010-2011 school year. The promotion rate for 2010-2011 school year was 100%. This is equivalent to the previous years promotion rate. Promotion is based on classroom grades that include formal and informal measures throughout the school year. Lucie E. Campbell Elementary continued goal is to have a 100% promotion rate.

To ensure success for every student at Lucie E. Campbell Elementary, safety nets are in place for our students. The administration reviews a grade distribution report which identifies how many “D”, “F” and NMS grades are issued each nine weeks. After reviewing the grade distribution report, teachers conference with administration concerning the student(s) receiving a “D”, “F” and NMS grade. During the conference, an individual intervention plan is devised for the student. Interventions include the following: differentiated instruction, good first teaching, Tier Tutoring, after school tutoring and the EdPlan Intervention plan.

Subject Interventions

Reading/Language ArtsEPGYAIMSwebHeadsproutWeekly Common AssessmentEd PlansReading Plus


MathematicsEPGYAIMSwebWeekly Common AssessmentStanford MathEd Plans Reading Plus

Lucie E. Campbell Elementary believes that early intervention is the key to continued success with our students. If a student continues to struggle academically, the student is referred to the School Counselor for further screening and testing to help the student. During this process, the School Counselor works closely with the teacher, student, and parent(s) to improve academic progress.

Stability RateThe Stability Rate defines the percentage of students that are enrolled at Lucie E. Campbell Elementary for the entire school year. Lucie E. Campbell Elementary stability rate for the 2010-2011school year was 12.7. When compared to the 2009-2010 school year, the stability rate 5. This was a increase of of 7%. This is increase in the stability rate is evidence of a changing community. A lot of our parents are renting homes more and are only staying in the home a short term. This causes students to move from school to school when their renting terms are terminated.

Discipline ReferralsAt the beginning of the school year, teachers participate in the School Wide Discipline Professional Development for the staff. During the training, teachers are trained on how to write disciplinary referrals, use the Student Code of Conduct and determine if the incident is a classroom behavior or office behavior. In addition, the office provides teachers with a disciplinary referral checklist as a guide to complete the referrals accurately.

Discipline referrals are filed in the office and entered into Chancery SMS computer base system. The School Wide Discipline Committee uses the data from Chancery SMS to track patterns of specific behaviors, location of incidents, the teachers making referrals and the action taken. Chancery SMS reveals for the 2010-11 that of the 146 incidents 20(14 %) were relative to fighting at Lucie E. Campbell Elementary. As a result, The School Wide Discipline Team implemented a “Special Incentive Days” when students earn 10 consecutive fight free days. The School Wide Discipline Team also implemented peer mediation to help solve conflicts and hallway rules to maintain control in the hallway. The consequences for fighting are in-school suspension or home suspension. Students who accumulate several disciplinary referrals for fighting are referred to the school’s social worker for small group and/or the S-Team to form a Behavior Intervention Plan. If a student does not show improvement from these interventions, the student is referred to an alternative school.

DisciplineLucie E. Campbell strives to improve student behavior in the area of fighting and disruptive behavior. The As the School Wide Discipline Committee reviewed the data, the data revealed that Lucie E. Campbell behavior problems were mostly fighting and disruptive behavior. As the School Wide Discipline Committee met to brainstorm strategies to change this behavior, strategies were put into place for the 2009-2010 school year. The School Wide Discipline Committee added a school wide discipline assembly for students, school wide rules, hallway procedures, Peer Mediation, Girls II Ladies, Silver Spoons incentive for the cafeteria, “Fight Free” bulletin board and “Special Incentive Days” and components from the Responsive Classroom.

Lucie E. Campbell has adopted the Responsive Classroom approach which teaches students to assume responsibility for their own actions and academics. Highly qualified teachers implement the following Responsive Classroom’s components: Hopes and Dreams, Morning Meeting, Choice, Guided Discovery and Rules and Logical Consequences. The Responsive Classroom approach is helping students to see that the social curriculum is as important as the academic curriculum.


Lucie E. Campbell continues to see a decrease in fighting and disruptive behavior for each school year. Our highly qualified teachers will continue to participate in conflict resolution, bullying, nonviolent intervention, and more Responsive Classroom trainings to help reduce inappropriate behavior and fighting incidents. The behavior data will be reviewed monthly to monitor if our strategies are working. The School Wide Discipline Committee will review the data and make changes as needed. Our goal is for students to be able to cognitively problem solve and chose socially acceptable alternatives to fighting.

AttendanceLucie E. Campbell Elementary continues to implement strategies to increase attendance with students. When students are in the school building, this increases the opportunity for students to excel academically. Administration, teachers, parents and community representatives share in the school’s belief that learning is the main priority of Lucie E. Campbell Elementary. All stakeholders collaboratively work together to provide support for students who have poor attendance. Administration and teachers organize activities and incentives to encourage students to come to school every day. Community representatives support the school by providing students with rewards to improve the attendance rate.

Professional Learning CommunitiesProfessional Learning Communities (PLC) are essential in maintaining high quality instruction. Professional Learning Communities must meet regularly to focus on specific area(s) of need for their students. For the 2011-2012 school year, teachers will use Weekly Common Assessment data to plan re-teaching for students to gain mastery in skills. During Professional Learning Communities, teachers should use data notebooks as their focus discussion for each meeting. Once needs are identified from the data notebook, teachers should create a timeline to implement strategies that address the needs. Professional Learning Communities provide an opportunity for teachers to share ideas and strategies to improve instruction.


Comprehensive Needs AssessmentTarget Areas of Strengths Areas of NeedOverview Lucie E. Campbell Elementary teachers are highly qualified and work extremely

hard to provide high quality instruction to students daily. As reported in the School Climate Survey, administrators and teachers are committed to increasing student achievement. Lucie E. Campbell Elementary has an open door policy to parents and community representatives. The collaborative efforts of the faculty, staff, students, parents and stakeholders support the vision, mission, values and goals of the school.

1. Since Lucie E. Campbell did not make AYP in 2010-2011, we will align our Professional Development to address research-based strategies in reading such as workstations, small group instruction, and differentiated instruction. We are aiming to obtain the AMO for Reading (66%) and Math (60%) or a 10% increase in proficient/advanced students in all content areas

SchoolTELL Survey DataIn the Spring of 2011, teachers took an online survey in regards to the school climate and/or Working Conditions.. The results were calculated and made available for viewing via web during the spring of 2011No Responding: 37

The results of the Survey are used to help prioritize goals and needs of the school. The results from the school climate survey are used to make school wide improvements to better serve our students, teachers, parents and stakeholders..

Professional Development1. Eighty-seven percent (87%) of the staff agreed that eleven areas of

professional development are carried out at Lucie. Ninety-three point nine percent (93.9%) of the staff agreed that

professional development occurs in the areas of sufficient resources availability, professional learning opportunity aligned with the school improvement plan, opportunities to reflect on their practices, and work with colleagues to refine practices.

The two professional development areas addressed this year are differentiation of professional development to meet the needs of each individual teacher seventy-eight percent (78%) and professional development on strategies to involve families and other community members as active partners seventy-seven percent (77.4%).

2. Community support and involvement was agreed on by ninety percent (90%) of the staff in the following four areas; clear two way communication, evidence of encouragement of parent /community involvement , documentation of teachers providing parents with information about student learning and school events.

3. Managing student conduct Five of the seven areas of managing student conduct were agreed upon at or above eighty-one point three percent (81.3%) by staff.

4. Facilities and resources were ranked at eighty-two percent (82%) and higher. The staff agrees (82%) that the facilities, technology, equipment, and supplies are what they should be.

5. Teacher leadership (77%) of the staff agreed was appropriate. 6. School leadership (88%) of the staff responded in a positive manner. 7. Instructional practice and support – 100% of the staff agreed that teachers use

assessment data to inform their instruction and use new things to improve instruction.

Work Environment 1. (72%) agree that Lucie is a good place to work.

1. Community support and involvement The two areas to be addressed under community support and involvement are parent /guardians and community support of teachers and contributing to student success

2. Managing student conduct the two areas to be addressed are students at this school follow rules of conduct, and school administrators support of teachers effort.

3, Time is the only area of this survey that staff does not agree that we use the instructional time effectively. We will organize instruction to utilize the most instructional time possible with the lease amount of interruptions

4, Teacher leadership The following areas will be addressed teachers participation in strong leadership role, effective process for making group decisions to solve problems.

5. School leadership The areas of trust and mutual respect under school leadership will be addressed..

6. Instructional practice and support The area to be address is the class assignments that maximize their likelihood of success with students


Comprehensive Needs Assessment cont.Target Areas of Strengths Areas of Need

Parent/Community Engagement Fall of 2010 from the Memphis Elementary School Rate of Agreement on Community Support and Engagement Questionnaire,

1. This school maintains clear, two-way communication with parents and guardians and the community.

2. This school does a good job of encouraging parent and guardian involvement. 3. Teachers provide parents and guardians with useful information about student

learning. Parents and guardians know what is going on in this school.

1. Parents and guardians are influential decision makers in this school.

2. The community we serve is supportive of this school.

Content Areas Tennessee Writing AssessmentThe Tennessee Writing Assessment was administered to the 5th grade in February of 2011. The proficiency rate was 72%. An increase of 15.6%. Monthly school wide practice writing assessments and collaboration among teachers in grades kindergarten through sixth will help to ensure a growth pattern in writing achievement for 2011-2012 school year. Lucie E. Campbell Elementary has adopted the “Write Road” program to provide a structured writing guide that builds from grade to grade

1. Reading, Language Arts and Writing The scores suggest that each grade level should implement with fidelity small group instruction, work stations, research-based strategies, Tier II/Tier III, Morning Meeting and guided reading to reinforce Literacy Skills. Each grade level should continue to target student instructional needs using the Memphis City Schools assessment data

2. Mathematics The mathematics scores suggest that as a school, Lucie E. Campbell Elementary, should continue to use Calendar Math, Stanford Math, small group instruction, and work stations to increase math scores. Research-based strategies, Weekly Common Assessments, and AIMSweb assessment will be a part of our daily implementation to ensure success for our students. Each grade level should continue to target student instructional needs using the data

Areas of Focus for Improvement

Implements Responsive Classroom. Teachers meet in weekly PLC (Professional Learning Communities) meeting, plan weekly lesson plans. . Teachers participate in continuous professional development provided by the school and the district. Students are becoming responsible for their academic achievement and social well-being through Responsive Classrooms. Students engage daily in work stations, guided reading, projects and technology. Teachers engage students through project based learning and hands on manipulation.

Teachers provide students with “good first teaching”, differentiated instruction, small/whole group instruction, and hands-on activities to enhance learning. Use the Bloom’s Taxonomy levels to ensure student instruction includes analysis, synthesis, and/or evaluation levels


Component 1b – Academic and Non-Academic Data Analysis/Synthesis1.8: Prioritized List of Goal Targets

Goal 1- Increase academic achievement in Reading and Language Arts to meet or exceed the NCLB Benchmark of 66% proficient.

Objectives for Goal 1 Students in grades K-2 will increase the percent of proficient in Reading Students in grades 3-6 will increase the percent of proficient in Reading. Students in grades 3-6 will increase the percent of students scoring at/above an NCE on the Reading Composite subtest of the TCAP Test. Students in grades -3-6 will increase the percent of students scoring at/above an NCE on the Language Arts Composite subtest of the TCAP Test. Students in 5th grade will participate in Benchmark testing for Writing Folio. Students in 5th grade will participate in a monthly writing assessment. Students in 5th grade will participate in a Writer’s Camp before the TCAP Writing Assessment. Teachers will participate in small group, work stations, and differentiated instruction.

Goal 2- Increase academic achievement in Mathematics to meet or exceed the NCLB benchmark of 60% proficient.

Objectives for Goal 2 Students in grades 3-6 will increase the percent of proficient in Mathematics Students in grades 2-6 will increase the percent of students scoring at/above an NCE on the Mathematics Composite subtest of the TCAP Test. Teachers will participate in small group, work stations, and differentiated instruction and implement EPGY.

Goal 3- Maintain or exceed attendance to meet the districts goal of 94 %. And continue to meet or exceed the NCLB Benchmark of 93 %

Objectives for Goal 3 Parents will be notified daily when a student is absent. Parents will be requested to attend a mandatory meeting after five unexcused absences. Students will be given individual, classroom and school wide incentives for good attendance.

Goal 4- Decrease inappropriate behavior by 20%)

Objectives for Goal 4 Students will be referred to the Peer Mediation program to discuss problems before they escalate. Students will participate in Morning Meetings to discuss school rules and consequences when rules are broken. Students will earn a “Special Incentive Day” day when students accumulate 10 consecutive Fight Free days. Lucie E. Campbell will add Girlz II Ladies for girls with behavior concerns. Teachers will continue training with Responsive Classrooms to help students understand logical consequences and take responsibility for their behavior. Teachers will implement bullying lessons in lesson plans monthly. Teachers will use conflict resolution strategies to help students problem solve problems.

Beliefs, Mission Lucie E. Campbell Elementary - Tennessee School Improvement Planning Process 44

and Vision

Component 2


Component 2 – Beliefs, Mission, and Vision

2.1/2.2 Beliefs, Common Mission, and Shared VisionBeliefs

We believe student academic growth and social achievement are the main priorities of Lucie E. Campbell Elementary School.

We believe all students can achieve above proficiency levels given the opportunity, resources and daily quality instruction

We believe the use of researched based teaching strategies, technology and responsive classroom techniques will enhance student learning.

We believe the collaborative efforts of all stakeholders, including students, promotes a high performing learning culture.

We believe all stakeholders should share in the responsibility of advancing the school’s beliefs, vision and mission through a collaborative decision making, data driven process.

We believe that the use of various assessments will better equip us in meeting the individual needs of students and providing a high quality education for all students.

We believe the use of data will assist in making decisions as it relates to instructional practices and student academic strengths and needs.

We believe that all policies and procedures should be aligned to maintain a focus on increasing student learning and achievement.

We believe that all communications, both internal and external, should be adequate and appropriate in order to ensure a flow of communication that fosters collaboration among all stakeholders.

Common Mission

Our mission at Lucie E. Campbell Elementary School is to provide an environment that encourages academic, emotional and social growth of all learners and equip them with the necessary skills to become successful in our global society.

Shared Vision

Lucie E. Campbell Elementary is a place where all students cultivate their dreams in a safe supportive environment of committed stakeholders that ensure students achieve academically, by becoming self-disciplined problem solvers who are stable, rational, and logical thinkers able to compete in a global society.


Curricular, Instructional, Assessment, and Organizational Effectiveness

Component 3


Component 3.1 – Curricular, Instructional, Assessment, Organizational Effectiveness3.1.a: Curricular Practices

Current Curricular Practices

School uses the TN Dept. of Ed. State approved standards & provides training to staff in the use of standards

Curriculum is Prioritized and Mapped

School has implemented a grade appropriate standards based cohesive math model

School has implemented a grade appropriate standards cohesive based literacy model

Monitoring is in place for enhancing the quality of curriculum and instruction

Teaching & Learning Materials are correlated to the State Standards and are distributed to the instructional Staff

School communicates a shared vision of what students should know & be able to do at each grade level to stakeholders through a variety of media formats.

Evidence of Practice (State in definitive & tangible terms)

Lesson Plans,Professional Development (on-site & off-site),Professional Learning Communities,Ongoing district support specialists

Standards are coded indicating levels (tested, mastered, introduced), pacing guides are used to align lesson plans addressing state assessed skills, pacing schedules are used at each grade-level meeting, SPIs are provided to teachers

Calendar Math

Pearson Scott ForesmanMath SeriesLearning Village Stanford MathEvery Day CountsMath Counts,Algebra Readiness

MCS Literacy Plan: 90 minute block grades K-3, Learning Village, Scott Foresman Reading Series, intervention, , School wide writing prompt

Walk through observations are conducted by an administrative team to monitor instruction,Professional Learning Community meetings, Lesson Plans

MCS Curriculum Guides, Learning Village Lesson Plans, Scott Foresman Reading,HM Math,Stanford Math

Weekly Newsletters,Phone calls,Parent logs,PTO,Parent Teacher conferences,Wednesday Folders, arent meetings,L.E.C. website

The school conducts Curriculum night, Family Reading night, and other activities to provide information to parents regarding instructional expectations and increase parental involvement.

Is the current practice research-based?

