TSIP Kingsbury Elementary School 2013-2014
Tennessee School Improvement Plan
2013-2014
Kingsbury Elementary School
4055 Bayliss Avenue
Memphis, TN 38108
(901) 416-6020
Mrs. Angela Cramer, Principal
Dorsey E. Hopson, II, ESQ, Superintendent
Tennessee Department of Education
Commissioner Kevin S. Huffman
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TSIP Kingsbury Elementary School 2013-2014
Tennessee School Improvement Planning Process
(TSIPP)
Assurances
with Signature of Principa
I certify that _______________________________________________________ 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
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TSIP Kingsbury Elementary School 2013-2014
Revised Tennessee School and District Improvement Plan
School:
District:
Analysis of last
year’s final
results:
Kingsbury Elementary
Memphis City Schools
Areas of Greatest Progress:
Proficient/Advanced – IMPROVEMENTS
Reading/Language Arts All students: 11.6%
gain from 19.9% in 2011-2013 to 31.5% 2013-2013.
Reading/Language Arts Third Grade
students: 10.5% gain from 14.8% in 2011-2013 to
25.3% 2013-2013.
Areas of Greatest Challenge:
Proficient/Advanced - SETBACKS
Math Arts Gap
 Racial gap target of 2.7% increased to
3.0% in 2013-2013.
Math All students: 10.9% gain from 25.9% in
2011-2013 to 36.8% 2013-2013.
Math Third Grade students: 7.6% gain from
28.4% in 2011-2013 to 36% 2013-2013.
Science: All Students: 17.6% gain from 28.8% in
2011-2013 to 46.4% gain in 2013-2013
Reading/Language Arts Gap
 Limited English Proficient (LEP) and
Non-LEP gap target of 12.6% decreased
to 3.8% in 2013-2013.
 Racial gap target of 3.1% decreased to
1.9% in 2013-2013.
 Economically Disadvantaged gap target
of 17.2% decreased to -8.3% in 2013-2013.
Math Gap
 Limited English Proficient (LEP) and
Non-LEP gap target of 3.9% decreased
to -5.1% in 2013-2013.
 Economically Disadvantaged gap target
of 35.4% decreased to -14.2% in 20132013.
Source of Progress:
Kingsbury Elementary students made
tremendous progress in all domains with the
exception of the math racial gap which although
met only had a .3% difference from the actual
target. The significant gains allowed for KES to be
named as a Reward School for Progress for the
2013-2013 school year. Gains may be attributed
to the following: 1.) The departmentalization of
grades 3-5 2.) An ESL teacher was assigned
specifically to work with each grade level team.
3.) Five common planning times. These planning
times were inclusive of the ESL teacher and
Exceptional Ed. Teacher. 4.) Inclusive practices
with exceptional children. This helped to establish
enhanced expectations within the grade level
inclusive of both teachers and students. 6.) Grade
Source of Challenge:
Students at all grade levels faced many
challenges. 1.) Increased number of students
identified as having Limited English Proficiency
presents a major challenge for KES. The language
barriers in all subject areas present teachers and
students with difficult hurdles. 2.) School level PD
for needs specific to KES was preempted by
mandatory district professional development
which many times did not meet the needs of the
KES population. 3.) District interventions seem to
have little effect on student performance.
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TSIP Kingsbury Elementary School 2013-2014
level subject teachers were enlisted as tutoring
teachers for the grade they taught 2 days a
week. 7.) All teachers used formative assessment
data and teacher created probes to establish
groups after each probe that needed
intervention, good first teaching and enrichment.
8.) All students grades 3-5 were taught how to
monitor their own data and kept personal data
folders.
Goals for this
school year:
Plan for this
school year:
Overall Achievement Goals:
1. Kingsbury Elementary will move the proficient and advanced percentage levels in
Reading/Language Arts for all students from 31.5% in 2012-2013 to 38.4% in 2013 to 2014
to meet the guidelines set by the ESEA Waiver.
2. Kingsbury Elementary will move the proficient and advanced percentage levels in
Mathematics for all students from 36.8% in 2012-2013 to 42.8% in 2013-2014 to meet the
guidelines set by the ESEA Waiver.
3. Kingsbury Elementary will move the proficient and advanced percentage levels in
Reading/Language Arts for the 3rd grade students from 25.3 % in 2012-2013 to 30% in
2013-2014 to meet the guidelines set by the ESEA Waiver.
4. Kingsbury Elementary will move the proficient and advanced percentage levels in
Mathematics for the 3rd grade students from 36% in 2012-2013 to 40% in 2013-2014 to
meet the guidelines set by the ESEA Waiver.
Subgroup Goals: (List each subgroup individually)
1. Kingsbury Elementary will reduce the gap target in grades 3-5 RLA for the Limited
English Proficiency vs. Non-LEP subgroup to 4.7% in 2013-2014.
2. Kingsbury Elementary will reduce the gap target in grades 3-5 RLA for the
Black/Hispanic/Native American vs. All Student subgroup to 1.8% in 2013-2014.
3. Kingsbury Elementary will reduce the gap target in grades 3-5 Math for the
Black/Hispanic/Native American vs. All Students subgroup to 2.8% in 2013-2014.
4. Kingsbury Elementary will reduce the gap target in grades 3-5 Math for the Students with
Disabilities vs. All Students subgroup to 1.9% in 2013-2014.
Other Required Goal Areas:
Kingsbury Elementary will use the FALCON(S) Core Values school-wide to promote,
Faithful, Aspiring, Life-long Learners that are Committed, Optimistic, Neighborly,
and Self-Controlled to reduce incidents of student discipline referrals with accuracy
of 90% for the 2013-2014 SY.
Key strategies to achieve goals:
1. Departmentalize grades 3-5 (90 min block for RLA, Math and Science, taught by one
teacher at each grade level).
2. Monthly vertical team meetings to share best practices and data.
3. Weekly PLC meetings with SMART Goals, Team Norms , data/planning focus,
establishment of I CAN statements (targets) and integration of CCSS.