Yes Yes Yes Yes Yes Yes Yes

Is it a principal & practice of high-performing schools

Yes Yes Yes Yes Yes Yes Yes










Has the current practice been effective or ineffective?

Effective Effective Effective Effective Effective Effective Effective

What data source(s) do you have that support your answer? (Identify all applicable sources)

TCAP scores, report cards,Unit Tests,Weekly Tests,Formative Assessment, Professional Development logs

Unit Tests, Formative Assessment, TCAP,Learning VillageLesson PlansCommon Core Standards

TCAP ,Formative Assessment,Unit Tests

Unit Tests, Formative Assessment,Reading Street,Weekly Selection Tests

ED Plan,TCAP Scores,Formative Assessment, , Mentoring Forms, Teacher evaluations, Progress Monitoring

Unit Tests, Formative Assessment, TCAP, Learning Village, Common Core Standards

Unit Tests, Formative Assessment, TCAP,

Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)

Report card gradesFormative Assessment &TCAP score results

An increase of 4% in TCAP reading scoresAn increase of 8% in TCAP math scores

Lucie E. Campbell made a gain of 8% percent in our TCAP math scores

Lucie E. Campbell made a gain of 4% percent in our reading scores













Evidence of equitable school support for this practice

Common planning time,Professional Development meetings

Professional Learning Community meeting minutes, Conferences,Leadership Council meetings,Professional Development, Newsletters, Marquee

Lucie E. Campbell has a daily practice of 75 minutes of mathinstruction, which includes Calendar Math -Every Day Counts, EnvisionStanford Math

Lucie E. Campbell has a 90 minutes reading block.

Classroom observation schedule,Weekly Professional Learning Community meetings, Bi- Weekly Leadership meetings,Grade level meetings

MCS Curriculum Guides, TN Dept. Of Ed. available to all teachers

Professional Development,Professional Learning Community Meetings

Next Step (changes or continuations)

To increase collaboration with inclusion teachers and implement additional co-teaching classrooms

Continue data analysis, monitor to ensure equitable adherence to the curriculum

Continue to implement the Memphis City School’s math program and its various components

Utilize research –based strategies. Implore small group instruction Promote school-wide support of literacy. Daily Journal Writing

Continue to monitor data sources and modify programs as needed to meet students’ needs

Continue lesson planning based on standards

Continue to monitor progress through use of data notebooks


3.1.b: Curriculum Gap Analysis

“What is” The Current Use of: TIME, MONEY, PERSONNEL and OTHER RESOURCES TIMELucie E. Campbell Elementary School’s curriculum is mandated by the Memphis City Schools System as a foundation for teaching the core curriculum and standards for the related areas of language arts, math, science, social studies, music, art and physical education. The curriculum guides offer a pacing schedule to ensure stability across the district.

We are using the Scott Foresman Reading Street Series for grades K-5. The resource includes phonics, spelling, basic sight word instruction, fluency, reading comprehension skills, grammar, writing mechanics and tested objectives. Leveled readers are used to provide reading and comprehension practice to students at their own level of learning and phonics books are used for additional reading practice. Additionally, our sixth grade students are using the Elements of Literature (Holt, Rinehart & Winston) series with the Quick Reads as the fluency piece. The reading block for sixth grade is fifty-five to sixty (55-60) minutes reading block daily. School-wide strategies to offer timely assistance to students experiencing difficulty in both reading and math are provided through, Accelerated Reader, Stanford Math, Calendar Math, and Math Counts.Teacher schedules allow time each week for grade-level collaboration, which is used, for implementing high quality curricular practices and/or the opportunity to plan and deliver integrated instruction aimed at teaching high-level instructional content. Teachers collaborate to create lesson plans and discuss effective teaching strategies. Lastly, Wednesday staff meetings also focus on curricular practices and professional development. Teachers also attend district, on-site and off-site professional development trainings.

Each regular classroom has a daily class schedule that includes the Memphis City Schools required ninety-minute uninterrupted literacy block, seventy-five minutes of math instruction.

Support classes for physical education, art, library, music and computer lab are scheduled for thirty to fifty minutes for all grades. Support scheduling permits grade level Professional Learning Community (PLC) meetings, which provide planning time for instructional needs at least once a week.

Connection of Resource Usage to School Improvement

State and Federal Programs The state educational programs and other Federal programs that are consolidated in this plan are Title I Part A, Fee Waiver, Basic Education Fund (BEP) Site Based Budget , CLUE, Title II, Title III (ELL, ESEA, Title IV, Title V , Federally Funded Meal Program (Free and Reduced Lunch), School-Aged Child Care, and Well-Child

MONEYLucie E. Campbell’s Site-Based budget, during the 2011-2012 school year is $29647.02. These funds are used to provide professional development, supplies, materials and other school-wide needs and services. The 2011-2012 Title One Budget is set for $242,801. The funds are used to pay the salaries of the instructional facilitator and 3 educational assistants. Teachers are provided with $300 instructional money to spend for their classroom each year. Additionally, $100 of that money is pooled for the maintenance of copy machines for the facilitation of the curriculum in classrooms. All special education teachers receive $300 from the Division of Exceptional Children to further facilitate curricula in their classrooms.


Title One funds and School Site-Based funds are used to provide professional development, student instructional materials, paraprofessionals, student intervention materials and technology. Our salary is paid through Title One funds.PERSONNELEvery teacher at Lucie E. Campbell is highly qualified according to the guidelines for No Child Left Behind (NCLB). Our staff also consists of a principal and an Instructional Facilitator. Seven of our teachers are certified “Raising the Bar Mentors” and they assist new teachers with a variety of needs. Our school has a diverse population of students, requiring individualized support for various needs. An occupational therapist, physical therapist, speech therapist, and two Licensed Practical Nurse (LPNs), along with a part-time Registered Nurse, (RN) accommodate the needs of these children. Lucie E. Campbell’s staff also includes several full time and part time educational paraprofessionals; providing teacher support with small groups, individualized instruction, one-on-one assistance and various other responsibilities.

OTHER RESOURCES All of Lucie E. Campbell’s classrooms have Internet access and student computer workstations. These computers are used to provide technology integration in the classroom. Most classrooms are equipped with smart-boards. Integration includes web-based assessment and TCAP practice sites, Stanford Math, Aimsweb, Headsprout Accelerated Reader, reading and math skill practice sites and more.

Student fee waiver funds provide resources for economically disadvantaged students. Also, an Early childhood family advocate assists parents of Early Childhood students with various needs.

“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL and OTHER RESOURCESTIMEMore time should be allotted toward students learning and applying the concepts of producing products as a culminating activity. Staff should seek ways to increase opportunities for regular and ongoing involvement of special education and support teachers. Additional time is needed to provide the faculty with professional development necessary to focus on curricular practices.

MONEYFunds are needed to increase human resources. Funds are also needed to provide more after school and Saturday tutoring. Money is needed to purchase and update technology in the school building.

PERSONNELA school-based Literacy Leader and Math Coach would allow more direct time for addressing specific issues relative to curriculum. Paraprofessionals are needed in grades 4th – 6th.

EQUITY AND ADEQUACY:Are we providing equity and adequacy to all of our teachers?All teachers receive the same amount of curriculum support. A Teacher Resource Room is set up for the use by all teachers.

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? Yes. Lucie E. Campbell School analyzes the school’s data and allocates funds to meet the needs of the students and teachers. A teacher survey is used to determine teachers’ needs. Funds are then used to purchase these resources that would effectively assist teachers in their delivery of instruction.

Based on the data, are we accurately meeting the needs of all students in our school?


All students attend support curriculum classes with the appropriate group.


3.1.c: Curricular Summary Questions

What are our major strengths and how do we know? According to the analysis of the data, the data indicates an increase in TCAP math and reading scores. The data is used to determine intervention strategies for

students. Classroom data is kept in teachers’ Data notebooks and is used to guide instruction and student achievement. All teachers have the opportunity to collaborate in weekly meetings. Overall, teachers are aligning instruction with Memphis City Schools Curriculum and Pacing Guides. We are in compliance with the Memphis City Schools Reading and Math time requirements.

What are our major challenges and how do we know? Providing regular classroom teachers more opportunities for involvement in special education program and the curriculum support program. Having updated technology that supports text-based software and web-based resources. Securing a literacy and math coach to focus on needed student instructional interventions. Identifying students needing more instructional support, and providing additional personnel to work with those students in small groups or one-on-one.

How will we address our challenges? We will continue with the collaborative planning process. Lucie E. Campbell will provide more opportunities for special education and the support staff to

collaborate with grade level teachers. Administration will continue allocate funds to be used to enhance instructional resources and secure updated technology and a literacy and/or math coach to help

facilitate instruction. Provide training for parents and stakeholders that promote parental involvement and more accountability in supporting student achievement.


Component 3.2 –Instructional Practices

3.2. a: Instructional PracticesCurrent Instructional Practices

Classroom Instruction is Aligned with Standard Based

Curriculum

Students are Provided with Multiple

Opportunities to Receive Additional Assistance to Improve Their Learning

Beyond the Initial Classroom Instruction

Students are Actively Engaged in High Quality

Environments as Supported by Higher Order Thinking Skill

Teachers Incorporate a Wide Range of Research Based Student

Centered Teaching Strategies

Teaching Process is Data Driven

Classroom Organization and Management Techniques

Support the Learning Process

Evidence of Practice (State in definitive/tangible terms)

Teachers incorporate research based instructional strategies and methods for teaching differentiating instruction in their lesson plans

Teachers utilize small group instruction.

Data notebooks are used to track students’ progress.

Before, During and After School tutoring is provided in Reading, Writing and Math for Tier II and Tier III students.

.

Classroom libraries and workstations have been established.

Morning Meetings are held daily

Teachers utilize the following research-based practices to center instruction: small group Technology Guided Reading, Morning Message, Differentiated

Instruction Workstations (math &

reading) Thinking Maps

Data notebooks are used to track students’ progress

Teachers meet weekly to discuss assessment data results in order to plan meaningful lessons as evident through sign in sheets, agendas, minutes from the PLC meetings and lesson plans.

Students practice school wide and classroom routines and procedures that enhance the instructional program.

School wide and classroom procedures are posted and verbally stated via morning announcements and during classroom instruction respectively.

Is the current practice research-based? Yes Yes Yes Yes Yes YesIs it a principle & practice of high-performing schools?

Yes Yes Yes Yes Yes Yes


Effective Effective Ineffective Ineffective Ineffective Effective

What data source(s) do you have that support your answer? (identify all applicable sources)

Lesson Plans, Data Notebooks,SPI Tracking Form,

Teacher observation, weekly testing, Formative Assessment reports, Unit Test results, TCAP scores,

Room Environment Checklist, TCAP,Classroom observations,Student work & products

AIMSWEB reports, Formative Assessment reports, Unit Test results, TCAP and Headsprout.

Formative Assessment reports, Unit Test results, early literacy test, TCAP scores, SPI Tracking Forms

Discipline Referrals,TCAP,TVVAS,Classroom Observations


Current Instructional Practices

Classroom Instruction is Aligned with Standard

Based Curriculum

Students are Provided with Multiple Opportunities to

Receive Additional Assistance to Improve Their Learning Beyond the Initial

Classroom Instruction

Students are Actively Engaged in High

Quality Environments as Supported by Higher

Order Thinking Skill

Teachers Incorporate a Wide Range of Research Based

Student Centered Teaching Strategies

Teaching Process is Data Driven

Classroom Organization and Management

Techniques Support the Learning Process



An increase of 8% percent in TCAP math scores,An increase of 4% percent in TCAP reading scores

Classroom Observations by Administration

Teacher lessons plans don’t reflect higher order processing

Although there was an increase of 4% in TCAP reading scores and 8% in TCAP math scores our school did not meet the AMO for 2011.

An increase of 4% in TCAP reading scores and 8% in TCAP math scores

Decrease in office referrals,Increase in Proficiency level (Reading 4%, Math 8%)


Data Notebooks,Grade Level Professional Learning Communities,Learning Village

There are multiple opportunities for tutoring in which money is allocated for the services: Supplemental

Educational Services (SES)-Federal Funding)

Extended Contract (Contracted Monies)

Extended Learning (Title I Budget)

Use of Common Characteristics and Best Practices of High Quality Schools checklist is required in all classrooms,Professional Development and materials are provided to implement high quality learning environments.

Sign-in Sheets and minutes of onsite PD during planning time Avatar Transcripts of Professional Development for staff

Grade-level minutes,

Accelerated Reader Points parties,

PLC minutes reflect focus of strengths & challenges,

Professional Development related to school data

Teachers have training & materials to implement the above list of practices.Classroom observations,.


Continue monitoring the data, Focusing on Standard Based instruction and Supporting Professional Learning Communities

Continue support for extended learning

Monitoring classroom implementation of high quality learning environments as supported by higher order thinking skills

Increase small group instruction time to 80% as research implies will increase student achievement

Continue Professional Development and monitoring of implementation of research based student centered teaching strategies

Continue to use data to align assessment and instruction, modify instructions to increase student proficiency

Continue to implement Professional Development on best practices of high quality schools to ensure an environment conducive to academic success


3.2.b: Instructional Gap Analysis

“What is” The Current Use of: TIME, MONEY, PERSONNEL and OTHER RESOURCES

TIMEThe Memphis City School Curriculum Guides provide the foundation for teaching the core curriculum and standards for the related areas of language arts, math, science, social studies, music, art and physical education. These detailed guides offer pacing schedules to teachers to ensure continuity district-wide.

The Scott Foresman curriculum for grades K through 5 and Elements of Literature for grade 6 focuses on specific targeted skills each week. Students are provided with review, intervention and/or enrichment activities as needed. Our daily schedule includes a ninety-minute literacy block with an additional thirty minutes of integrated language arts instruction.

The Pearson and Math Connect programs provides academic instruction in various mathematical skills. These series offer suggestions for workstations, as well as overhead transparencies and alternative methods of instruction to accommodate all learners. Review and remediation is provided through re-teach lessons, peer tutoring, workstations and other interventions. The Stanford Math Program is available for low achieving students in grades 3 – 6. The Math Connect for our sixth graders, provide level testing, daily transparencies to introduce the lesson, CD lessons and on-line book instruction. .

Our Orff music teacher involve all students in music with the components of its program.. Students participate in the City-wide Orff Music Program, as well as perform for students, parents and the community during the school year.

The SPARKS physical education program involves students in learning game rules and the rules of good sportsmanship skills. School wide competitions are held to help motivate students in the area of physical activity.

Lucie E. Campbell has a nursing staff assigned to our school daily. Their primary duties are to provide nursing services to students with medical issues as indicated on the IEP. They provide professional development related to health issues to teachers, students and parents.

Peer mediation is also used in conjunction with the School wide Discipline Plan. This helps students develop positive behavior and character traits. Lucie E. Campbell has implemented the Responsive Classroom as a school-wide model for appropriate behavior. Responsive Classroom enforces a philosophy that the social curriculum is as important as the academic curriculum and teaches positive peer interaction.

Lucie E. Campbell Elementary School is comprised of Pre-Kindergarten through sixth grade. In the month of May students are involved in Transition Day. The departmentalization of the fifth and sixth grades helps prepare students for Middle School. Transition Day provides an opportunity for students to visit their upcoming grade and discuss expectations for the upcoming school year.


MONEYTitle One Funding and Site-Based Funding are used to fund researched-based instructional materials, provide professional development, parental involvement, and human resources such as our Instructional Facilitator Instructional Computer Tech, and two ESP salaries. Additionally, title One funds are used to support intervention programs for low achieving students in order to remove our school from the High Priority List. PERSONNEL and other Resources Lucie E. Campbell’s teachers and staff work together to make sure students have access to multiple materials that maximize their academic growth. Our faculty consists of one principal and 35 ten-month regular and sped teachers in grades pre-kindergarten through the sixth grade. The faculty also includes: two instructional resource teachers, three comprehensive teachers, one librarian, one full-time art teacher, a full-time Orff music teacher, a full-time physical education teacher and a part-time physical education teacher, one speech therapist, two full-time nurses, a part-time nurse, one instructional facilitator, two secretaries, one school counselor, one part-time physical therapist, a part-time occupational therapist, a social worker and a psychologist. In addition, there are three paraprofessionals. Seven teachers are Memphis Literacy Academy Laureates having completed extensive training in reading instruction. Three of our teachers are certified through the state of Tennessee as teacher mentors. Below we list the following strategies to attract highly qualified staff:

X Establish collaboration with colleges and universities X Provide ongoing professional development X Encourage local, state and national professional development X Implement Mentoring program X Support uncertified personnel gain certification X Provide generous resources, materials to assist teachers X Provide time for team planning, collaboration X Establish networks to build capacity

Provision of technical assistance o Office of Federal Programs and Grants

Marceia Ashe Title I Supervisor NCLB Supervisor- Assistance with implementing professional learning teams, monitoring/compliance documentation

Patrice Myers/Marcus Jones - Assistance with strategies to ensure all students achieve at highest possible levels; extended learning programs Trevor Thompson, NCLB Parental Involvement Coordinator- Assistance with Parents as Partners training, and family engagement activities

o NW Region 1 Superintendent, Catherine Battle - Assistance with common characteristics of high quality schoolso NW Region 1 Academic Director Region 1, Pamela Jacksono NW Region 1 Professional Development Coordinator Region 1, Femetress Gray o NW Region 1 Coach:

D. Smith NW Literacy R. Arnold NW Math

o NW Region 1 Instructional Facilitator – Opanell Rhodeso Academic Affairs Academic Curr & PD Associate Superintendent, Myra Whitney, Venessa Spearmano Division of Academic Affairs- Instructional Support –

Rita Cooper, Latisha Bryanto Tennessee Academic Specilist (TAS) – Versa Evanso Division of Exceptional Children – Patricia Reeseo Destination Learning – Donna Artrip


o Donna Bohannan- New Teacher Induction and Mentoring-Assistance with new teacher induction and mentoringo Instructional Technologyo Teaching and Learning Academyo Learning Village– Online Professional Developmento MCS Research Evaluation and Assessment

OTHER RESOURCESLucie E. Campbell Elementary School strives to continue with advancing technology. Making technology available to our students is vital to embracing the age of technology and preparing our students for future success. We have one computer lab with twenty-seven workstations. Students are scheduled for the computer lab each week. In the computer lab students are given instruction and students apply their knowledge and skills about the computer. The lab is staffed with an Instructional Computer Tech.

All of Lucie E. Campbell’s classrooms are Internet accessible and have student/teacher computer workstations. These computers are used to provide technology integration in instruction. Integration includes web-based assessments and TCAP practice sites, Accelerated Reader, Stanford Math, publishing applications, reading and math skill practice sites, and more.

The Title I Early Childhood Program provides readiness skills in a formal instructional environment.

Adopters and other stakeholders enrich the school’s curriculum through monetary donations. Student Fee Waivers funds enhance opportunities for economically disadvantaged students.

“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL and OTHER RESOURCES

TIMEAdditional time is needed for teacher planning. Time during weekly faculty meetings should be allowed for teacher discussion of academic and behavioral concerns. Additional time is needed for teachers, parents and other stakeholders to be trained in effectively analyzing testing data. The faculty should routinely be provided with professional development necessary to gain a deeper understanding and implication of Best Practices, including Differentiated Instruction throughout the day.

MONEYSite-based and Title One funds should continue to fund instructional materials and supplies, as well as provide professional development.

PERSONNELEach grade needs at least one full-time paraprofessional to provide assistance to students experiencing academic difficulties. A paraprofessional for each grade would provide consistent support for small groups on a daily basis. The Instructional Facilitator needs to be available twelve months to support preparation and planning.

OTHER RESOURCESLucie E. Campbell should continue to make every effort to expand our knowledge of Best Practices and Professional Learning Communities. Additionally, a laptop lab and advancing technological materials would benefit teachers and students..


EQUITY AND ADEQUACY:Are we providing equity and adequacy to all of our teachers?Equity and adequacy is being provided to all teachers through funding and resource materials. Our Teacher Resource room is made available to all teachers and provides a variety of resources for teacher use. Special Education and support teachers have limited time to collaborate with the regular education teachers. Special Education teachers will be included in the Professional Learning Community meeting schedule for the 2011-12 school year.

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? Yes. Funds and resources are divided equally among teachers. More long range, holistic planning would ensure more effectiveness in meeting the needs of teachers in being effective with their students.

Based on the data, are we accurately meeting the needs of all students in our school?No. Lucie E. Campbell School plans to provide more professional development for teachers in reading and math to meet and/or exceed No Child Left Behind benchmarks.


3.2.c: Instructional Summary Questions

What are our major strengths and how do we know? Our teachers at Lucie E. Campbell are utilizing the MCS Curriculum Guides to the Tennessee Curriculum. Our instructional resource and CDC create individual educational plans for the students that they serve and align their curriculum with appropriate subjects. Learning Village provides us with lesson plans, which includes targeted Student Performance Indicators, (SPI’s) and lessons. This enables the teacher time to

design hands-on activities and enrichment that correlate with the lessons. All regular classroom teachers’ schedules allow for five common planning times. Professional development opportunities are made available to assist in training teachers in research-based practices.

What are our major challenges and how do we know? Time for cross-grade collaboration and planning for effective instructional practices. Finding the necessary time to keep up with the pacing, due to the implementation of additional programs/resources provided by the Memphis City school district

throughout the school year.. Students having a wide span of student abilities in each grade without prerequisite skills to perform on current grade level. Identify and teach specific skills needed by all students in order to make instruction and testing more equitable.


3.3 - Assessment Practices

3.3.a: Assessment PracticesCurrent Assessment Practices Uses student

assessments that are aligned with the

Tennessee Dept. of Education standards

based curriculum

Ensures that the appropriate assessments

are used to guide decisions relative to student achievement

Uses a Wide Range of Assessments, CRT, NRT,

curriculum based assessments, etc.

Provides Support and Technical Assistance

Provides assessment information to

communicate with students, parents, and

other appropriate stakeholders regarding

student learning

Provide Professional development in the appropriate use of

assessments


Memphis City School district-wide Formative Assessments TCAP Unit Tests,Common Assessments

Teachers receive professional development in the use of Data Disaggregation for instructional planning and increase student achievement.

Teachers use and analyze student reading and math data in their weekly planning of lessons.

TCAP Writing Process is Practiced and daily Journal Writing is used to assess students

Unit Test,Writing AssessmentTCAP Achievement Test,Formative Assessment Teacher-made tests,Basal Reading, and Math testTCAP contains both CRT and NRT assessment components

MCS Technology Coach Formative assessmentNW Team, TAS, NW Coach (Math/Literacy)MCS PD DeptMCS Research Dept.

Various opportunities for two-way communication is encouraged.NewlettersWeekly Grade-Level FoldersParent/Teacher Communication Logs, Report Cards, TCAP scores, Progress Reports, Renaissance reportsParents’ Conferences, Grade-Level meetings,Family Math and Science Nights,Report Card Informational Night,TCAP Informational Breakfast

The Instructional Facilitator develops and helps with interpreting and understanding programs, data and assessments. Teachers attend district professional development offered at the Teaching and Learning Academy. District Video professional development on-site, provides teachers with training on “Best Practices” and strategies to use in “Good First Teaching”


How will we address our challenges? In examining policies and practices concerning our schools core academic subjects that have the greatest likelihood of ensuring that all groups will meet the states proficient levels of achievement of academic assessments teachers will differentiate instruction; use intervention curriculum such as Scott Foresman, and Stanford Math; and utilize instructional materials such as, Calendar Math and Algebra Readiness. Additionally, these students will have and EXCEL Plan created. Teachers will provide TIER instruction as needed to assist in the academic progress of these students. Additionally, our students will be able to participate in extended learning activities which include reading and math tutorial, CLUE, book clubs, and activity clubs are provided to students as enrichment and supplemental activities outside the regular classrooms. Additionally, during PLCs teachers will participate in Professional development that will better assist in the learning process.

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Is the current practice research-based? Yes Yes Yes Yes Yes Yes


Current Assessment Practices Uses student assessments that are

aligned with the Tennessee Dept. of

Education standards based curriculum









student learning


assessments

Is it a principle & practice of high-performing schools? Yes Yes Yes Yes Yes Yes

Has the current practice been effective or ineffective? Effective Effective Effective Effective Effective Effective


Voyage DataRenaissance Assessment DataTCAP DataAimsweb

Lesson PlansEd PlansFormative Assessment DataStudent Data NotebooksIEP’sTeachers collaborate during “Common Professional Learning Community meetingsSPI Tracking Sheets

Progress Reports, Report Cards, TCAP Data, Formative Assessment Ed PlanStanford Math

Renaissance, AimswebFormative Assessment,Ed Plan

Increased numbers in parent and community participation and communications. Higher levels of parent and community involvement. The school-based Leadership Team is active in promoting students’ achievement

Professional Development Logs and Evaluations,Lesson Plans and Classroom Walkthroughs indicating observation of various methodology


Lucie E. Campbell made Adequate Yearly Progress (AYP)

Formative assessment results for reading and math showed some improvement in some classes.Various assessments given have driven student instruction TCAP writing results have increased

Lucie E Campbell made a slight increase of 3% in TCAP reading scores and an increase of 1% in math scores.

The state report indicates we did not make AYP

Some teachers assess their students and imput the data in a timely fashion

Parents’ communicating through phone calls, visits and letters,Parents signing students’ conduct and daily work folders,progress reports. The school and district provides opportunities for parent conferences.

Lucie E. Campbell made its Adequate Yearly Progress, (AYP)


Current Assessment Practices Uses student assessments that are

aligned with the Tennessee Dept. of

Education standards based curriculum









student learning


assessments


On-going professional development to support the implementation and use of assessments. Staff is encouraged by administration team to maintain Data Notebooks to interpret data supporting student achievement.

Teachers meet weekly to discuss and analyze data.

Assessment results are used to drive instruction.

Professional Learning Community Meetings,

All teachers use a variety of high quality assessment tools,

Faculty Meetings

Professional Learning Communities, (PLC). The Instructional Facilitator serves to assist anyone who needs support. All staff attends professional development training provided by the district.

Teachers send home progress reports, newsletters each Wednesday. , Work folders, school information and student is sent regularly.Assessment data is conveyed to students and parents every six weeks

Instructional Facilitator and teachers using “common planning time” weekly to collaborate. Monday’s Faculty Meetings are used to address Professional Development. Administrative teams’ support of Professional Development on site.

Next Step (Changes or continuations)

On-going implementation and use of assessments aligned to Tennessee Department of Education standards and curriculum guides.Continue monitoring use of pacing guides and SPI’s tested.

On-going teacher collaboration with regular education teachers and across grades.

On-going implementation and analyzing of data

The Instructional Facilitator will continue with teachers in the on-going implementation and monitoring of Aimsweb and Renaissance and seek technical assistance in a timelier manner.

Continue to encourage and focus on parental involvement Actively seek the participation of more parents and community members. Continue to provide opportunities for two-way communication with parents and other stakeholders.

Administration will continue it’s support of professional workshops and training that supports and aligns with the goals of the School Improvement Plan.On-going Professional Development by the Instructional Facilitator.


3.3.b: Assessment Gap Analysis


TIMELucie E. Campbell Elementary School begins the assessment process the first week of school, to quickly and accurately assess the needs of its students. The assessment process involves measuring kindergarten student readiness and obtaining reading and language arts baseline scores for uper grade level students . Kindergarten students are administered the Kindergarten Readiness Indicator (KR-1). Kindergarten students along with all other grade level students are administered the Scott Foresman Baseline Tests to evaluate math and reading skills. The results of the tests are used to place students in a variety of instructional groups (e.g., remedial to advanced). Additional informal tests measures are given periodically to determine mastery level for students.The information gleaned from formal and informal test measures enable teachers to monitor progress and modify teaching practices as necessary. Unit tests are administered eac h six weeks to determine mastery and non-mastery of skills. Ed Plans are created for students requiring additional assistance in reading and/or math skills. AIMSWEB, a newly adopted program, has been implemented to determine areas of learning deficiency and to additionally develop remedial instructional strategies. Students fall into three categories (i.e., Tier 1, Tier 2, and Tier 3) based on their performance outcomes on Aimsweb baseline assessments. The students who score in the highest range, mid-range, and low ranges are grouped as Tier 1, Tier 2 and Tier 3 respectively. Students are also tested three times a year with Benchmark Assessments. Students who are enrolled are assessed every two weeks through Progress Monitoring. The Memphis City Schools district provides the with Formative Assessment (Renaissance), which assesses the student performance indicators (SPIs) three times per year. Grade-level Professional Learning Communities (PLCs) meet multiple times weekly to discuss instructional strategies that are working well and those that are in need of revision.

MONEYFunds are used to provide teachers with materials and professional development training that will better enable them to disaggregate data and implement strategies that will ensure academic success. Title I funds are used to purchase materials and assist with test taking skills such as TCAP Coach and Common Core. The District funds the use of Formative Assessment in grades three through fifth, along with a scan-tron and testing materials for TCAP.

PERSONNELThe Learning Village’s program is used to develop lesson plans. Adopting a single program has ensured continuity in the standards and methodology used to create plans. Use of a single program also assists the administration in creating evaluation standards that are objective.Monitored information is categorized and used by teachers in data notebooks and self-analysis forms.

OTHER RESOURCES

Teachers attend high quality professional development opportunities. Teachers are used as presenters with the staff and the staff benefits from a large range of professional development.


“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL and OTHER RESOURCES

TIMEMore time should be allotted for across the grade collaboration to discuss “Best Practices”, plan effective instruction and analyze data. Additional time is needed for planning and analyzing data.

MONEYWe need funding to train more paraprofessionals to work with identified struggling students.

PERSONNELMore paraprofessionals in the classroom are needed to tutor our low-achieving students. We would also benefit more if professional development could be used to address grade level concerns. Professional Learning Committees should be utilized more to aid struggling teachers beyond the first three years.

OTHER RESOURCESOur technology equipment is not updated to meet the current needs of students. Additional computers and printers are needed and existing ones need to be updated to meet our technology needs.

EQUITY AND ADEQUACY:

Are we providing equity and adequacy to all of our teachers?Lucie E. Campbell does provide on-going professional development that focuses on assessment strategies..

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? Yes. All teachers are using the available funds to target the needs of their students.

Based on the data, are we accurately meeting the needs of all students in our school?Yes. Equity and adequacy is provided to all teachers with funding for training and materials to support teachers in assessing students.


3.3.c: Assessment Summary Questions

Report of Assessment Results

The office of Research, Evaluation and Assessment provides individual student academic assessment results to parents for the following assessments: TCAP TCAP Writing Assessments

This school provides individual student assessment results to parents for the following assessments:

Weekly assessment tests from all subject areas Memphis City Schools Formative Assessments – Discovery Education Unit assessment tests in reading and mathematics Weekly Progress Reports from classroom teachers – inclusive of student assessments Mid Nine weeks progress Reports/Deficiency Notices Quarterly Report Cards AIMS Web Assessment Reports- Benchmark/Progress Monitoring Stanford Math Reading Plus


What are our major strengths and how do we know? Lucie E. Campbell teachers utilizes a variety of assessment tools to accurately gauge the levels of our learners. The assessments include Aimsweb, Scott Foresman

Selection and Unit Tests, Renaissance Learning Formative Assessment Program and TCAP. Teachers also use teacher-made tests to determine understanding, monitor and adjust their teaching.

Teachers are afforded “common planning time” weekly to plan and analyze assessment data. Additionally, a Edplans are devised and maintained throughout the academic school year on each identified child. It includes the strengths and

limitations of those students who test below 70% in reading and math. Results from assessments are analyzed and used in faculty and PLC meetings to drive instruction. The teachers identify the areas of strengths and deficiencies of each student in their class. The students are homogeneously grouped according to skill deficiencies and teaching strategies are customized to meet the needs of the students.

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Communications on School Improvement Status

September, 2011

Dear Parent/Guardian:

We have been notified that our school qualifies to receive federal funds under the No Child Left Behind Act of 2001, Title I, Part A, for the 2011- 2012 school year.

Our school is eligible for the following:Schoolwide Title I Program: Schools may consolidate and use funds under Title I, together with other federal, state, and local funds, in order to upgrade the entire educational program in schools in which not less than 40% of the children enrolled are from low-income families.

Our school has not made adequate yearly progress therefore our status is listed as “High Priority”, School Improvement II. The faculty and staff are working diligently in order to raise our student proficiency rate. We look forward to your involvement in school activities and your child’s education. You will receive notices and information throughout the school year to keep you informed about the progress of your child and the status of the school in making progress toward helping all children meet high academic standards. We also look forward to your attendance at school meetings when we will discuss the development, revision, and implementation of our Schoolwide Program Plan.