4. Common Assessments in grades K-5 every three weeks to analyze student needs and plan
for specific teaching/re-teaching, based on individual data.
5. Content Area Action Planning meetings, after each formative assessment, to
deeply dive into data and plan.
6. Teach Efficacy to students and do individual goal setting/reflection before and after
every formative assessment.
7. Implementation of Stanford Math, Reading Plus and IStation.
8. Identify bubble students to begin TCAP tutoring for RLA and Math.
9. Teachers will identify 4 cohorts of students (based on formatives) and plan for specific
teaching/re-teaching, based on individual student needs (in each class section).
10. Content area HQ teachers will meet monthly in vertical teams to review data, pacing, and
best practices.
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TSIP Kingsbury Elementary School 2013-2014
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Monthly CCSS training during faculty and PLC meetings.
Purchase of more non-fiction materials for classrooms, to deepen rigor in classrooms.
Classroom libraries are being leveled to hold 50/50 fiction/non-fiction.
CCSS RLA Modules will be taught to whole staff, monthly, with focus and understanding
new shifts.
Students will keep individual data folders to track personal goals and data throughout the year.
Title I Literacy Teacher and PLC Coach to support instructional PD and growth.
Daily Five practices in grades K-2.
Implementation of Beat the Clock – Weekly school wide strategy to increase math fluency
in grades K-5.
Implementation of RAP – Weekly school wide reading/writing strategy to support students’
understanding and growth meeting CCSS in grades K-5.
School wide ELA and Math test taking strategies.
Key strategies to achieve progress for students with the greatest need:
1. Reassign Highly Qualified ELL staff, so that each HQ ELL teacher is responsible for one
grade level.
2. Schedule for HQ ELL teachers to have parallel literacy blocks for ELL students (grades K-5).
3. HQ ELL teachers assigned to common planning with grade level teams each week
reviewing data, pacing, and best practices.
4. Work with Streets to recruit and train Ready Reader volunteers, who will work one on one
with ELL students to support basic reading skills.
5. Work with SuCasa to support ELL program for KES parents, homework help for KES
students, and Mommy and Me classes for PK/KK students.
6. ELL teachers will co-teach with grade level RLA teachers.
7. ELL teachers will have parallel literacy blocks, for students with Elda 3 scores (needing most
intensive English lessons).
8. HQ ELL teachers will meet weekly with grade level PLC teams to review data, pacing, and
best practices.
9. Ready Reader volunteers will be paired with ELL students KK-5th who need to work on basic
phonics, sight words and fluency.
10. Stanford Math, Reading Plus and IStation will be implemented weekly with identified
intervention students.
11. STAND Parent University classes to promote parental involvement through empowering
parents to support students and school in the educational process.
Benchmarks for
Progress
Projected costs and funding sources for key strategies:
Funding for the implementation of the strategies to increase our goals primarily comes from the
school’s site-based and Title I funds. Site-Based funds are utilized for instructional materials and
school culture promotion. Additionally, teachers receive $200 dollars to support individual classroom
needs. The Title I funds allocation supports KES through in the 3 major areas of schoolwide,
professional development and parental involvement. Schoolwide funds allow for instructional
materials/supplies (approx. $58,606), tutoring (approx. $7875) and technology (approx. $29,300
$).Professional development funds allow KES to support teacher growth through PD on school
specific initiatives(approx. $5000), an onsite Title I teacher and PLC Coach (approx. $59,000 each)
provide on-site PD and instructional assistance. Additionally, a Title I assistant (approx. $22,000)
provides support to teachers and students. Parental Involvement is also addressed through the Title I
budget. The funds are used to promote communication with parents as well as parent and
community involvement with the KES family. Other funds used to support our strategies include
Title III district funding. Title III funds the salaries of six ESL Teachers (approx $59,000) and a Bilingual Mentors (approx. $25,000). Extended Contract funds ($4796.40) are used for a TCAP after
school tutoring program.
Benchmark:
Timeline:
September 20, 2013 – May 2014
1. All HQ teachers grades PreK - 5 will:
Monthly district common core modules.
 Participate in the PD that will introduce,
review and practice all content required
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TSIP Kingsbury Elementary School 2013-2014
2.
3.
4.
5.
6.
7.
8.
for Common Core State Standards in
both RLA and Math. Be involved in
research based teaching strategies
needed for appropriate pedagogy and
classroom implementation of CCSS
Write lesson plans that reflect the CCSS
being addressed in daily classroom
instruction.
Weekly grade level (inclusive of HQ ESL and
Exceptional teachers assigned to grade level)
PLC meetings with data/planning focus.
All HQ teachers participate in weekly
and/or monthly individualized professional
development based on teacher needs and
student performance. Individual PD based on
teacher need per observation and
recommendation by administrative staff.
Before and after school tutoring is provided
for students that require additional
support to be successful in reading and math.
Lesson Plans will reflect differentiation of skills
being taught to improve knowledge in core
academics of RLA, math and science.
IStation and ReadingPlus Benchmarking for
reading and math is administered 3 times per
year to track student progress in grades K-5 in
reading. Progress monitoring is used for Tier II
and Tier III students monthly.
Discovery Education Formative Assessment is
administered 3 times per year to track student
progress and mastery of TCAP skills.
Content Area Action Planning
meetings, after each formative
assessment, to deeply dive into data and
develop content, whole class, and student
specific action plan.
9. Report cards, progress reports and
attendance reports will be used to assist in
monitoring students’ progress and assigning
interventions as needed.
August 2013-May 2014 Weekly PLC
Meetings
August 2013 – May 2014
September 2013 – May 2013
October 15, 2013 – May 2014 - Before
school Tutoring (M-F)
January 15 – April 18, 2014 – After School
Tutoring (Tu/Th)
Weekly plans submitted for following
week submitted each Friday.