You are an important partner in our effort to provide the best education possible for your child. Please call the school if you have any questions or would like additional information.

Sincerely,

Barbara Thomas, Principal

Barbara Thomas,Principal


What are our major challenges and how do we know. The state mandated score increase for proficiency in reading and math. Additional time is needed to prepare differentiated lessons for our students. Additional ESP’s are needed to assist identified struggling students within the classroom setting.


How will we address our challenges? As a staff, we will identify and address the areas of concern with skills that are considered below proficient. We will develop action steps to address

discrepancies of report card data versus TCAP data. On-going disaggregation of test data will continue, with a stronger emphasis placed on its utilization to focus and guide instruction; Teachers will meet with grade level and vertical levels to disaggregate the data in order to make decisions regarding differentiating instruction

to increase student performance. Efforts will be made to work diligently on schedules to allow more time for special education, support teachers and regular classroom teachers the opportunity

to collaborate. Solicit tutors for tutoring and assistance with small group instruction. Engage in more grant writing and solicit funds to purchase technology equipment.

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3.4. - Organizational Practices

3.4.a: Organizational PracticesCurrent Organizational Practices

School’s beliefs, mission and shared vision defines the purpose and direction of the school.

Organizational processes increase the opportunity for success in teaching and learning.

Organizational practices and processes promote the effective time-on-task for all students.

School provides continuous professional development for teacher.

School is organized to be proactive in addressing issues that might impede teaching and learning.

School is organized to engage the parents and community in providing extended learning opportunities for children.


Parent/Student and Teacher handbooks, school website, recited daily during morning announcements

Scheduled support classes allow time for collaborative planning by all grades. Grade-level planning time facilitates teacher collaboration in all grades. Department-alization in fifth and sixth grades, team teaching and mentoring are in place to ensure success in teaching and learning.

Monitoring and feedback given from administration supporting the teaching and learning process. Lesson plans are submitted weekly and are aligned with district and state mandates.

Professional Learning Communities are in place to empower teachers and help build leadership skills. Teachers prepare and conduct staff development activities along with the administration and instructional facilitator. Everyone participates in book studies and current research practices.

Teachers serve on the School Leadership Council/ School Wide Discipline Committee/ Emergency Management Response Team and Student Leadership Committee. The school provides scheduled safety drills and has a Multi-Hazard plan in place.Child AbuseSuicide PreventionHazardous ChemicalsSexual HarassmentCharacter Education

Parents are invited to meetings explaining tutoring services provided to our students. We provide after-school and Saturday school tutorial programs to meet the needs of our students.Family Math and Science NightsParent/Teacher ConferencesReport Card Informational NightSchool-based Leadership Committee

Is the current practice research-based? Yes Yes Yes Yes Yes Yes


Current Organizational Practices







Is it a principle & practice of high-performing schools?

Yes Yes Yes Yes Yes Yes


Effective Effective Effective Effective Effective Effective


Observation, school-climate survey

Common Characteristics and Best Practices of High Quality Schools Checklist

Classroom observations, ninety minute literacy block, seventy-five minute math block, 20-30 minutes of EPGY, daily schedules, data notebooks, assessment data, Responsive ClassroomHeadsprout

Minutes and agendas for Professional Learning Communities submitted weekly.Professional Development Logs submitted each nine weeks.HandoutsFaculty Meetings

Climate surveys, Drill schedules, Lesson plans and Emergency “Go Kits” in each classroomParent/Student HandbookBehavior LogsMulti-hazard HandbookDistrict Code of Conduct

Weekly communication folders, parent newsletters, school calendar, assessment data and attendance reportsIEP MeetingsAgenda Books


Increase of shared responsibility according to school climate survey; faculty, staff and students can communicate mission and vision

Curriculum guides provided on-line for all teachers, SPI tracking forms for grades 3-6Schedules that allow common planning time and uninterrupted instructional blocks

Teacher evaluation process, Administrative feedback, Principal reminders on timeliness

Information presented is used in the classroom and monitored.Teachers attend on-site and off campus professional meetings.

Positive results from climate survey

Parents and community representatives are actively involved in the school’s efforts to promote academic achievement. Pre and post-assessments are given to track students’ progress. Parents are welcomed as volunteers and solicited to proctor for TCAP assessment.

Current Organizational Practices









All stakeholders participated in the development of beliefs, mission and vision statements.

Classroom teachers are scheduled at least four hours of planning time per week. This allows for one or more days of grade level planning.

District and school-wide requirement

Specific professional development is provided as needed using information taken from T.E.M. Professional Development evaluation forms. Presentations are made by teachers from all grades and by administrator.

Safety information is shared with students and parents. Safety procedures are practiced by students, faculty and staff.

Extended learning opportunities are made available free to students.


Continue to include all stake-holders

Continue to use scheduling and strategies that will impact the teaching and learning.

Continue to implement schedules as written.

Continue to participate in book studies, conferences and seminars.

Continue to review and update these plans to promote a productive, safe learning environment.

Continue to increase parental and community involvement.


3.4.b: Organizational Gap Analysis


TIMESupport schedules are organized to allow teachers to have a “common planning time” to share ideas relating to the curriculum, students’ needs and upcoming events. Through scheduled in-services and administrative days, the faculty and administration engage in professional development that is both beneficial and valuable in meeting our school wide goals. Time is allotted for Title One meetings and parent conferences several times during the school year, which mostly occur outside normal school hours. Our School Mission and Vision is communicated daily through the use of morning announcements, Morning Meetings and the school’s website.

MONEYFunding for Lucie E. Campbell Elementary School mostly comes from Site-Based and Title One funds. Grants and donations are additional resources that assist us in implementing high quality organizational practices.

PERSONNELThe administrative staff, the instructional facilitator and faculty work together to create an environment that is conducive to student progress and success. One of the ways in which we achieve this goal is with “common planning time” for each grade level. This gives teachers an opportunity to analyze, discuss and develop strategies to meet the students’ needs. Paraprofessionals are also used to assist teachers in improving and achieving student achievement.

OTHER RESOURCESParent and community volunteers assist our school in many capacities such as student arrival and dismissal, after-school activities, proctors during TCAP assessments and chaperones for field trips. The School Building Engineer (SBE) and his staff have walkie-talkies that eliminate intercom disruptions during instructional time. Our school adopters supply incentives to help with promoting positive behavior. Fundraisers supplement our school budget.


“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER RESOURCES

TIMEMore time should be allotted for teachers to effectively organize the students’ learning environment. Additional time prior to school starting should be designated for data analysis and team planning. There is insufficient time for teachers to analyze the data and fully identify deficits, prior to the first day of school.

MONEYFunds need to be allocated to hire literacy, math and science coaches, certified in-school tutors and additional paraprofessionals to work with students individually or in small groups.

PERSONNELMore paraprofessionals should be hired to work with students and teachers on a daily basis, as well as serving in other capacities such as office helpers and cafeteria monitors. Math and Literacy coaches are needed to further facilitate learning. Lucie E. Campbell would also benefit greatly having a Science Lab Teacher.

EQUITY AND ADEQUACY:

Are we providing equity and adequacy to all of our teachers?Equity and adequacy are provided to all classroom teachers. They are provided time for planning and professional development on a weekly basis.

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? Yes. Funds and resources are being used to assist teachers in being effective with all our students through our site-based and Title One funds.

Based on the data, are we accurately meeting the needs of all students in our school?Lucie E. Campbell’s yearly increase on the TCAP shows that many students’ needs are being met. However, there is a need to target other students still not making the gains needed.


3.4.c: Organization Summary Questions

What are our major strengths and how do we know?Lucie E. Campbell has identified our major strengths as:

Support schedules allowing our teachers to have a “common planning” time. Professional development opportunities to address student learning and support “Best Practices” Various school committees are in place to address concerns that may affect student learning Communication to parents and other stakeholders are provided in a timely manner through grade level weekly newsletters and progress reports. Parents are encouraged to participate in school activities, which fosters a bond among their children, teachers, school, and community.

What are our major challenges and how do we know. Lucie E. Campbell has identified our major challenges as:

Improving student attendance. Lucie E. Campbell has met the state’s requirement. However, we are striving to meet the 95% purposed by the district. Increasing student proficiency in science is needed, based upon the TCAP data. Increasing student proficiency in social studies is needed, based upon the TCAP data. Increasing parental involvement as reflected by the attendance during school and district scheduled conference days scheduled.

How will we address our challenges?

The staff & teachers of Lucie E. Campbell concluded that we would address the challenges in our goal for improvement by: The continuous use of incentives and strategies to increase student attendance Providing Research-based professional development that supports students learning more effectively in Science and Social Studies Provide more opportunities for parental involvement through workshops, activities and meetings Continuing to promote and/or communicate our school’s vision, mission and beliefs to parents and other stakeholders through school activities


Action Plan

Component 4


Component 4 – Action Plan Development Introduction

Action Plan DevelopmentGOAL 1 – Action Plan Development

Revised 10/07/11Goal

Lucie E. Campbell Elementary School’s goal is to increase the percentage of students scoring proficient/advanced in Reading/Language-Arts/Writing in all subgroups in order to meet adequate yearly progress (AYP) and the NCLB benchmark of 66% of students scoring proficient/advanced in 2011-2012.

Which need(s) does this Goal address?

This goal addresses the need to reach and maintain the NCLB Standard. Reading/Language Arts/Writing-Action Steps (K-6). This addresses All Students (African American Students, Students with Disabilities and Economically Disadvantaged Students). Other race representations are very minor.

How is this Goal linked to the system’s Five-Year Plan?

This goal is linked to the systems five year plan in that it is aligned with goals:1 – To create an academically challenging, safe, supportive, and effective learning environment5 – To establish high levels of accountability for academic and fiscal performance throughout the system 6 – To create a climate system-wide that is sensitive and responsive to the needs of an increasingly diverse student and community population

ACTION STEPS

IMPLEMENTATION PLAN

Timeline Person(s) Responsible Required Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy Performance Results / Outcomes

Students in K-4 will engage in 90 minutes of uninterrupted Reading/Language Arts instruction daily. Students in Grade 5-6 will engage in 55 minutes of uninterrupted instructions inReading/Language Arts.

Whole group Instruction Small group (differentiated

instruction)

Start Date: 08-08-11

End Date: 05/12

TeachersB.Thomas, PrincipalS. Sullivan Instructional Facilitator, D. Smith NW Literacy Coach, Versa Evans, TAS

Scott Foresman Reading (Grade K-5)Elements of Literature (Grade 6)Versa Tiles Headsprout; My SidewalksReading PlusLiteracy Books (Station)

District Funded

Title I - 500

Classroom Observations: formal and informalFormative Assessment, TCAP, Excel, AIMSweb Benchmark &Progress Monitoring

Students will meet the 66% or higher Reading/Language Arts proficiency Benchmark for AYPHighly Qualified staff will differentiate the instruction.

Teachers will use assessment data to determine instructional objectives, target individual and groups of students on a daily basis in order and offer timely assistance to low achieving students.


End Date: 05/12

B. Thomas, Principal, Teachers, Tutors, InterventionistS. Sullivan, Instructional Fac, D. Smith NW Literacy Coach

Data Notebook Three ring binders, Dividers, Computers, Data Tracking Forms- MCS Printing, Ink – Office DepotWeb-Sites, School Report Card, , SMART Goals Book

Title I$2,000

Grade level minutesData NotebooksAssessment Reports:AIMSweb, Headsprout, Copier paper

Increase student proficiency level.


ACTION STEPS

IMPLEMENTATION PLAN Goal 1 cont.




Teachers will use district and school data to direct individuals and groups of students in daily literacy instruction and/or intervention instruction.


End Date: 05/12

B. ThomasPrincipal Professional Learning Communities and Cross Grade GroupsS. Sullivan,Instructional Facilitator, D. Smith NW Literacy Coach, Versa Evans, TAS

Accelerated Reader, AIMSweb, Quick ReadsFormative Assessment, Common Core, TCAP Coach, SmartBoard, Interactive CPS, Lesson PlansEDPLAN/ Excel,HeadsproutReading Plus, My SidewalkComputers, Advantage Scanner(3),

District Funded

Title I Funded $32,000

Extended Contracts/Tutoring $4,500

STAR Tests, AIMSweb, AR Testing, Formative Assessment, Folio Writing Assessment, Research Based Programs Pre & Post Tests, Progress Monitoring and Teacher selected assessment.

Students will meet the 66% Reading/Language Arts proficiency Benchmark for AYP

Students will improve literacy ability through data driven instruction and interventions

Teachers will participate in professional development relative to student data and Professional Development Teacher Needs Survey.


End Date: 05/12

B. ThomasPrincipal,S. Sullivan, Instructional FacilitatorTeachersD. Smith NW Literacy Coach, Versa Evans, TAS

AIMSweb, Formative Assessment, Teacher Survey results, TCAP Data, Research Based practices & strategiesBook Study – Rigor, Seven Simple SecretsContracted ServicesContent/Vertical Planning, SDIS, Data Study

Title I Funded IF Salary $68,000

The following assessments will be used.

STAR Tests,AIMSweb, AR Testing, Discovery Formative AssessmentProfessional Development Teacher Needs Survey Form

Students will meet the 66% Reading/Language Arts proficiency Benchmark for AYP

Students will improve literacy ability through data driven instruction and interventions

Teachers will integrate Science and Social studies into Reading standards across curriculum daily.


End Date: 05/12

Teachers. B. Thomas,PrincipalS. Sullivan,Instructional Facilitator D. Smith NW Literacy Coach, Versa Evans, TAS

Instructional material that addresses non-fiction material, EDPLAN,Science and Social Studies Curriculum

District Funded

The following instruments will be used:Culminating student projects with rubric unit tests, nine week assessments, TCAP

Increase student proficiency in reading, social studies, and science TCAP results.


ACTION STEPS





The organization will provide opportunities to increase parental involvement by hosting critical reading events/ activities such as “Family Read Night”, weekly newsletters, TCAP/Volunteer Information Session, , Watch D.O.G.S.


End Date: 05/12

B. Thomas, Principal Parents PLCs and Cross Grade TeamsLibrarian,S. Sullivan,Instructional FacilitatorLeadership Teams, D. Smith NW Literacy Coach, Versa Evans, TAS, Adopters

Library BooksSPIs, Take-home activities and Materials,ComputersAgendasSign In sheetsTumble BooksWorld Book Online

District Funded

Title IFunded $8,000

Reading logsParent Evaluation

Strengthened understanding of literacy concepts by students, parents, paraprofessionals, and community

The organization will host Every Child Reads in which students read 20 minutes nightly.

Start Date: 09/21-11

End Date: 05/12

B. Thomas, Principal; LibrarianClassroom Teachers, Literacy Team, Parents, Students, D. Smith NW Literacy Coach, Versa Evans, TAS

Every Child Reads Campaign Reading LogsTumble BooksClassroom LibrariesRIF, Tumble Books,Trade BooksInk, PaperAR Technology

Title One $10,000

Teachers will monitor student Reading Logs.Students/Parents will track student reading

AR Reports

Increased student reading fluency,Students will intrinsically select reading as a leisure time activity

The organization will host weekly PLC meetings to discuss data – common assessment and plan classroom activities and strategies, to evaluate effectiveness, in order to plan for differentiated instruction, to organize timely additional assistance to students experiencing difficulty.


End Date: 05/12

B. Thomas, Principal S. Sullivan, IF

Student Data, Action Plan. Data Notebooks,Learning Village Lesson Plans & Curriculum Guides. Curriculum At A Glance,

Title I Funded$500.00

Teachers will collect PLC Weekly Minutes.Teachers will analyze all test data and determine individual student interventions based upon data analysis.

Students will meet the 66% Reading/Language Arts proficiency benchmark for AYP


ACTION STEPS





Teachers will provide opportunities for students to practice in TCAP testing format in the form of:

Discussion of the learning Morning Meeting that reinforce

literacy SPI’s Individual and group activities Work Stations


End Date: 04/12

B. Thomas, Principal R. King, School CounselorClassroom Teachers,S. Sullivan,Instructional Facilitator, D. Smith NW Literacy Coach, Versa Evans, TAS

Formative Assessment Common Core TCAP CoachEDPLANFailure Free ReadingTest Ready BooksClassroom LibrariesChart Tablets –MarkersMaterials for Products

State, District

Title IFunding$1,000

ObservationsWalkthrough

Students will meet the 66% Reading/Language Arts proficiency benchmark for AYPStudents will be able to verbalize the learningHighly Qualified staff will differentiate the learning

Teachers will participate in effective quality professional development workshops to learn various research base strategies and practices to assist students in Reading/Language Arts.


End Date: 05/12

B. Thomas, PrincipalClassroomTeachersS. SULLIVAN, Instructional Facilitator, D. Smith NW Literacy Coach, Versa Evans, TASDistrict

School Reform:First Six Weeks of SchoolsClassroom Spaces that WorkTurn About SchoolsSMART GoalsRobert Marzano-What Works in Schools-Teaching Basic and Adv VocabularyAnnette Breaux -Seven Simple SecretsRigor-MCS Tech Prof. Dev.

Title I $5,000

Lesson PlansSmart GoalsStudent ProductsFormative Assessment Results

Highly Qualified teachers will implement research based strategies and practices Students will meet the 66% Reading/Language Arts proficiency


ACTION STEPS

IMPLEMENTATION PLAN




Teachers will post results and students will be rewarded based on the most books read per class. School will hold an A.R. celebration for the class that reads the most books per nine-weeks.Reading initiatives.Grizzlies Read To Achieve (Grades 1-4)Every Child ReadysMemphis Redbirds Game Field Trip(Grades K-6)


End Date: 05/12

B. Thomas, PrincipalProfessional Learning Communities, Cross Grade GroupsLibrarian, Literacy Team, Adopters, Community, D. Smith NW Literacy Coach, Versa Evans, TAS

Library BooksCelebration STAR software to determine individual student reading levels, Reading LogComputers

Donations$600Title One $2000

Classroom observation,Review of student A.R. reading logs and scores,Analysis of information from formative assessments, TCAP data, A.R. and STAR dataNumber of Minutes Read

Students will meet the 66% Reading/Language Arts proficiency benchmark for AYPIncrease joy of readingIncrease Independent reading

Teachers will use thinking maps, story maps and other graphic organizers to organize information and student thinking and to improve skills in content, vocabulary, meaning and writing organization and process.


End Date: 05/12

B. Thomas, PrincipalS. Sullivan, IFProfessional Learning Communities, D. Smith NW Literacy Coach, Versa Evans, TAS

Thinking mapsGraphic Organizers

District &Funded

Teacher Observation of Lesson Plans Student work Walk through Writing assessment

Students will use graphic organizers to process and develop higher order thinking skills,

The school will organize a school wide weekly writing schedule to be used on each grade level.Fifth grade students, parents, and teachers will organize a Saturday Writing Camp to be held in January. The camp will reinforce/ review and focus on gaining a deeper understanding of the writing standard.


End Date: 02/12

B. Thomas, Principal S. Sullivan, IFPLCs and Cross grade teams

Folio Assessment, School wide Writing Prompts, Teacher StipendMaterials, copierComputers,Author’s Chair,Portfolio,SnacksSaturday School

Title I $10,000

Administration & teachers will analyze results of assessments, Use state rubric to grade writing samples,Compare each student’s growth in ability

Students school-wide will develop effective writing skills that address state standards. Students in the 5th grade will increase the total number of proficient scores of 4 and above on the TCAP Writing Assessment.Highly Qualified staff will team todifferentiate the instruction.


GOAL 2 – Action Plan Development

GoalLucie E. Campbell Elementary School’s goal is to increase the percentage of students scoring proficient/advanced in Math in all subgroups in order to meet adequate yearly progress (AYP) and the NCLB benchmark of 60% of students scoring proficient/advanced in 2011-2012

Which need(s) does this Goal address?This goal addresses our need to reach and maintain the NCLB standards. Mathematics-Action Steps (K-6). All Students, African American Students, Students with Disabilities, Economically Disadvantaged Students and students with disabilities in math as reflected by test scores in grades 3-6. Other race representations are very minor.


This goal is linked to the systems five year plan in that it is aligned with goals: 1 – To create an academically challenging, safe, supportive and effective learning environment; 5 – To establish high levels of accountability for academic and fiscal performance throughout the system and6 – To create a climate system-wide that is sensitive and responsive to the needs of an increasingly diverse student and community population.

ACTION STEPS

IMPLEMENTATION PLAN




Teachers will use assessment data to differentiate instruction and /or determine strategic intervention instruction.


End Date: 05/12

B. Thomas, Principal PLC Teams,TeachersS. Sullivan, Instructional Facilitator R. King, G. Counselor, D. Smith NW Literacy Coach, Versa Evans, TAS

Formative Assessment, Common Core TCAP Coach, SmartBoard software, Interactive CPS, Lesson Plans,Stanford Math,Common/Formative Assessment DataNAEP StandardsComputers

District Funded

Title I Funded$20,000

Extended Contract$4,500.00

Teachers will analyze test data and determine individual student interventions based upon data fromTCAP/AIMSweb,Formative AssessmentStanford Math Reports

Students increase proficiency in math

Teachers will have weekly PLC meetings to discuss and plan classroom activities and strategies, to evaluate effectiveness, to plan for differentiated instruction, to organize timely additional assistance to students experiencing difficulty.


End Date: 05/12

B. Thomas, Principal Grade Chair Persons,Professional Learning Communities

Student Data Notebooks,Learning Village, Lesson Plans & Curriculum GuidesInk

Title I Funded $500, ink purchase

Teachers will review Weekly Minutes.Teachers will analyze all test data and determine individual student interventions based upon data analysis.

Students will meet the at least 60% math proficiency benchmark for AYP or will increase math scores by 10% over the 2012 TCAP test results.


ACTION STEPS

IMPLEMENTATION PLAN cont. Goal 2




Teachers will identify students who are below proficient in Math to create Data Notebooks. Discovery Formative Assessment, TCAP, Data and AIMSweb data will be used to plan next steps.


End Date: 05/12

B. Thomas, Principal Classroom Teachers Professional Learning Communities,R. King, ProfessionalG. CounselorS. Sullivan, Instructional Facilitator, R. Arnold NW Math Coach, Versa Evans, TASSuzanne Thomas MCS

TCAP DataThree ring binder, dividers, Computers, Web-SitesSchool Report CardStanford MathFormative A. ReportsWeekly Common AssessmentsPre & Post Test

District & Title I Funded

$5000.00

Teachers will provide/analyze test data weekly Grade level agendasGrade level minutesData NotebooksAssessment ReportsAnalogies and Summation of practices and strategies as it relates to instructional planning and delivery

Students will meet the 60% math proficiency benchmark for AYP or increase math scores by 10% on the 2012 TCAP test s.Highly Qualified Teachers will plan and deliver instruction based on the collected data.Highly Qualified staff will differentiate the instruction.

The organization will host tutoring programs Before, after and on Saturday school in order to offer timely assistance to low achieving students


End Date: 04/12

B. Thomas, PrincipalClassroom Teachers,Federal programs & grants, R. Arnold NW Math Coach, Versa Evans, TAS

Extended Contracts

Interventions:Common Core TCAP Coach Books

Title I (SES funds)

Title I $10,000Extended Contracts/ Tutorng

Teachers will analyze data from Pre & Post test, Teacher Observations,Test Scores,Student Work,Progress Reports,Report Cards,SES Provider Reports

Increase student Math proficiency by 10% over the 2012 TCAP test results.

Teachers will use Math vocabulary word walls will be utilized during math instruction. H.Q teachers will integrate content areas of literacy, science, and social studies during the implementation of the math curriculum.


End Date: 05/12

B. Thomas, Principal S. Sullivan , IFCoordinator,R. Arnold NW Math Coach, Versa Evans, TAS

Envision Math Vocabulary Word CardsChart PaperTN Graded Voc. Word List/ PowerpointScience and Social Studies curriculum

District Funded

Title I 500

Formative AssessmentMath JournalsRubric/ProductsProjects

Students will increase math terminology and higher-order thinking skills will be promoted.Increase Science and Social Studies scores


ACTION STEPS

IMPLEMENTATION PLAN Goal 2 cont




Teachers will use Stanford Math, Discovery and Versa Tiles as additional instructional tools to teach and provide practice for TCAP.


End Date: 05/12

B. Thomas, Principal, S. Sullivan, Instructional Fac R. Arnold NW Math Coach, Versa Evans, TASProfessional Learning Communities, BOE IT

WebsitesLaser printersComputersVersa TilesInk, Computers

District and


Teachers will review the following to compare data of the effectiveness of …Teacher Observations, TCAP, Formative Assessments,TCAP Coach,Stanford Math

Students will meet the 60% math proficiency benchmark for AYP or will increase math scores by 10% over the 2012 TCAP test results.Students will develop higher order thinking skills.Enhance student comprehension of concepts

The organization will ensure 75 minutes math instruction daily, which includes Calendar Math, Algebraic Thinking, & Stanford Math.


End Date: 05/12

B. Thomas, PrincipalProfessional Learning Communities and Cross Grade Teams, D. Smith NW Literacy Coach, Versa Evans, TASSuzanne ThomasMCS Support

Learning Village, Lesson Plans, Curriculum Guides,Mathematics Textbooks and Materials,Computers,

District andTitle I Funded

Classroom Observations- Formal and informalWalk ThroughsPLC MinutesTeacher Schedules Teacher made assessments, Envision Math Assessments, Formative/TCAP AssessmentRubric/Student Products

Students will meet the 60% math proficiency benchmark for AYP or will increase math scores by 10% over the 2011 TCAP test results.Students will develop higher order thinking skills.Highly Qualified teachers and their students will work together to achieve a deeper understanding of math concepts

Students will use calculators and math manipulatives in classroom learning and at workstations to help them understand basic math and higher order mathematical thinking.


End Date: 05/12

B. Thomas, PrincipalS. SullivanInstructional Facilitator, R. Arnold NW Math Coach, Versa Evans, TAS

District

Materials: Envision Math Kit Manipulatives

Calculators, batteries, and

District Funded

Title One$ 300

Teacher EvaluationsTeacher Observation,Formative Assessment Results,PLC Minutes,TCAP Data

Students will meet the 60% math proficiency benchmark for AYP or will increase Math scores by10% over the 2012 TCAP test results.Students will develop higher order thinking skills.

ACTION STEPS





Evaluation Strategy

Performance Results / Outcomes

Teachers will use Thinking Map/Revised Bloom’s Taxonomy as a teaching resource to expand mathematical reasoning.


End Date: 05/12

B. Thomas, PrincipalS. Sullivan, Instructional FacilitatorTeachers, R. Arnold NW Math Coach, Versa Evans, TAS

Thinking Maps manuals and suppliesBloom’s TaxonomyGraphic OrganizersInk/Laminating FilmPaper

Title I 500 Teacher Observation of Lesson Plans Student work Walk through Products

TCAP data will reflect an increase in the total number of students with advanced math scores.Increase student use of graphic organizers Students will develop higher order thinking skills.Increase student math reasoning proficiency

The organization will provide opportunities to increase parental involvement by hosting a Family Math/Science and TCAP Night in which students, parents and community members will be provided with TCAP focus mathematical problem solving activities, math games, and math learning strategies that will connect home and school

Start Date:0/0/12

End Date:0/0/12

B. Thomas, Principal S. Sullivan , IFR. Arnold NW Math Coach, Versa Evans, TASCoordinator,T. Thompson

Materials: Family Math/Science Night learning supplies,Agenda,Sign In Sheets

Title I Funded$1,000Supplies provided by teachers

Educators will review Title I sign-in sheets for number of participants as it relates to effectiveness.

Increase parental involvement by 10% over 2011-2012 school yearAdditional assistance to students experiencing difficulty

Teachers will participate in high quality professional development workshops to learn various scientifically-base research strategies and practices to differentiate instruction and assist students in Math.


End Date: 05/12

B. Thomas, PrincipalClassroomTeachersS.Sullivan, Instructional Facilitator, R. Arnold NW Math Coach, Versa Evans, TASDistrict, Myra Whitney

School Reform:First Six Weeks of SchoolsClassroom Spaces that WorkTurn About SchoolsSMART GoalsRobert Marzano-What Works in Schools-Teaching Basic and Adv VocabularyAnnette Breaux -Seven Simple Secrets/Rigor-MCS Tech Prof. Dev.

Title I $5,000


Highly Qualified teachers will implement research based strategies and practices Students will meet the 60% Math proficiency

ACTION STEPS





Evaluation Strategy

Performance Results / Outcomes

Teachers will use assessment data to determine instructional objectives and target individual and groups of students on a daily basis. Intervention Strategies


End Date: 05/12

B. Thomas, Principal, Teachers, Tutors, InterventionistS. Sullivan, IF, R. Arnold NW Math Coach, Versa Evans, TAS

Data Notebook Three ring binders, Dividers, Computers, Data Tracking Forms- MCS Printing, Ink – Office DepotWeb-Sites, School Report Card, , SMART Goals Book

Title I$1,000

Grade level minutesData NotebooksAssessment Reports:AIMSweb, Formative Assessment, Stanford Math

Increase student proficiency level.

Teachers will participate in effective quality professional development workshops to learn various research base strategies and practices to assist students in Math.


End Date: 05/12

B. Thomas, PrincipalClassroomTeachersS. SULLIVAN, Instructional Facilitator, D. Smith NW Math Coach, Versa Evans, TASDistrict

School Reform:First Six Weeks of SchoolsClassroom Spaces that WorkTurn About SchoolsSMART GoalsRobert Marzano-What Works in Schools-Teaching Basic and Adv VocabularyAnnette Breaux -Seven Simple SecretsRigor-MCS Tech Prof. Dev.

Title I $5,000


Highly Qualified teachers will implement research based strategies and practices Students will meet the 60% Math proficiency



Goal Lucie E. Campbell Elementary School’s goal is to establish and implement a Perfect Attendance Program to increase the student Attendance rate goal of 94% to 95% for 2011-2012 school year.

Which need(s) does this Goal address? This goal addresses our need to focus on maintaining and /or increasing the attendance rate at Lucie E. Campbell Elementary School.


This goal is linked to the system’s five year plan in that it is aligned with goal: 1 – To create an academically challenging, safe, supportive, and effective learning environment.5 – To establish high levels of accountability for academic and fiscal performance throughout the system.

ACTION STEPSIMPLEMENTATION PLAN

Timeline

Person(s) Responsible

Required Resources

Projected Cost(s) & Funding

SourcesEvaluation Strategy Performance Results /

Outcomes

All staff members will engage in scientifically-base research strategies high quality professional development to gain understanding of how to communicate attendance concerns with parents.


End Date: 05/12

School Wide Discipline CommitteeB. ThomasPrincipal, S. SullivanInstructional Facilitator

SMS Report District Funded

Educational staff will be able to discuss, research and collect data concerning perfect attendance strategies and evaluate needs, intervention and effectiveness of the school wide perfect attendance program

To establish an increase in student attendance rate throughout the 2011-2012 school year

The organization will identify students who have more than three absences per nine weeks.


End Date: 05/12

B. ThomasPrincipalS. Sullivan,Instructional Facilitator, SART TeamR. King, School Counselor

Chancery SMS Report

District Funded

Educational staff will be able to discuss, research and collect data concerning perfect attendance strategies and evaluate needs, intervention and effectiveness of the school wide perfect attendance program

To maintain or increase student attendance rate of 95% throughout the 2011-2012 school year


ACTION STEPSIMPLEMENTATION PLAN

Timeline

Person(s) Responsible

Required Resources



Attendance secretary and teachers will call parents of students that are chronically absent


End Date: 05/12

B. Thomas, PrincipalSchool Wide Discipline Committee,Truancy Support Committee,R. King, Professional School Counselor,Teachers,Secretary

Daily Absent Call List

District Funded Educational staff will be able to discuss, research and collect data concerning perfect attendance strategies and evaluate needs, intervention and effectiveness of the school wide perfect attendance program


The organization will establish an incentive program for students who receive perfect attendance each nine weeks and at the end of the year.


End Date: 05/12

B. Thomas, PrincipalSchool Wide Discipline Committee,SART TeamAdopt- a- School Committee

Perfect attendance incentives for the eagle store and individual students (bikes)

Donations Daily attendance announcementsMinutes from SART meetings




Goal Lucie E. Campbell Elementary School’s goal is to establish and implement a Behavior Plan that will decrease the number of disciplinary referrals by 20%.

Which need(s) does this Goal address? This goal addresses our need to improve student behavior at Lucie E. Campbell Elementary.


This goal is linked to the system’s five year plan in that it is aligned with goal: 4 – Create a school community that listens to student input, promotes student leadership, and healthy youth development.5 – Maintain a positive, safe and respectful environment for all students and staff.