BM 1 - August 2013
BM 2 - January 2014
BM 3 - May 2014
PM - Tier 2 and Tier 3 weekly Sept. 2013May 2014
October 2013
December 2013
February-March 2014
November 2013
January 2014
March 2014
September 11, 2013
November 13, 2013
February 12, 2014
April 23, 2014
October 16, 2013
January 15, 2014
March 19, 2014
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TSIP Kingsbury Elementary School 2013-2014
Action
Plan
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TSIP Kingsbury Elementary School 2013-2014
GOAL 1 – Action Plan Development
4.1 Goals
Revised DATE: September 2013
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
Kingsbury Elementary will move the proficient and advanced percentage levels in Reading/Language Arts
for all students from 31.5% in 2012-2013 to 38.4% in 2013 to 2014 to meet the guidelines set by the ESEA Waiver.
 Kingsbury Elementary will reduce the gap target in grades 3-5 RLA for the Limited English
Proficiency vs. Non-LEP subgroup to 4.7% in 2013-2014.
 Kingsbury Elementary will reduce the gap target in grades 3-5 RLA for the Black/Hispanic/Native
American vs. All Student subgroup to 1.8% in 2013-2014.
There is currently a gap between our subgroups proficiency levels and the level required by ESEA.
These goals address the need to accelerate achievement in Reading/LA and Writing for all learners.
This goal is linked to Goal One of our District Master Plan which seeks to create academically,
challenging, safe, supportive and effective learning environments.
How is this Goal linked to the system’s Five-Year Plan?
This goal is linked to Goal Five of our District Master Plan which seeks to establish high levels of
accountability for academic and fiscal performance throughout the system.
ACTION STEPS 4.2
IMPLEMENTATION PLAN 4.3
Section B – Descriptively list the action you plan to take to ensure you will
be able to progress toward your goal. Action steps are strategies and
interventions which should be scientifically based where possible and
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources,
evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)
include professional development, technology, communication, and parent
and community involvement initiatives within the action steps of each
goal.
Action
Step
1.
The school will use research-supported
activities daily to instruct students at
their learning levels and learning styles to
foster their independent thinking, while
at the same time building their daily
reading skills through the use of 50/50
fiction/nonfiction text.
Timeline
August
2013 - May
2014
October
2013- May
Person(s)
Responsible
Highly qualified
Teachers
ESL Teachers
Required
Resources
Projected Cost(s)
& Funding Sources
District
Approved
Scotts
Foresman
Reading/Lan
guage Arts
core
Title I Schoolwide
funds for
informational
(nonfiction) text to
support classroom
libraries.
Approximately
Evaluation Strategy
IStation Benchmarks
will be given three
times yearly as set by
SCS and Bi-Monthly
Progress Monitoring will
Performance Results /
Outcomes
Students will exhibit
and increase in their
daily reading skills as a
result of the school and
all stakeholders using
research supported
activities for student
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TSIP Kingsbury Elementary School 2013-2014
Professional Development (PD)
PD- All new teachers in grades 3-5 will receive
training/information on giving the Formative
Assessment. All teachers will be involved in PD on
how to utilize the Formative Assessment Reports.
PD – All new teachers in grades K-5 will receive
training/information on giving the IStation
benchmarks and progress monitoring.
PD – Three KES teachers will attend the 2 day The
Daily 5 conference and present monthly to staff in
grades K-3 strategies used to develop reading,
writing and working with peers that will lead to a
lifetime of independent literacy.
PD – The Daily 5: Fostering Literacy
Independence in The Elementary Grades –
Monthly PLCs to address strategies to develop
reading, writing and working with peers that will
lead to a lifetime of independent literacy.
PD – All KES teachers will participate in 7
Common Core professional development study
groups.






September 9, 2013 Course 1
October 30, 2013 Course 2
November 20, 2013 Course 3
December 11, 2013 Course 4
January 6, 2014 Courses 5 and 6
February 14, 2014 Course 7
2013
(monthly
PLC
meeting)
program.
SPED Teachers
Principal
Assistant Principal
Title 1
Resource
Room
$3000.00
be used to assess
student growth and
needs.
instruction.
Curriculum Guides and
Lesson Plans will be
used to map and pace
instruction.
Supplemental
PLC Coach
Title I Reading
Teacher
Materials
(includes
Brain Based
Strategies
materials; MI
Strategies
materials;
Differentiated
strategies
materials)
Paraprofessionals
and Interventionist
Classroom
Libraries
Thinking
Maps/Graphic
Organizers
Formative
Assessment
SCS Formative
Assessments for
Reading/LA will be
used to guide and
make instructional
decisions based on
student need.
Weekly classroom
observations will be
conducted to ensure
strategies and
instructional practices
addressed by data are
being implemented.
Individual Education
Plans will be used to
address the needs of
students in the
classroom.
Student Portfolios will
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TSIP Kingsbury Elementary School 2013-2014
also be used to monitor
and evaluate
effectiveness of literacy
stations.
2.
Action
Step
3.
Action
Step
In Grades K-2 and through the
departmentalization of grades 3-5
General Ed Teachers, ESL Teachers and
Special Education Teachers will co-teach
and provide parallel literacy blocks
weekly to address students with similar
targeted skill needs.
Students in grades K-2 will work in
literacy learning stations (Daily 5)
weekly demonstrating skills learned in
differentiated small-guided reading
groups.
PD- New to KES and Novice Teachers in grades K3 will be trained or have skills reinforced on
practicing Daily Five in the classroom.
September
2013-May
2014
September
2013-May
2014
February
28, 2003
Same as listed
above
Same as listed
above
Same as
listed above
and Master
Schedule
Same as
listed above
No additional
funds needed
Title I School Wide
Budget
Approximately
$5000.00
…Materials to
support the
making of and
continued use of
stations.
Same as listed above
Same as listed above
Students will increase
reading performance
as a result of
differentiated small
group reading
instruction for targeted
skills and specialized
instruction through the
skill set of the coteaching professionals.
Students will increase
reading performance
as a result of working
in literacy learning
stations.
Title I Teacher
Resource Lab of
supplemental
materials
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TSIP Kingsbury Elementary School 2013-2014
Extended
Contract
4.
5.
6.