ACTION STEPS

IMPLEMENTATION PLAN

Timeline Person(s) Responsible

Required Resources



The organization provide professional development in Responsive Classroom.


End Date: 05/12

B. Thomas, Principal,S. Sullivan, IFTeachers

Materials for Learning Stations that promote sharing and caringClassroom Library

District Funded

Classroom observations,Walk Throughs,Behavior charting,Behavior Plans

Students will develop a sense of empathy and sympathy towards peers.Students will learn to self correct inappropriate behaviors.School will develop a sense of communityDecrease in office referrals for misconduct by 20%.

The School Wide Discipline Committee will plan intervention strategies, incentives, practices for students and teachers to implement.


End Date: 05/12

B. Thomas, PrincipalS. Sullivan, IFEducational Staff,School Psychologist,School Social Worker

ComputerBIM ManualSchool Behavior ReportProject Wisdom

District Funded

PBIS Committee will maintain copies of Behavior Plans created by referring teachers.Committee will meet with referring teacher after two weeks of implementation of Behavior Plan to determine future needs.

Decrease office referrals by 20%


ACTION STEPS

IMPLEMENTATION PLAN

Timeline Person(s) Responsible

Required Resources



The Professional School Counselor will train students to resolve conflicts among peers using Peer Mediation.


End Date: 05/12

B. Thomas, Principal,R. King Professional School Counselor,Students grades 4-6

Training manual: Peer Mediation,Envoy


Students will meet and report monthly with the school counselor. School wide culminating activity will be to attend an Arts performance to demonstrate socially acceptable behavior.

Students will learn to problem solve to resolve conflicts with peers, Decrease in office, referrals by 20%.

The organization will organize a Boyz to Men and Girlz to Ladies Clubs. It will include males in grades 4-6 and females in grades 4-6. Community leaders will mentor them. The students will commit to community service projects and act as mentors for students in grades Pre-K-First


End Date: 05/12

B. Thomas, PrincipalS. Sullivan, Instructional FacilitatorWatch DogsMales grades 4-6

Behavior Intervention Manual,SIP

Donations The number of student referrals and incidents will be monitored and charted by all staff members.

Decrease office referrals/behavior problems by 20%

School Wide Reform Incentive Programs Eagle Buck Store Incentive Award (Cafeteria) 10 Fight Free Days


End Date: 05/12

B. Thomas,PrincipalSchool Wide Discipline CommitteeParaprofessionals

Toys/games to be purchased by students from the Eagle StoreWith Eagle Bucks

Donations$1000 allotted for “Eagle Store”

10 Fight Free Days

Staff members will distribute Eagle Bucks for positive behavior

Paraprofessionals will monitor students to determine classes that will receive Incentive Award for positive cafeteria behavior

“Special Incentive Day” will be rewarded for students and staff on a Friday after students have achieve Ten Fight Free Days

Decrease in office referrals

Highly Qualified staff members will demonstrate responsive classroom strategies and practices.

Students will display socially acceptable behavior.

Highly Qualified staff will implement “Bullying” lessons in lesson plans at least once a month.

Highly Qualified staff will participate in a “bullying” training conducted by Ms. King, Professional School Counselor.


Process Evaluation

Component 5


Component 5 – The School Improvement Plan and Process Evaluation

Component 5.1 –Process Evaluation

Evidence of Collaborative Process

What evidence do we have that shows that a collaborative process was used throughout the entire planning process

The stakeholders of Lucie E. Campbell have worked diligently to ensure that the collaboration and the development of the entire school improvement plan meet the federal, state, and regional requirements. The SIP Leadership Team began meeting in August organizing the School Improvement Committees.

Chairpersons were given their component and the list of teachers that would be members of their team. Each team was composed of primary and intermediate teachers, non-certified personnel, parents, students, and community members.

Chairpersons, Co-Chairs, and members met and disseminated the material so that each member had a copy of the past SIP, School Climate Survey, SIP 2011 Guide, SIP 2011 Rubric.

Component members reviewed materials, and listed stakeholders that may be willing to serve on their team. Component members were given instructions and pointers on how to follow the SIP Guide, SIP Rubric by the Leadership Team. The Leadership team circulated among each component team to answer questions and to give further details about the timeline and SIP organization, purpose,

roles, and reporting out format. Teams were reminded of the work towards the SIP that had already taken place: August professional development on TCAP data by Administration and staff. All

data was collected and shared with Component 1 and 1b. Data included: TCAP data, Formative Assessment data, Voyage, TCAP Folio, TCAP Coach, Quick Reads, Ticket to Read, Headsprout, Stanford Math Stanford

LAW, AIMSweb and Informal, Formal, Baseline, Progress Monitoring, weekly teacher assessment, student writing samples, etc.) Teams were reminded of their S.M.A.R.T. goals created in Professional Learning Community sessions to address the needs by grade, as dictated by the varied

assessment data compiled. Together component reporting dates were discussed and agreed upon; component team needs were communicated and listed; and all stakeholders accepted the task

at hand .This lead to a strong understanding and organization, as well as a sound collaborative cohesive team TSIP. Throughout the TSIP writing process teams reviewed the written plan with all stakeholders. The Leadership team and SIP chairpersons presented, explained, and

discussed with faculty, staff, parents, students, and community team members before acceptance was granted by all stakeholders. Each component team worked collaboratively on the TSIP. Component I met and reviewed the collaborative process, school profile, academic and non-academic data. They worked together to disaggregate the multiple

sources of data. Component 2 met and collaboratively reviewed and revised the beliefs, mission, and vision of Lucie E. Campbell School to relate to the present needs of the

students and parents as dictated by the data. Component 3 met and collaboratively compiled data to evaluate the effectiveness of the curriculum, instruction, assessments and organization. Component 4 met and collaboratively created goals, reviewed action steps that focused on the improvement of student achievement through scientifically research

based resources, strategies, and practices based on data that will drive instruction.


Component 5 worked collaboratively to ensure that the evaluation process included all faculty, staff, parents, student, and community. Members of this committee worked collaboratively to pull information from each component.

Each component chair adhered to the timeline. They presented to all stakeholders using Smartboard technology requesting immediate faculty feedback. Comments and concerns came in the form of verbal and written. They were all resolved before acceptance of each component was confirmed.

Evidence of Alignment of Data and Goals

What evidence do we have that proves alignment between our data and our goals?

Evidence of alignment of data and goals (in Reading, Mathematics, Writing, Attendance and Behavior) is shown in the data collected from assessments such as TCAP, Fifth grade Writing Assessment and Formative Assessments. Alignment is also shown in the stated action steps listed for attendance and good behavior. The staff and stakeholders used a range of assessments, such as the CRT, NRT, portfolio, and curriculum based assessment, as well as non-academic data to establish the goals listed.

All sources of data are aligned with the action steps in order to improve Reading, Writing, Math, Attendance, and good behavior through the goals. Stakeholders determined what was needed to accomplish the goals, resulting in the action steps outlined in component four. Results of data analysis are used to plan, prioritize, drive instruction, and pace the lessons/curriculum to meet the goals.

Formative Assessment is administered 3 times per year. The scores/data are used to determine strength and weaknesses in Reading, Language Arts and Mathematics. Goal 1 of the SIP plan is to improve Reading TCAP scores of 2010-2011 of 23% to 66% or higher in years 2011 and 2012 or show a 10% increase in the number of

students scoring proficient and or advanced, as reflected by the TCAP, CRT Report according to the federal standard. Goal 2 of the SIP plan is to improve Mathematics TCAP scores of 2010-2011of 16% to 60% or higher in year 2011 and 2012 or show a 10% increase in the number of

students scoring proficient and or advanced, as reflected by the TCAP, CRT Report according to the federal standard. The goal for students in K-2 is to achieve 80% mastery in mathematics at benchmark as measured by district assessments.

Headsprout/AIMSweb is administered 3 times per year. This data is used to monitor the students’ progress as reading skills improve. Goal 1 as it relates to grade K-2, students will achieve 80% mastery in reading at benchmark as measured by AIMSweb and Discovery Formative Assessments..

Writing Prompts are given on a regular basis to gain data on the strength and weakness of the students’ writing abilities. The percentage of fifth grade students scoring proficient in writing (4-6) will increase from 72% in the year 2010-2011 to a score of 82% in the year 2011-2012.

TCAP scores/data are used to determine strengths and weaknesses in Reading, Language Arts, Mathematics, Science and Social Studies. Goal 1 of the SIP plan is to improve Reading scores to 66%. Goal 2 of the SIP plan is to improve Math scores to 60%. Goal 3 of the SIP plan is to improve attendance by achieving 95% or above. Goal 4 of the SIP plan is to lower the occurrences of inappropriate behavior.

Daily and monthly attendance data is collected and used to monitor school-wide improvement in attendance. Goal 3 of the SIP plan is to increase the rate of attendance by 2.0points from 93% in 2010-2011 to the district benchmark of 95% or above.

Behavior data is collected and used to monitor school-wide improvement in behavior. Goal 4 of the SIP plan is to lower the occurrences of behavior write-ups to 20%.


Evidence of Communication with All StakeholdersWhat evidence do we have of our communication of the TSIPP to all stakeholders?

School Belief Statement, Vision Statement, and Mission Statement are posted throughout the building (classrooms, hallways, offices) and is located on the school’s website.

Students read the Lucie E. Campbell’s Vision Statement each morning over the PA system during morning announcements. Weekly grade newsletters are sent home to parents explaining Common Core Standards, objectives and expectations for the week. Family Nights and parent meetings are held throughout the school year to communicate to parents different strategies and practices they can use to assist in improving

their child’s reading and math achievement. Open House/Title One Meeting Progress Report Pick-up Night (Every nine weeks) Report Card Informational Pick-Up Nights (Every nine weeks) Parents of Children Birth to Six Years Old Literacy Meetings conducted by Memphis Literacy Council Family Math, Science and Reading Nights Northwest Region Parent Meeting (Parent and Community Engagement, PACE) TCAP Information Parent Night

SIP copies available in office for all stakeholders The TSIPP is copied and distributed to every stakeholder Letters are sent home to parents inviting them to come and view the SIP SIP reviewed by the school faculty, staff and community members Flyers about upcoming professional development meeting times, date, topic, and agenda are given to all stakeholders The principal disseminates weekly notes to the staff members regarding school expectations and timelines. The leadership team shares the implementation process and student progress reports, with all stakeholders in the monthly leadership team meetings. Stakeholders openly discussed programs, possible revisions, issues, concerns, and /or continued use of strategies. Stakeholders worked together before, after, and during school to ensure that the collaboration process continued successfully.

Evidence of Alignment of Beliefs, Shared Vision, and Mission with GoalsWhat evidence do we have that shows our beliefs, shared vision and mission in Component 2 align with our goals in Component 4?

All stakeholders, including support staff, teachers, students, parents, and community representatives are involved in a collaborative effort to ensure that our beliefs, vision, and mission are exemplars of component 4 (action plan). We examined the reason for our existence as it correlates to what we believe and what we are charged with fulfilling, which is increase student achievement.

In a group setting we gather the data. Then we set out to identify the connection between what we believe and student achievement. Beliefs that did not support or substantiate our vision, mission, or our goals were discarded. The remaining beliefs along with the vision, mission and goals were used to assist with the writing of the action steps in component 4.

The Vision statement refers to providing “a safe, friendly environment, where all students participate in positive experiences and challenging activities with the support from the staff, parents and community”.

Providing this type of environment will encourage students to come to school, which will improve attendance. Goal 3Lucie E. Campbell Elementary - Tennessee School Improvement Planning Process 96

Providing this type of environment will encourage positive student behavior. Goal 4 Engaging students in positive and challenging activities will improve Reading, Language, Writing, and Math TCAP scores. Goal 1, Goal 2, Goal 3, Goal 4

Our Beliefs state, “All students can learn at higher levels given the opportunity, motivation, resources and a safe, positive environment.” This belief will allow students to achieve at higher levels, which addresses all of our goals. Goal 1, Goal 2, Goal 3, Goal 4

Our Mission statement includes, “…provide an environment that encourages the academic, emotional and social growth of all learners and equip them with the necessary skills to become successful in our ever changing society.”

By following our mission, our students will show improvement in Reading, Language, Writing, and Math TCAP scores. Goal 1, Goal 2, Goal 3, Goal 4

Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and OrganizationWhat evidence do we have that shows our action steps in Component 4 align with our analyses of the areas of curriculum, instruction, assessment and organization in Component 3? The team studied gap analysis of the collected data. Component 3 challenges were compiled and addressed in the action steps of component 4. Evidence of alignment is planted through consistency of polices and practices. Some examples include: data driven differentiated instruction, Common Core Standards (CC) correlated with research based practices, inclusion and intervention, classroom organization and environment, professional development based on surveyed needs, and technical assistance

After school and Saturday tutoring is available for students experiencing difficulty. Goal 1, Goal 2 The math-differentiated instruction (Every Day Counts Calendar Math, Every Day Counts Algebra Readiness, Work Stations, and Stanford Math,) will be

implemented on a daily basis. Goal 2 Writing prompts will be used on a weekly basis to improve the students’ success with writing skills in all subject areas. Goal 1 Saturday writing workshop will improve the students’ success with writing skills in all subject areas. Goal 1 Small group differentiated reading instruction occurs on a daily basis throughout the school. Goal 1 Teachers will participate in professional development focusing on Reading and Math data driven instruction, and proven strategies and practices. Goal 1, Goal 2 Literacy workstations will be used during small group instruction throughout the school day to increase improvement in Math and Reading/Language/Writing

scores. Goal 1, Goal 2, Goal 3 Responsive Classroom will be implemented throughout the school to increase improvement in Behavior, Attendance, Math, and Reading/Language/Writing scores.

Goal 1, Goal 2, Goal 3, Goal 4 Attendance will be monitored and reported to the students and staff on a daily basis using an attendance bulletin board in the lobby of the school. Good attendance

by individuals is rewarded each month. Good attendance by classes is rewarded when classes reach a given goal. Goal 3 Good behavior will be monitored and reported to the stakeholders on a daily basis using a Fight Free board in the lobby of the school. Students will be awarded

with Eagle bucks, Smart Eagle Lunch Award, and blue jean days. Goal 4


Suggestions for the Process

What suggestions do we have for improving our planning process?

Incorporate a SIP monitoring system to address the implementation of the action steps monthly Provide information sessions for new teachers on TSIPP process and implementation Continue to collect, collaborate, and analyze multiple data sources in order to formulate effective data driven instruction Hold ongoing meetings to evaluate the effectiveness of TSIPP implementation Celebrate TSIPP implementation that foster student achievement gains and successes Celebrate TSIPP implementation of action steps by stakeholder



Component 5.2 –Implementation Evaluation

Evidence of Implementation

What is our plan to begin implementation of the action steps?

Implementation of action steps will begin at the inception of each school year and end on the last day of school. All staff members will have their personal copy of the TSIPP with the component 4 being housed in their data notebook to be used as a daily guide during planning and organization of instructional delivery of research based strategies and practices. School-wide reform that include professional development plan, calendar of events, parental involvement, financial expenditures, conferences, interventions, minutes, notes, surveys, reports, will all be directly aligned with our instructional practices listed in component 4 of the TSIPP action plan.

Analysis of TCAP data is an essential part of August in-service and the professional development for the remainder of the school year. Professional development is aligned with student data and teacher need. Teachers will leave each session equipped with knowledge of the strengths and weaknesses in each subject area as dictated by grade, gender, ethnicity, disability, and economical disadvantage. Staff members will also know the concepts and skill areas of difficulty as well as which students are experiencing difficulty. Teachers monitor assessment daily, weekly, each six weeks, and formatively using assessment provided by the district. PLC formation by grade level (SPED), vertical, and cross grade will meet to analyze and interpret data in order to make decisions regarding differentiating instruction to increase student performance. Our goals are based on state standards. The action steps may be revised and/or updated based on the data collected.