Action
Step
The school will provide after school
tutoring intervention programs for
grades 3-5 beginning in January 2 times
a week to enrich student performance
for students that fall below proficient on
TCAP.
Title I
Tutoring/Exte
nded Day
The school will provide a daily before
school intervention tutoring program to
support students identified as needing
Tier 2 ReadingPlus interventions.
Community Volunteers (Street Ministries,
St. Mary’s, and FACS (First Assembly
Christian School) will provide tutoring
intervention programs for grades K-2
beginning in October 5 times a week to
enrich student performance for students
that fall within Tiers 2 and 3 using
strategies from The Daily Five.
Street
Ministries
Ready
Readers
October
2013 to
May 2014
and
January
2013-April
2014
Same as listed
above and Street
Ministries Staff, St.
Mary’s and FACS
Classroom
Teachers
Extended Contract
2013- 2014
$4796.40.
Title I
Tutoring/Extended
Learning 20132014 ($7875.00)
ESL Teachers
SPED
Teachers
PD- Teachers in grades K-5 will be trained (or
refreshed) in using the Scott Foresman Tier II
Intervention Program, ReadingPlus.
Scott Foresman
Same as listed above
Students in Tier II and
Tier III and Students
not proficient on TCAP
will increase their
reading performance
as a result of the school
providing additional
tutoring and
intervention programs.
Title I Budget
2013-2014
(Materials)
Approximately
$600.00
Computer
Assisted
Instruction
CI - Volunteer tutors (Street Ministries) will assist
students with reading comprehension and fluency.
ScottForesman
Core
Program and
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TSIP Kingsbury Elementary School 2013-2014
Intervention
Program
TCAP Coach
Highly qualified
Teachers
7.
Action
Step
Teachers will differentiate instruction
daily by utilizing student data.
PD - Through a variety of school day PLC and
workshops, teachers will learn to effectively
interpret and apply essential school data. Teachers
will be provided common planning time to
collaborate with colleagues regarding Tennessee
Standards, TCAP scores, formative assessment data
and IStation scores. Additional support will also be
provided through the SCS Teaching and Learning
Academy, where teachers can access the online
professional development catalog to find courses to
address their specific needs regarding data analysis.
PD – Teachers will learn how to use the Mastery
Direct Program to score common assessments
and understand the data analysis functions of the
program in order to support student growth in
grades K-5.
August
2013-May
2014
ESL Teachers
( Monthly
PLCs)
SPED Teachers
Principal
September
2013,
October
2013
November
2013 and
March 2014
TCAP
IStation
Benchmarks
and Progress
Monitoring
Formative
Assessment
Assistant Principal
KRI
PLC Coach
TCAP, ELDA, TELPA
and the KRI will be
used for initial
screening of students’
abilities August 2014.
Title I PD Budget
for Data Binders
and Ink for
Printing Reports
Approximately
$2000.00
Mastery Direct
Program Title I
($4800.00)
IStation and SCS
Formative Assessment
will be used to monitor,
address, and guide
specific student
instruction. (IStation
Benchmarks and
Formative
Assessment set by
SCS
Student reading
performance will
increase due to
teachers utilizing
student data to
differentiate
instruction.
(Formative
Assessment)
Title I Reading
Teacher
Common Assessment
Data through Mastery
Direct
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TSIP Kingsbury Elementary School 2013-2014
Interventionist
Highly qualified
Teachers
8.
Action
Step
9.
The school and teachers will target and
monitor K-5 students weekly who fall
within Tier 2 by providing an extra
differentiated reading instructional
period for K-2 in a small group and
computer based instruction for 3-5 to
increase student reading performance
skills.
The school and teachers will target and
monitor K-5 students weekly who fall
within Tier 3 by providing an extra
differentiated reading instructional
period in a small group to increase
reading performance skills.
ESL Teachers
SPED Teachers
September
2013-May
2014
IStation
Benchmarks
and Progress
Monitoring
Scott
Foresman
Principal
Intervention
Program
Assistant Principal
ESL Teachers
TCA Conference
Title I Budget
approximately
$600.00
IStation and Reading
Plus will be used to
determine, monitor,
address, and guide
specific student
instruction.
Guidance
PD – Guidance will attend the TCA Annual
Conference and present to staff and interventionist:

Understanding different Learning Styles

Developing Communication Skills

Fostering Independent Thinking

Coaching for Success in the Classroom
PLC Coach
Student reading
performance will
increase as a result of
teachers targeting K-5
students who do not
meet the benchmark
and providing them
with additional small
group differentiated
reading instruction.
Interventions
Title I Reading
Teacher
Interventionist
Principal
Action
Step
10. Teachers will advocate reading fluency
through focused instruction five times a
week.
August
2013-May
2014
PLC Coach
ScottForesman
Fluency
No additional
costs.
Lesson Plans and
classroom schedule will
reflect fluency program
being implemented in
grades 2-5.
Student fluency
performance will
improve due to focused
fluency instruction.
Title I Reading
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TSIP Kingsbury Elementary School 2013-2014
Teacher
Highly Qualified
Teachers
Interventionist
PLC Coach
11.
Action
Step
All staff will use gender equitable
instructional practices in RLA.
Article - Understanding Gender Differences
TCAP disaggregated
data and
Title I Reading
Teacher
October
2013
that May Occur in Classroom Settings
Highly Qualified
teacher
Gender
equitable
articles
No additional
costs
Formative Assessment
disaggregated data
will help to evaluate
effectiveness of Gender
Equitable Professional
Development.
The students will
benefit from
instructional practices
that meet the needs of
both genders.
Principal
PLC Coach
Action
Step
12.
Students will use of computer aided
instruction and other forms of technology
weekly to target specific student needs.
September
2013-May
2014
Title I Reading
Teacher
Highly Qualified
teacher
BrainPop
IStation
SF Website
Title I School Wide
Budget
Approximately
$29,300.00
equipment to
support
technology
Reports from various
computer programs
will evaluate
effectiveness and reflect
amount of time
technology is being
implemented in
individual classrooms.
Student performance
will increase with
practice on targeted
skills.
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TSIP Kingsbury Elementary School 2013-2014
ReadingPlus
Principal
PLC Coach
Handouts
Parents and Community members will
be invited monthly to participate in
activities to integrate home and school
learning.
14. Parents will be invited to attend a 9
week STAND Parent University that
assist parents with becoming partners in
their child’s education.
13.
Action
Step
October
2013-April
2014
Title I Reading
Teacher
Refreshments
No additional
funds needed.
Parents participation
will be monitored by
sign in sheets.
Parents participation in
family based activities
will increase.
PLC Coach position will
be monitored annually
through peer
evaluation and
compliance monitoring.
Student achievement is
increased through PD,
mentoring, coaching,
data decisions and
researched based
strategies.
Principal
Consultants
Classroom and
Support Teachers
15.
Action
Step
Action
Step
The school will continue to fund PLC
Coach position yearly in order to ensure
a focus on NCLB compliance, professional
development, mentoring, coaching, data
driven decisions and research based
teaching strategies that all impact
student achievement.
16. Teachers will integrate science and social
studies content into reading standards
weekly.
August
2013-May
2014
Principal
Qualified
Applicant
Title I Budget
approx.
$59,000.00
KES is found in
compliance with NCLB.
August
2013-May
2014
Highly Qualified
Teachers
ESL Teachers
Science and
Social Studies
Standards
Scott
Foresman
Science and Social
Studies
See action step 1
budget
Curriculum Guides and
Lesson Plans will be
used to map and pace
instruction.
Student achievement
results will increase in
reading, science and
social studies.
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TSIP Kingsbury Elementary School 2013-2014
SPED Teachers
Science and
Social studies
Leveled
Readers
Principal
QuickReads
PLC Coach
United
Streaming
Title I Reading
Teacher
Nonfiction
Classroom
Libraries
TCAP levels
Curriculum Guides and
Lesson Plans will be
used to map and pace
instruction.
17.
Action
Step
The school will employ a Title I
Reading Teacher to support teachers
and students with SBBR strategies,
PD, instruction and leadership in an
effort to improve literacy instruction and
scores.
Principal
August
2013-May
2014
District
Literacy
Initiatives
and materials
Title I Budget
approx.
$59,000.00
SCS Formative
Assessments for
Reading/LA will be
used to guide and
make instructional
decisions based on
student need.
Teacher knowledge of
Literacy Instruction will
improve, and student
skills and scores will
improve.
IStation Benchmarks
16 | P a g e
TSIP Kingsbury Elementary School 2013-2014
and Progress
Monitoring will be used
to guide and make
instructional decisions
based on student need.
Weekly classroom
observations will be
conducted to ensure
strategies and
instructional practices
addressed by data are
being implemented.
Principal
18.
CI - Title 1 Annual Meetings
Action
Step
Asst. Principal
The school and teachers will increase
collaboration between special education
teachers, ESL teachers, general education
teachers, and parents on a weekly
basis.
Title 1 Monthly Parent Meetings
Math/Science Night
PLC Coach
August
2013-May
2014
Title I Reading
Teacher
Leadership Team
Title 1
Resource
Materials
Title I
Approximately
$500.00 for
meeting materials.
PLC meetings to
address program
implementation of
strategies and inclusion
of all subgroups
Collaboration between
school, general
education teachers, ESL
teachers, special
education teachers,
and parents will
increase through
designated meetings.
Weekly Parent Communication Folders
Reading Night
STAND Parent Meetings
Highly Qualified
Teachers
ESL Teachers
Stand University
17 | P a g e
TSIP Kingsbury Elementary School 2013-2014
Instructors
Para-professionals
Parents
Su Casa staff and
volunteers
Principal
Weekly Parent English
Classes with a
minimum of 20
parents.
Asst. Principal
Action
Step
19. The school and Su Casa will team
together weekly to teach parents the
English language, and to assist parents in
supporting early literacy development in
pre-kindergarten through first grade
students.
PLC Coach
October
2013 – May
2014
Title I Reading
Teacher
Leadership Team
Flash Cards,
books, paper,
pencils and
markers
Childcare
Volunteers
Title I
Approximately
$1000.00 for
materials
Early childhood second
language students
receive increased home
support in their
development of
English.
Second language
students English
speaking skills will
increase with the
added support of
parents that have a
working knowledge of
the English language.
Highly Qualified
Teachers
ESL Teachers
18 | P a g e
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Para-professionals
Parents
Action
Step
20. PD – All Staff will be instructed on how
to identify and assist students can be
potentially Displaced (Homeless).
21. PD – All Staff will be instructed on the
Homeless Act.
September
2013
Guidance
Counselor
Office of
Displaced
students Ppt
and handouts
Teachers will be skilled
at identifying the signs
and needs of students
that are possibly
homeless.
No additional
funds needed
Compliance Form
signed by all staff.
Teachers will gain an
understanding of the
needs of displaced
students and how to
accommodation their
needs.
19 | P a g e
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GOAL 2 – Action Plan Development
4.1 Goals
Revised DATE: September 2013
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
Kingsbury Elementary will move the proficient and advanced percentage levels in Mathematics for all
students from 36.8% in 2012-2013 to 42.8% in 2013-2014 to meet the guidelines set by the ESEA Waiver.
 Kingsbury Elementary will reduce the gap target in grades 3-5 Math for the Black/Hispanic/Native
American vs. All Students subgroup to 2.8% in 2013-2014.
 Kingsbury Elementary will reduce the gap target in grades 3-5 Math for the Students with
Disabilities vs. All Students subgroup to 1.9% in 2013-2014.
There is currently a gap between our subgroups proficiency levels and the level required by NCLB.
This goal addresses the need to accelerate achievement in Mathematics for all learners.
This goal is linked to goal one of our District Master Plan, which seeks to create academically
challenging, safe, supportive and effective learning environments.
How is this Goal linked to the system’s Five-Year Plan?
This goal is linked to goal five of our District master Plan, which seeks to establish high levels of
accountability for academic and fiscal performance throughout the system.