The Formative Assessment List and Projected DatesThe formative and summative assessments schedules are listed below:

Predetermined Intervals Assessment Periods (2011-2012)

Assessment Instrument Purpose

August KRI-Kindergarten Readiness IndicatorMemphis City Schools

Benchmark for Teacher Differentiating StrategiesParental InvolvementDetermining trends in entering students

September, November, February Discovery Standard Master AssessmentDistrict-wide Benchmark AssessmentGrades 3-6

Track gains, monitoring and adjusting instructional plans and strategiesParental involvement

September FebruaryNovember AprilDecember May

Scott Foresman Reading AssessmentBaseline Test – Grades 2-5Unit TestEnd of Year Test

Track individual student progress Monitor and Adjust Parental involvement

August - May Elements of Literature –Grade 6Scott Foresman-Grade 5


September – May Weekly Guided Writing AssessmentWriting Prompts Grade Pre-K-6

CRT Assessed skills based on the TN Writing Rubric Compared Pass Year’s results

September-May School-wide Writing PromptsEach nine week period Grade Pre-K-6Benchmark Testing

CRT Assessed skills based on the TN Writing Rubric Compared Pass Year’s results

October, January Folio Assessment District Writing Prompts-Grade 5

CRT Assessed skills based on the TN Writing RubricCompared Pass Year’s results

September, January, April AIMSweb–K-5 – Reading and Math Track individual student progress Monitor and Adjust Grades Parental involvement

September-May AIMSweb Weekly/Bi-Weekly Progress Monitoring


AugustSeptember, October, AprilMay

Brigance Entrace ExamPeabody Picture Vocabulary TestBrigance Exit Exam


August Reading and Math Baseline TestGrades 1-5


Summative AssessmentTrend data from the formative data becomes summative data and is used in conjunction with the summative assessments to determine whether a strategy, practice, or program will be retained, altered, or eliminated.


Predetermined Intervals Assessment Periods (2011-2012)

Assessment Instrument Purpose

April TCAP Achievement Test CRT Assessed skills based on the TN Objectives Performance IndicatorsTVAASWriting RubricCompared Pass Year’s results

February TCAP Writing Assessment Grade 5 CRT Assessed skills based on the TN Writing RubricCompared Pass Year’s results

Evidence of the Use of Data

What is the plan for the use of data?

The following formative and summative assessments instruments and programs will be used to collect data in order to monitor the progress of the plan. The following data sources will be used to make decisions regarding changes to the action plan for the 2011-2012 school year.

Kindergarten Readiness IndicatorAIMSweb – Reading and MathematicsStanford MathReading PlusMCS Formative AssessmentBriganceScott Foresman Reading AssessmentsFolio Writing AIMSweb – This program will be implemented with any student struggling with reading skills (phonemic awareness, phonics, fluency, vocabulary, and

comprehension) and Math skills. Instructional adjustment will be used based on baseline data and progress monitoring.

Formative Assessments – This assessment is administered 3 times per year. The scores/data will be used to monitor progress made in Reading, Language Arts and Mathematics. Indicators will denote skill mastery and skills in need of additional focus.

Writing Assessments – Writing prompts will be assigned weekly to gain data on the strengths and weaknesses of the students’ writing abilities. TN Writing Rubric will be used to score samples and indicate skill mastery and skills in need of additional focus.

Before, After-School and Saturday Tutoring – Tutoring session will be provided for students needing timely additional assistance for students experiencing difficulty in language arts and math.

TCAP Coach Books – TCAP Coach books have been provided for teachers to use as practice for the TCAP. Teachers will track the results and use the data to provide extra instruction as needed.


Test Ready Books – Test Ready books have been provided for teachers to use as practice for the TCAP. Teachers will track the results and use the data to provide extra instruction as needed.

AIMSweb– This assessment will be administered throughout the year. This data is used to monitor the progress to show that the students’ reading skills are improving. The data provided from this assessment will be compared to data from previous assessments to determine curriculum coverage and instructional effectiveness.

Report Cards/Progress Reports – Using district guidelines, report cards will be issued every nine weeks. Progress reports will be sent home every four and a half weeks, to inform parents/guardians of areas that need improvement.

Chapter and Unit Assessments – Assessments that are a part of the Memphis City Schools reading and math curriculum will be used to monitor curriculum coverage and instructional effectiveness.

Attendance – Student attendance is monitored daily. Each day the school’s attendance average will be posted on the attendance board to monitor the AYP goal of 95%. Student attendance incentives will be offered.

Behavior – A behavior bulletin board will provide a record of daily school-wide behavior. Incentives for good student behavior will be offered. (Eagle bucks can be earned by students demonstrating good behavior). These bucks can be spent at the Eagle Store for various items.



Component 5.3 – Monitoring and Adjusting Evaluation

Evidence of Monitoring DatesWhat are the calendar dates (Nov/Dec and May/June) when the School Leadership Teams will meet to sustain the Tennessee School Improvement Planning Process? Identify the person(s) responsible for monitoring and the role they will play in the monitoring process.

The principal and the facilitator will notify the TSIPP Leadership Team of the time and location of the meetings. Meetings will occur on bi-weekly on Mondays. An agenda will precede the TSIPP meeting. The teams will review the implementation and student gains as it relates to the goals and action steps. The Leadership Teams will discuss data and draw conclusions about the merit or worth of an event, or program and make recommendations about whether it should be retained, altered, or eliminated.

The School-Based Decision Making Council (SBDMC) meets the 2nd Thursday of each month to review both academic and non-academic SIP action steps. The SBDMC chair or co-chair is responsible for communicating the time and location of the meeting. The chair formulates and facilitates the discussion of agenda items based on the current data (classroom observation, student assessments, etc) and other related items. Minutes of the meeting are posted in a central location for the viewing of all stakeholders.

Evidence of a Process for Monitoring PlanWhat will be the process that the School Leadership Team will use to review the analysis of the data from the assessments and determine if adjustments need to be made in our plan?

The TSIPP Leadership Team lead by the principal and the Instructional Facilitator will monitor the progress of school-wide student gains toward meeting the TSIPP goals. They will focus on identifying continuing challenges, adjusting and/or adding interventions strategies that will meet the needs of students experiencing difficulty. Data information will be displayed and shared with stakeholders to discuss give input on merit and worth of items in the process. Celebrations of successes will occur as goals are met. The following is a list strategies or options that will be facilitated to monitor the plan:

Review action plan to evaluate the strategies and interventions that are successful or unsuccessful. Meet with Literacy/Math coaches to receive feedback regarding instructional strategies to improve student achievement. Analyze 2010 and 2011 TCAP data. Provide professional development opportunities for all staff (topics to be determined by data analysis). Celebrate successes at faculty meetings, grade level meetings and in memorandums. Review SIP and revise as necessary to increase expectations. Celebrate successes at honor assemblies and Title One functions where stakeholders will be informed of the progress toward goal attainment. Monitor and assess student progress on assessments (Formative Assessment, Stanford Math, Stanford LAW, etc.). Monitor and compare attendance data to previous years to assess the effectiveness of attendance incentives.


Monitor and compare behavior data to previous years to assess effectiveness of behavior incentives. Analyze Writing Assessment Scores of 5th graders to determine proficiency rates and compare growth using 2010-2011 data.

Evidence of a Process for Adjusting Plan

What will be the process that the School Leadership Team will use for adjusting our plan (person(s) responsible, timeline, actions steps, resources, evaluation strategies) when needed?

To identify adjustments that need to be made to the plan, the TSIPP Leadership Team will: Use formative data to make informed decisions about which goals/action steps need to be reevaluated and adjusted. Use feedback from parents, teachers and school stakeholders to see what adjustments need to be made to the plan.

Once the areas of concern have been identified, the following steps will take place: Concerns will be discussed at appropriate meetings (grade level, faculty, leadership, academic and advisory committees). Recommended adjustments will be brought before the TSIPP Leadership Team. After the TSIPP Leadership Team presents the results, the whole staff will be included in the decision making process to decided what further adjustments need to

be made.

Evidence of a Plan for Communicating to All Stakeholders

How will the School Leadership Team communicate success/adjustments of the plan to stakeholders and solicit ongoing input from stakeholders?

We will continually evaluate the TSIPP and communicate and solicit ongoing input from stakeholders in the following ways:

A copy of the TSIPP will be located in the school office and available for viewing online. It can be viewed at anytime. At faculty meetings, faculty will be debriefed of the contents of the plan to determine its significance to the school year. Parents and community will be kept informed of the SIP in the school newsletters. The TSIPP will be presented to parents and community during parent meetings. Stakeholders will be asked to provide feedback. The TSIPP Leadership Team will monitor the implementation of the SIP progress during faculty meetings, grade level planning sessions, and instructional delivery. A checklist for action steps and assessments will be developed to monitor the implementation (adjustments will be made as needed). The goals and actions steps will be posted on the school’s website, student/parent handbook, monthly Title One meetings, and other school-wide meetings. Students’ individual scores on summative, formative assessments are sent home to parents and are available at a moments notice.


Lucie E. Campbell Elementary School“Impacting Student Achievement…Building Dreams for a brighter tomorrow”

Title 1 Addendum

2011-2012

Barbara Thomas, Principal ~ Sylvia Sullivan, Instructional Facilitator


Assurance Page

I, Barbara Thomas, principal of Lucie E. Campbell Elementary School, give assurance that this Title I School Improvement Plan was developed during a one-year period with parents and other members of the community. This plan is available to the local education agency, parents, and the public. When appropriate there is coordination with programs under Reading First, Early Reading First, Evan Start Carl D. Perkins Vocational Act, and Head Start.

High Priority Schools Only

_______________________ School is on the “high priority” list. Therefore, I understand that not less than 10% of Title I funds must be spent for professional development.

__________________________________________ ______________________Signature of Principal Date Signed


No Child Left Behind2011-12 Family Engagement Plan

Lucie E. Campbell Elementary School encourages and provides active parental involvement in the educational process. Our Family Engagement Plan was developed jointly with parents. The school and home have a shared goal of promoting success in our children by preparing parents to be knowledgeable of the skills and information needed to help their children to be successful in school.

Lucie E. Campbell Elementary School pledges to encourage and welcome parental involvement in the following ways:1. Acknowledging and greeting parents consistently in a friendly and welcome manner, by the office staff and or school personnel when

visiting the school.2. Providing ongoing flexibly schedule meetings times to ensure all parents the opportunity to participate.3. Clarifying terms using simple and direct language.4. Providing written and oral language in home language.5. Providing WEB site information and e-mail addresses6. Allowing opportunities for parents to express ideas, concerns, and or suggestions, in which the school will receive and respond to in a

timely manner.7. Continuing to have daily dialogue throughout the school to ensure success for all students (Staff and Support Staff).8. Developing a school parent compact and engagement plan jointly with parents.

Lucie E. Campbell Elementary School will encourage parent to become meaningfully involved and promote capacity for strong parental involvement in the following ways:

1. Allow opportunities to serve on the School Leadership Council, Parent Teacher Organization (PTO), Watch D.O.G.S. (Dads of Great Students), one of the cadres Literacy, Social Studies, Math, Science, and Eagle Pride), help support the STEPP Team, Majorettes and Drummers.

2. Provide conferences, workshops, and instructional activities to educate and inform parents on the curriculum and assessments surrounding their children’s education.

3. Conduct regular and flexible parent meetings to keep parents abreast of current school events and issues and parent involvement programs available.

4. Invite parents to an annual meeting at flexible times to explain and observe the Title I NCLB programs, activities, and curriculum. 5. Provide ongoing information regarding Family Literacy and family services to inform parents how they can help with their child’s

education.6. Communicate to parents regarding school events and activities via email, information board, and a monthly calendar/newsletter.7. Provide a parent/ student handbook covering school rules, policies, and procedures.8. Work jointly to revise the Family Engagement Plan and the School Compact, which will be disseminated at the beginning of the school

year in their home language for signature agreementLucie E. Campbell Elementary - Tennessee School Improvement Planning Process 107

9. Inform parents of student proficiency levels and academic progress and opportunities for parent/teacher conferences in which their child’s progress can be discussed.

10. Work collaboratively with parent resource center and partnerships with community organizations, parents, adopters and businesses to assist in the integration of parent involvement programs and activities.

11. Distribute receipt of notices and other communication from the school in a timely manner in order to allow ample time for parental response and/or participation.


Pre-School Transition Action Plan- 2011-2012Complete Action Plan for assisting in pre-school transition

Goals and Objectives Number of Objectives Available

for Mastery

Desired Accomplishments

Desires Outcomes Evidence of Coordination

The primary goal of the Pre-School program is to improve the intellectual, emotional, social and physical development of selected four year olds who may be potentially at risk of school failure.

The objectives of the program are: To provide appropriate

educational experiences designed to stimulate the development of gross motor, fine motor, language, cognitive, and personal/social skills.

to provide parents with opportunities and activities designed to strengthen their ability to assist their children in their learning experiences.

There are 371 selected items on the Brigance Inventory of Early Development from which mastery can be obtained.

The students will be provided with developmentally appropriate experiences to stimulate the development of their psychomotor, self-help, language and cognitive skills.

The students will develop proficiency in the following subtests of the Brigance Inventory of Early Development.

1. Gross Motor Skills and Behaviors

2. Fine-Motor Skills and Behaviors

3. Self-Help Skills

4. Speech and Language Skills

5. General Knowledge and Comprehension

Parents will receive an Early Childhood Assessment Card showing which skills each student mastered.


Pre-School Transition Action Plan - 2011-2012Action Steps Timeline Required

ResourcesPerson(s)

ResponsibleParent Involvement

Interact with H.Q. kindergarten teachers

09/11 Early Childhood Coordination Form (see attached list)

H.Q. Pre-K and Kindergarten Teacher, Principal

Parents receive a list of prerequisite skills children need to know and be able to do before entering kindergarten.

Monthly parent meetings that include all parents of children from birth to 6 years old as well as surrounding daycares

09/11 – 05/12 H.Q. Early Childhood Teacher, H.Q. Kindergarten Teachers, literature, Kindergarten handbook

H.Q. Pre-K Teacher, Principal, PDSCC, Health Wellness Center Consultants

Attendance at monthly meeting where… They will receive pertinent information about the program, instructional strategies to use at home, review of kindergarten report card and handbook.

Books for each child’s library are given each session, and information on the latest Literacy research based best practices.

Discussion of health/physical requirements for entering kindergarten.

Parent Classroom assistance

09/11– 05/12 Schedule for parents sign up form

H.Q. staff – teacher, educational assistance, School Counselor, parents, Principal

Parents will assist in the classroom at least once a month on a rotating base.

Transition Day 04/26/12 Transitional Day Schedule

H.Q. staff – teacher, educational assistance, School Counselor, parents, Principal

Parents will be encourages to celebrate their child’s accomplishments in Pre-K. The School Counselor will direct students and parents to the path of high school and higher learning institutions/careers.

Closing Exercise 05/13/12 Program copies, decorations, certificates

H.Q. staff – teacher, paraprofessioanls, School Counselor, parents, Principal

Parents are expected to attend. A speaker will address the continued program as it relates to higher learning institutions (College)


Memphis City Schools supports higher student achievement through implementation of research-based professional development that is aligned with No Child Left Behind requirements.

School: Lucie E. Campbell Principal: Barbara H. Thomas PD Budget: $10,000

Academic Director: Catherine Battle Date: 10/7/11

Title I Facilitator: Sylvia Sullivan Phone: 901- 416-1000

The purpose of this Professional Development Plan is to guide Lucie E. Campbell Elementary School in participating in scientifically based research professional development opportunities leading to enrich and improved learning experiences for students. Student learning needs are the focus of professional development. The development of this plan includes the following stakeholders: certified staff members, administrators, paraprofessionals, parents and students. The overall consensus was to allow data to drive instruction. The identified needs are as follows:

Goal 1: Learn and develop new teaching strategies to help students develop the motivation, proficiency, and established practices to become competent writers.

Goal 2: Increase teachers’ capability in integrating technology and ensuring that technology is used to create new opportunities for learning and to promote student achievement.

Goal 3: Create a school environment where students and faculty respect, appreciate, and celebrate differences peacefully.Goal 4: Strengthen and coordinate math, reading, and science instruction through best teaching practices and research-based curricula.


2011 – 2012 2011 – 2012 Professional Development PlanProfessional Development Plan

Guide Guide

111

Professional Development Content (What will be learned?)1. Content for PDP Goal 1:

All stakeholders will work together to implement writing skills that are directly related to the TCAP Writing Assessment rubric to help students form sound ideas, develop good organizational skills, develop sensory vocabulary, achieve smooth fluency, and demonstrate knowledge of usage, mechanics and sentence structure.

2. Content for PDP Goal 2:Stakeholders will incorporate responsive classroom strategies to foster a well rounded student: who care about others; who will applycritical thinking skills in daily operations of project-based instruction with embedded technological integration; who will strive formastery of SPIs in Literacy workstation in-order to build a community of learners.