ACTION STEPS
IMPLEMENTATION PLAN
Section B – Descriptively list the action you plan to take to ensure you will
be able to progress toward your goal. Action steps are strategies and
interventions which should be scientifically based where possible and
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources,
evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)
include professional development, technology, communication, and parent
and community involvement initiatives within the action steps of each
goal.
1.
Action
Step
2.
The school will provide tutoring
intervention programs for grades 3-5
beginning in January 2 times a week to
enrich student performance for students
that fall below proficient on TCAP.
The school will provide a daily beforeschool intervention tutoring program to
support students identified as needing
Timeline
September
2013 to
May
2014 and
January
2013April
Person(s)
Responsible
Required
Resources
Principal
PLC Coach
Extended
Contract
Tutoring
Projected Cost(s)
& Funding Sources
Extended Contract
2013- 2014
$4796.40.
Title I
Tutoring/Extended
Evaluation Strategy
TCAP levels
Curriculum Guides and
Lesson Plans will be
used to map and pace
Performance Results /
Outcomes
As a result of extended
tutoring sessions and
intervention programs,
Tier II and Tier III
students will exhibit an
increase in
mathematics
20 | P a g e
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Tiers 2 and 3 Stanford Math
interventions.
2014
Highly Qualified
Teachers
Title I Tutoring
Funds
Learning 20132014 ($7875.00)
Stanford EPGY
Staff
Highly Qualified
Teachers
Title I Budget
(Materials)
Approximately
$2000.00
District staff
PD – Training/Review Stanford EPGY.
September/October 2013. Focus on students first
attempts.
instruction.
performance.
SCS Formative
Assessments for Math
will be used to guide
and make instructional
decisions based on
student need.
Stanford EPGY
Math Program
IStation Benchmarks
and Progress
Monitoring will be used
to guide and make
instructional decisions
based on student need.
Computers
Weekly classroom
observations will be
conducted to ensure
strategies and
instructional practices
addressed by data are
being implemented.
Star Reports will be
used to monitor and
adjust intervention
strategies for students.
EPGY Reports will be
used to monitor and
adjust intervention as
needed.
Action
Step
3.
The school will use technology weekly in
order to improve student performance in
Mathematics.
August
2013May
Principal
Student TI-15,
Title I School Wide
Budget for
Progress Monitoring will
be used to guide and
make instructional
Student Performance
will be enhanced
through the maximum
utilization of
21 | P a g e
TSIP Kingsbury Elementary School 2013-2014
2014
PD - Stanford Math EPGY Training/Review
August 2013
PD – Stanford EPGY PD on correct first attempts
and utilization of reports.
PD – All staff BrainPop exploration
PLC Coach
Calculators
Highly Qualified
Teachers
Stanford Math
EPGY
Stanford EPGY
Staff
Computers
BrainPop
District Staff
LearnZillion
Additional
Equipment
(Approximately
$29,300.00)
Title I PD Budget
for Data Binders
and Ink for
Printing Reports
Approximately
$2000.00
decisions based on
student need.
technology.
SCS Formative
Assessments for Math
will be used to guide
and make instructional
decisions based on
student need.
Chapter Test and Daily
math practice results
will be used to
evaluate the
effectiveness of student
use of calculators.
EPGY Reports will be
used to monitor and
adjust intervention as
needed.
Reports from various
computer programs
will evaluate
effectiveness and reflect
amount of time
technology is being
implemented in
individual classrooms.
22 | P a g e
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TCAP will be used for
an initial assessment of
students’ abilities.
4.
Action
Step
Teachers will differentiate instruction
daily utilizing student data.
PD - Through a variety of school day meetings
and workshops, teachers will learn to effectively
interpret and apply essential school data. Teachers
will be provided common planning time to
collaborate with colleagues regarding Tennessee
SPI’s, TCAP scores, formative assessment data,
EPGY Reports and Scott Foresman Envisions.
Additional support will also be provided through
the SCS Teaching and Learning Academy, where
teachers can access the online professional
development catalog to find courses to address
their specific needs regarding data analysis.
Principal
PLC Coach
Highly Qualified
Teachers
Sept.
2013May
2014
Stanford EPGY
Staff
PD – Teachers will learn how to use the Mastery
Direct Program to score common assessments
and understand the data analysis functions of the
program in order to support student growth in
grades K-5.
SCS Formative
Assessment will be used
to monitor, address,
and guide specific
student instruction.
TCAP
SCS Formative
Assessment
EPGY Reports
Mastery Direct
Program Title I
($4800.00)
Chapter Tests
EPGY Benchmarks and
Progress Monitoring will
be used to guide and
make instructional
decisions based on
student need.
Students will receive
differentiated
instruction as a result of
teachers utilizing
student data.
Chapter Test and Daily
math practice results
will be used to
evaluate the
effectiveness of student
use of calculators.
EPGY Reports will be
used to monitor and
adjust intervention as
needed.
Common Assessment
Data through Mastery
Direct
Action
5.
Teachers will use organized
mathematical thinking across the
disciplines by implementing the use of
August
2013-
Principal
Thinking Maps
No Additional
Cost
Lesson Plans will be
used as evidence of use
The students will gain
math knowledge as a
23 | P a g e
TSIP Kingsbury Elementary School 2013-2014
graphic organizers three times per
week.
Step
May
2014
PLC Coach
PD - Refresher course on utilizing Thinking/Maps
as strategy for math.
Highly Qualified
Teachers
of Thinking
Maps/Graphic
Organizers.
Graphic
Organizers
Markers
Student portfolios and
group products will be
monitored for evidence
of use of Thinking
Maps/Graphic
Organizers.
Title I Teacher
Resource Lab
of
Curriculum Guides and
Lesson Plans will be
used to map and pace
instruction.
Chart Tablets
result organized
mathematical thinking
across the disciplines
through the use of
graphic organizers.
supplemental
materials
Principal
6.
Action
Step
Students will participate in mathlearning stations weekly to enhance
targeted skills learned in math lessons to
include nonfiction math text in
support of CCSS.
Lesson Plans
September
2013May
2014
PLC Coach
Highly Qualified
Teachers
Formative
Assessment
Scott Foresman
Computer
Activities
Computer
Assisted
Instruction
Title I School Wide
Budget
(Approximately
$1000.00) for
supplemental
math materials for
Resource Lab
SCS Formative
Assessments for math
will be used to guide
and make instructional
decisions based on
student need.
Stanford EPGY
Benchmarks and
Progress Monitoring will
be used to guide and
make instructional
decisions based on
student need.
Students will
demonstrate skills
learned while working
in math learning
stations focused on
CCSS.
Weekly classroom
observations will be
conducted to ensure
24 | P a g e
TSIP Kingsbury Elementary School 2013-2014
strategies and
instructional practices
addressed by data are
being implemented.
CCSS (focus
standards)
Student Portfolios will
also be used to monitor
and evaluate
effectiveness of math
stations.
7.
Curriculum Guides and
Lesson Plans will be
used to map and pace
instruction.
All K-5 Teachers will implement the
Envisions program Daily addressing
curriculum guides and new Common
Core Focus Standards utilizing results
of student data.
Principal
PD - Teaching staff will attend weekly grade
level/PLC meetings inclusive of general education
teachers, special education teachers, ESL teachers,
and paraprofessionals (as time permits) to address
math strategies and interventions as needed.
Action
Step
PD – All KES teachers will participate in 7
Common Core professional development study
groups.






September 9, 2013 Course 1
October 30, 2013 Course 2
November 20, 2013 Course 3
December 11, 2013 Course 4
January 6, 2014 Courses 5 and 6
February 14, 2014 Course 7
PLC Coach
August
2013May
2013
Scott Foreman
Envisions
Program
No additional
Funds
NE Area Math
Coordinator
Highly Qualified
Teachers
Paraprofessionals
SCS Formative
Assessments for math
will be used to guide
and make instructional
decisions based on
student need.
Calendar Math
Program
CCSS (focus
standards)
Stanford EPGY
Benchmarks and
Progress Monitoring will
be used to guide and
make instructional
decisions based on
student need.
Using the results of
student data and all
pertinent curriculum
resources, K-5 teachers
will implement SCS
math curriculum guides
daily.
Weekly Grade level
PLC to monitor and
adjust implementation
25 | P a g e
TSIP Kingsbury Elementary School 2013-2014
as needed and to
discuss progress,
strategies and ensure
understanding of
materials and content
presented.
Every 3 week common
assessments
Student Portfolios will
also be used to monitor
and evaluate
effectiveness of math
program.
Practice CCSS Tasks
will be used to assist
teachers in
implementation/focus
of CCSS.
PLC Coach
8.
Action
Step
All Staff will use gender equitable
instructional practices in RLA.
Article - Understanding Gender Differences
that May Occur in Classroom Settings
October
2013
Title I Reading
Teacher
Highly Qualified
teacher
TCAP disaggregated
data and
Gender
equitable
articles
No additional
costs
Formative Assessment
disaggregated data
will help to evaluate
effectiveness of Gender
Equitable Professional
Development.
The students will
benefit from
instructional practices
that meet the needs of
both genders.
Principal
26 | P a g e
TSIP Kingsbury Elementary School 2013-2014
Highly Qualified
Teachers
Houghton Mifflin and
test will be used to
support instructional
effectiveness.
ESL Teachers
Action
Step
9.
Teachers will integrate science content
into math standards weekly.
August
2013May
2013
Science
Standards
No additional
funds needed
SPED Teachers
Curriculum Guides and
Lesson Plans will be
used to map and pace
instruction.
Principal
Student achievement
results will increase in
math and science.
PLC Coach
PLC Coach
Action
Step
10. Parents and Community members will
be invited monthly to participate in
activities to integrate home and school
learning as well as yearly participation in
Math/Science Night.
October
2013April
2013
Principal
Classroom and
Support Teachers
11.
Action
Step
In Grades K-2 and through the
departmentalization of grades 4-5
General Ed Teachers and Special
Education Teachers will co-teach
weekly to address students with similar
targeted skill needs.
Handouts
Refreshments
No additional
funds needed
Parent’s participation
will be monitored by
sign in sheets.
Consultants
Principal
Instructional
Septemb
er 2013May
2013
Facilitator
HQ Teachers
Parent’s participation
in family based
activities will increase.
Scott Foreman
Envisions
Program
No additional
funds needed
Curriculum Guides and
Lesson Plans will be
used to map and pace
instruction.
SCS Formative
Assessments for Math
will be used to guide
and make instructional
decisions based on
Students will increase
math performance as a
result of differentiated
small group math
instruction for targeted
skills and specialized
instruction through the
skill set of the coteaching professionals.
27 | P a g e
TSIP Kingsbury Elementary School 2013-2014
Calendar Math
Program
student need.
Stanford EPGY
Benchmarks and
Progress Monitoring will
be used to guide and
make instructional
decisions based on
student need.
SPED Teachers
CCSS (focus
standards)
Master Schedule
Weekly classroom
observations will be
conducted to ensure
strategies and
instructional practices
addressed by data are
being implemented.
Three week common
assessments
PD – All Staff will be instructed on how
to identify and assist students can be
potentially Displaced (Homeless).
13. PD – All Staff will be instructed on the
Homeless Act.
Teachers will be skilled
at identifying the signs
and needs of students
that are possibly
homeless.
12.
Action
Step
Action
Step
14. All teachers will implement Calendar
Math daily.
Septemb
er 2013
Guidance
Counselor
August
2013May
2014
Classroom
Teachers
Office of
Displaced
students Ppt
and handouts
No additional
funds needed
Calendar Math
Teacher Kits
Replacement
Calendar Math
Kits $300.00 each
Compliance Form
signed by all staff.
Teachers will gain an
understanding of the
needs of displaced
students and how to
accommodation their
needs.