3. Content for PDP Goal 3:Stakeholders will incorporate differentiated instruction in reading and math to increase achievement for all students.

4. Content for PDP Goal 4: Teachers will learn and implement Dr. Marcia Tate's Twenty Instructional Strategies.

Professional Development Process (How will learning occur?)Implementation of the Professional Development Plan will follow the effective processes:

Professional Learning Teams will be established using learning team options to increase member’s knowledge and skills in teaching that will produce the best results for students.

Coaching among grade-level and subject-area teams will be used to help teachers and all stakeholders to become a community of learners and develop effective instructional strategies.

Process Modeling will be used to provide initial training to faculty members on integrating technology into the curriculum to increase student achievement and critical thinking.

The Training Model will be used to allow teachers to explore through lecture, demonstration or modeling of a skill, and practice of the skill under simulated conditions during in-house staff development. Coaching will also be used as a follow-up component.

Consultants will present exploration of theory, best practices, and policies critical to the implementation of educational strategies. Mentoring and mentoring training will continue to be implemented to provide support for first and second year teachers and to assist the needs of

veteran teachers.

The Jig Saw, Gallery Walk, Museum Tour, Think Pair Share are sharing practices that will be used to study professional books, and strategies to assist with the rapid implementation of best practices.

Peer Coaching and Mentoring of the implemented research-based strategies and programs will be used to give all stakeholders a visual of the theory.


Professional Development Context (Under what conditions will learning occur?)

Our learning environment is characterized by the following principles:

Results-focused - Research of the professional learning activities included in our Professional Development Plan has been proven to improve teaching and learning. Student learning needs are the focus of our professional development plan.

Data-driven – It is the overall consensus of Lucie E. Campbell’s administration & faculty to allow data to drive instruction and provide direction for decision-making.

Job-embedded – Professional learning opportunities will occur as we engage in our daily work activities. Teachers will systematically meet during a common planning time to conduct peer coaching, modeling, and study sessions. The same processes will be conducted instead of faculty meeting monthly. We will meet as needed to gain understanding and to adjust implementations in order to have a smooth delivery of instruction.

Collaboration – Faculty members will use many opportunities to collaborate on vertical and horizontal teams. The major collaboration strategies include Professional Learning Communities/Teams, Study Groups, Peer Coaching, and Mentoring.


TSIPP GOALS(Different schools may have different numbers of TSIPP Goals. Six Goals are not required.)

Goal #1: Learn and develop teaching strategies that address gender, race, cultural, and economic differences that will help students develop the motivation, proficiency of mastery, and established practices to become competent in all disciplines.

Goal #4: Strengthen and coordinate math, literacy,science, and social studies instruction through best teaching practices and research-based curricula.

Goal #2: Increase teachers’ capability in integrating technology and ensuring that technology is used to create new opportunities for learning and to promote student achievement and critical thinking ability.

Goal #5: Provide two-way communication between parents and school, which will involve meaningful participation by parents in local, district and school leadership organizations and other school activities all to support student learning.

Goal #3: Create a school environment where students, faculty, and staff, respect, appreciate, and celebrate differences peacefully.

Date TSIPP Goal#

Professional Learning Activity

Presenter/Consultant

Expected Outcomes Professional Development Budget

Balance$10,000

(Total PD Budget)August 7 ( revisit the first week of each month)

1,2 Orientation for New School Year

B. Thomas-Principal, S.Sullivan,IF

Faculty members will establish a positive working relationship that will also involve sharing of instructional strategies by participating in team building activities, and activities to share instructional strategies that work. Both will continue throughout the year.

(-$0)


Date TSIPP Goal#




Balance

$10,000.00

*August 11- (at point of mastery and periodically )

a. Benchmarkb. Progress Monitoringc. Teacher observationsd. Pre Teste. Post Test

1,2,4,5 Analysis of assessment information --TCAP, AIMSweb, Formative Assessment, , and Stanford Math

B. Thomas-Principal, S.Sullivan,IF Faculty, and all stakeholders

Instructional delivery will be data driven. Teachers are grouped into PLCs along with stakeholders will analyze data to identify the problem and plan a solution. All stakeholders will be notified of the assessment results as they occur.

Printer ink cartridges for data printout, teacher and student materials for direct instruction, small group instruction, ,project-based instruction, and interventions $3,000

August ‘11 –May ‘12(9 week intervals, weekly quizzes, semester check points, and benchmark

points

1,2,4,5 Professional development sessions on the desegregation of data: gender –constructing learning styles that fit male and females for optimal academic gains

B. Thomas-Principal, S.Sullivan,IF

Instructional delivery will be data driven. H.Q. staff grouped into PLCs along with stakeholders will analyze data to identify the problem and plan a solution. All stakeholders will be notified of the assessment results as they occur.

Ink Cost listed above


Date TSIPP Goal#



Expected Outcomes Professional Development

Budget Balance$7000.00

August 9PLC (groups meet each Tues. and Thurs.)

5 Provide two-way communication that will promote proficiency for all students in each area, development of strong character, and positive parental involvement.

B. Thomas-Principal, S. Sullivan-INSTRUCTIONAL FACILITATOR

Faculty members will establish a positive working relationship with parents by calling the parent of every child in their class to welcome the child and parent to a wonderful academic year.

(-$0)IF Salary 20%

Aug. 21, ‘11-May 21, ‘12 Peer mediation sign up sheets are in the office.

3 Character Education – application of options. Implementation of Peer Mediation

Students will attend a culturally enriched program as a group to apply the learned good behavior strategies.

R. King-School Counselor, Peer mediators (students)

Students will develop strategies, knowledge and skills needed to resolve conflicts peacefully.

$120

Each Semester 4 Math/Literacy Professional Development

NW Math/Literacy Coach/IF

innovative ideas & additional strategies to ensure that students will master the math curricular objectives to increase TCAP achievement.

1,556.00 (Substitutes)

IF Salary 20%


Date TSIPP Goal#

Professional Learning Activity Presenter/Consultant


Balance$5,224.00

Weekly PLC 4,2 Differentiated Instruction Prin, B. ThomasIF, S. Sullivan

Provide examples and hands on activities and to instruct small group instruction.

($0) IF Salary 20%

October ‘11 – May ’12 (daily)PLC will evaluate the progress weekly

4 Stanford Math B. Thomas-Principal, S. Sullivan-IFK. Sanderson,

Teachers and stakeholders will become proficient in the use of the software and students will gain mastery of TCAP skills through the use of the technology.

IF Salary 20%

After school and Saturday November 13, ’11 May ‘12Weekly Data analysis

2,4,5 Extended Learning Focus – Increase TCAP Proficiency in math, reading/language art, and writing

B. Thomas-Principal, S. Sullivan-INSTRUCTIONAL FACILITATOR-H.Q.Teachers-S. 1&2, -3, 6 -5,

Students that attend tutoring sessions substantially will increase TCAP proficiency in math and literacy

(Math and Literacy)Paper for Copying Materials/Ink

2,000

Oct. 2011 –May 2012(Monthly book studies)

4 Teacher Mentoring ProgramBook Resources:- Seven Simple Secrets =$400.00– Rigor = 400.00– 5-Paula Rutherford’s Why Didn’t I

Learn that in College 200.00

B. Thomas-Prin S. Sullivan/- FAC

Teachers will create an organizational structure to facilitate professional learning through inquiry and collaboration.

$1000.00IF Salary 20%

Oct ’11 – April ’12 (Monthly

2 Monthly Technology Consultation

Teachers will receive professional. Development on techniques to promote integration of technology into the daily instructional process.

B. Thomas-Principal, S. Sullivan-IF-PLC TeamsK. SandersonInnovative Technology

Teachers will become proficient in using smart board, LCD projectors, online programs as Learning Village, Discovery Education,Net trekker

None

October 2011 -February 2012Monthly updates of stu. writing performanceJan 2012 ea Sat

1,4 Writing Assessment Support through Data Analysis

Saturday Student Writing Conference

S. Sullivan-IF, Each Teacher

Student’s will develop enhanced writing ability. Increased proficient writing score on the TCAP Writing Assessment.

100.00


Date TSIPP Goal#



Balance2224.00

Nov/Dec 2011 3` Gang Awareness MCS Gang Unit Teachers receive information on student Safety as it relates to gang activity

0

January 2012 Weekly updatesSmart Goals submitted per PLC

1,2,4,5 SMART School Teams B. Thomas-Principal, S. Sullivan-INSTRUCTIONAL FACILITATOR

Staff will work in PLCs to generate strategies that will meet goals set by the state.

NONE

January 2012 1,4 Revised Blooms Taxonomy B. Thomas, Principal The use of thinking maps and graphic organizers Bloom’s Taxonomy to will ensure the development of critical questioning and assist with lesson planning

NONE

December 2011January 2012

1,4 Standards Versa Evans, TAS Teachers will acquire knowledge to enhance instruction and assist with lesson planning

$100.00Light Refreshments

Dec. – May ‘12Embed graphic organizers in daily instructional delivery

1,4 Revisiting Thinking Maps B. Thomas-Principal, S. Sullivan-INSTRUCTIONAL FACILITATOR Thinking Map Grade level Leaders

The use of thinking maps and graphic organizers will ensure the development of critical thinking

NONE

May 2012 1 Contracted Services – Differentiated Instruction thru the Arts

Johnathan Blanchard Teachers will acquire methods for infusing the arts in instructional practices.

2000

May 29 1 Collaboration Meeting B. Thomas-Principal, M. -, S. Sullivan-INSTRUCTIONAL FACILITATOR, R. King, Guidance, Sanderson-Literacy, C. Davis- Social Studies, Pearson-Math

Brainstorm ideas for next school year.(School wide Procedures, School-wide Discipline Plan, Family Engagement Plan, etc.)

$124.00Light Refreshments

Balance 0


Date TSIPP Goal#



Balance1500

5 Parental Involvement: $*Sept., 11March 2012

September2011

March 1, 2012

Quarterly

Every Quarter(Tuesday night before Wednesday date of receipt)

Every Quarter(Tuesday night before Wednesday date of receipt)

Title I Annual Parent Meeting

Curriculum Night

Reading, Math, and Science Family Night

Watch D.O.G.S.

Report Card Pick-Up Night

Progress Report

Parent /Teacher Conference

B. Thomas-Principal, S. Sullivan IF -, R. King-Guidance,

IF, Grade level Teachers


Guidance Counselor



Parents will acquire information about NCLB, school status, Counseling Services, School Discipline Plan, etc. Parents will be provided with information regarding academic experiences for the school year.

Fathers will unite to father all students and encourage student to do their best academically, socially, and emotionally.

Provide parents with effective strategies for programs and activities to increase student achievement.Provide two-way communication between parents and teachers

Light RefreshmentsReproduction of materials and 150.00

$250.00

Light RefreshmentsReproduction of materials and $500.00

NONE

NONE

NONE


Date TSIPP Goal#



Balance$700

5 Parental Involvement:Nov/Dec 2011 ` Gang Awareness MCS Gang Unit Parents and students will receive

information on student Safety as it relates to gang activity

0

Every SaturdayJanuary 2012

Saturday School IF/5th Grade Teachers Parents will develop knowledge regarding student proficiency as it relates to writing. They will acquire a greater comprehension of strategies to assist their child on the TCAP Writing Assessment.

150.00

Every SaturdayMarch 24- April 20, 2012

Saturday School IF Parents will develop knowledge regarding student proficiency as it relates to writing. They will acquire a greater comprehension of strategies to assist their child on the TCAP Writing Assessment.

200.00

March 2012 TCAP Night LEC Teachers/Staff Parents will have meaningful opportunities to be involved in their child’s academic experiences.

350.00

1st Tuesday of each month

Site-Based Decision Making Council

Parents, MEA Rep, Counselor

Provide communication between parents and teachers and community. Decisions made will then be based in the student’s best interest.

0

March 1 Family Science and Math Night LEC Teachers/Staff Parents and students will receive information on how to support and promote increase student achievement in the educational process through the science of it all.

0

Fall/Spring Semester 2011-2012

Parents as Partner MCS- Dr. Clementhia Poole

Parents will have meaningful opportunities to be involved in their child’s academic experiences.


Balance 0


Lucie E. Campbell Elementary SchoolIntervention Plan

2011-2012

Lucie E. Campbell Elementary School’s Academic Intervention Program was developed to ensure that all students would receive the support needed to achieve high academic standards of the No Child Left Behind Act. The program called for implementing and monitoring a comprehensive program of prevention and intervention. Highly Qualified Staff members, teachers and educational assistances, instruct, practice, and review SPIs during the school day and after school. AIMSweb instructional program (literacy k-5), and Stanford (math k-6) are both used to increase student achievement. Formative Assessment data, TCAP data, Weekly Common Assessments, teacher observation, and other testing instruments are analyzed to determine progress and next action plan steps. Tutoring will take place during the week through small group instruction, Extended Learning programs, School-Age-Care Program.

H.Q. teachers will identified students for intervention, whose academic performance is either just barely proficient, below proficient, or well below proficient based on state standards. Specific skill needs will be determined. And posted progress chart listing skills based on the standards will be evaluated and updated weekly in order to monitor and adjust instruction.

Students that did not progress to mastery with good first teaching have been assigned to receive 2.5 hours of small group instruction in literacy and math. The extended day week days and Saturday program “Raising TCAP Achievement Test Scores” was chosen to improve academic achievement in writing, literacy, mathematics, science, and social studies. This program will use Scott Forseman My Sidwalks,TCAP Coach material, Quick Reads, AIMSweb, and Stanford Math programs, folio writing. Nine highly qualified teachers have committed to working extended day hours. Five teachers are working MCS Extended Contract three hours a week before-school. Four teachers have committed to working Saturdays. And one teacher is working with the students that are in the School-Age Care Program. The three full-time and three part-time educational assistance work directly with the intervention students through tutoring in the areas of reading and math.

The classroom teachers, parents, and the extended day coordinator will be given progress reports on a regular bases for every student. Students in grades 2-6 will participate in the Extended Day Program and students in grades K-6 will participate in the School-Age Childcare Intervention Program


Teacher Mentoring Program2011 – 2012

Complete Action Plan for developing and implementing a mentoring program.

Action Steps Timeline Required Resources Person(s) ResponsibleSchool Mentor Coordinator Meet with Leadership Team concerning assignment of new teachers to Raising Bar Trained Mentors

8-9-11 – 12-9-11 Certified Mentor ListList of novice teachers:NONE2011 Mentors:

Leadership Team, B. Thomas, Principal S. Sullivan, Instructional Fac/School Mentoring Coor., R. KingMCS District -Donna Bohannan

Organize Meeting of Mentors and First and Second year Teachers

12/11 Forms needed for compliance B. Thomas, Principal S. Sullivan, Instructional Fac/School Mentoring Coor.

Meet, Greet, establish rapport complete formsEstablish weekly meeting dates.

12/11 Review formsSign formsCopy forms for submission

B. Thomas, Principal S. Sullivan, Instructional Fac/School Mentoring Coor.

Submission of the Beginning Teacher Identification and Mentor Assignment Form / Surveys/Commitment and need assessment forms/

12/11 Copies of Forms B. Thomas, Principal S. Sullivan, Instructional Fac/School Mentoring Coor.

Determine novice teacher needsProvide assistance

9/11 – 5/2012 Analysis of needs by Mentors and Mentor Coordinator andMentor monthly list of activities from MCS

B. Thomas, Principal S. Sullivan, Instructional Fac/School Mentoring Coor.

Submission of Monthly Mentor Contact Logs

12/11 – 5/2012 Copies of LogsReview of LogsFiling of Logs

B. Thomas, Principal S. Sullivan, Instructional Fac/School Mentoring Coor..


Action Steps Timeline Required Resources Person(s) ResponsiblePeriodic Training Sessions for Novice / Beginning Teachers

9/11– 5/2012 Prof. Development material, Monthly Agenda as dictated by MCS and Leadership Team

Leadership TeamB. Thomas, Principal S. Sullivan, Instructional Fac/School Mentoring Coor. , R. KingMCS District -Donna Bohannan.

Completion of Evaluations of Mentoring Experience by Mentors and Beginning Teachers

5/2012 Mentor Evaluation of the Mentoring Experience Form Prote’ge’ Evaluation of the Mentoring Experience Form

B. Thomas, Principal S. Sullivan, Instructional Fac/School Mentoring Coor..


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