Classroom observations
SCS Formative Scores
Common Assessments
Students math fluency
will be increased.
28 | P a g e
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Action
Step
15.
Grades 2-5 students will participate in a
Chess program weekly.
August
2013May
2014
Chess Games
Title I Assistant
Computer
Software
Master Chess
Instructor
Formative Assessment
Title I budget
approx. $28.000
Common Assessments
TCAP
Student’s math
problem solving skills
will increase as they
progress through the
levels of Chess.
Report Cards
29 | P a g e
TSIP Kingsbury Elementary School 2013-2014
GOAL 3 – Action Plan Development
4.1 Goals
Revised DATE: September 2013
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
Kingsbury Elementary will move the proficient and advanced percentage levels in Reading/Language Arts
for the 3rd grade students from 25.3 % in 2012-2013 to 30% in 2013-2014 to meet the guidelines set by the ESEA
Waiver.
Kingsbury Elementary will move the proficient and advanced percentage levels in Mathematics for the 3rd
grade students from 36% in 2012-2013 to 40% in 2013-2014 to meet the guidelines set by the ESEA Waiver.
Which need(s) does this Goal address?
There is currently a % gap between our all subgroups proficiency levels and the level required by
NCLB. This goal addresses the need to accelerate achievement in Mathematics for all learners.
This goal is linked to goal one of our District Master Plan, which seeks to create academically
challenging, safe, supportive and effective learning environments.
How is this Goal linked to the system’s Five-Year Plan?
This goal is linked to goal five of our District master Plan, which seeks to establish high levels of
accountability for academic and fiscal performance throughout the system.
ACTION STEPS
IMPLEMENTATION PLAN
Section B – Descriptively list the action you plan to take to ensure you will
be able to progress toward your goal. Action steps are strategies and
interventions which should be scientifically based where possible and
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources,
evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)
include professional development, technology, communication, and parent
and community involvement initiatives within the action steps of each
goal.
1.
Action
Step
In the Re-departmentalization of
grade 3 Reading/LA, General Ed
Teachers, ESL Teachers and Special
Education Teachers will co-teach and
provide parallel literacy blocks weekly
to address students with similar targeted
skill needs.
Timeline
Septemb
er 2013May
2014
Person(s)
Responsible
Principal
Instructional
Required
Resources
Scott Foreman
Reading
Program
Projected Cost(s)
& Funding Sources
No additional
funds
Evaluation Strategy
Curriculum Guides and
Lesson Plans will be
used to map and pace
instruction.
SCS Formative
Performance Results /
Outcomes
Students will increase
reading performance
as a result of
differentiated small
group reading
instruction for targeted
skills and specialized
30 | P a g e
TSIP Kingsbury Elementary School 2013-2014
Facilitator
Curriculum
Guides
Assessments for
Reading/LA will be
used to guide and
make instructional
decisions based on
student need.
HQ Teachers
CCSS
instruction through the
skill set of the coteaching professionals.
SPED Teachers
Master Schedule
Stanford EPGY
Benchmarks and
Progress Monitoring will
be used to guide and
make instructional
decisions based on
student need.
Common
Planning Time
Weekly classroom
observations will be
conducted to ensure
strategies and
instructional practices
addressed by data are
being implemented.
PLCs to support
Collaboration
Star Reports will be
used to monitor and
adjust intervention
strategies for students.
Principal
2.
Action
Step
In the Re-departmentalization of
grade 3 Mathematics General Ed
Teachers and Special Education Teachers
will co-teach weekly to address students
with similar targeted skill needs.
Instructional
Septemb
er 2013May
2014
Facilitator
HQ Teachers
Scott Foreman
Envisions
Program
No additional
funds needed
Same as above
Students will increase
math performance as a
result of differentiated
small group math
instruction for targeted
skills and specialized
instruction through the
skill set of the coteaching professionals.
Curriculum
31 | P a g e
TSIP Kingsbury Elementary School 2013-2014
Guides
SPED Teachers
Calendar Math
Program
CCSS (focus
standards)
Master Schedule
Common
Planning Time
PLCs to support
Collaboration
PLC Coach
Action
Step
3.
All 3rd students will use of computer
aided instruction through IStation to
target specific student needs.
Septemb
er 2013May
2013
Title I Reading
Teacher
Highly Qualified
teacher
IStation
No additional
funds needed
Reports from computer
program will evaluate
effectiveness of
program and student
learning.
Student performance
will increase with
practice on targeted
skills.
Computer Lab
32 | P a g e
TSIP Kingsbury Elementary School 2013-2014
Principal
Stanford EPGY
Benchmarks and
Progress Monitoring will
be used to guide and
make instructional
decisions based on
student need.
Principal
PLC Coach
4.
Action
Step
The school will use technology weekly in
order to improve student performance in
Mathematics.
Highly Qualified
Teachers
August
2011May
2013
Stanford EPGY
Staff
District Staff
Student TI-15,
Calculators
Stanford Math
EPGY
Title I School Wide
Budget for
Additional
Computers
(Approximately
29,300.00)
SCS Formative
Assessments for Math
will be used to guide
and make instructional
decisions based on
student need.
Computers
BrainPop
LearnZillion
Title I PD Budget
for Data Binders
and Ink for
Printing Reports
Approximately
$2000.00
Student Performance
will be enhanced
through the maximum
utilization of
technology.
Chapter Test and Daily
math practice results
will be used to
evaluate the
effectiveness of student
use of calculators.
EPGY Reports will be
used to monitor and
adjust intervention as
needed.
33 | P a g e
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GOAL 4 – Action Plan Development
4.1 Goals
Revised DATE: September 2013
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the system’s Five-Year Plan?
Kingsbury Elementary will use the FALCON(S) Core Values school-wide to promote,
Faithful, Aspiring, Life-long Learners that are Committed, Optimistic, Neighborly,
and Self-Controlled to reduce incidents of student discipline referrals with accuracy
of 90% for the 2013-2014 SY.
There is currently a gap between our student proficiency levels and the level required by NCLB. This
goal addresses the need to help build student’s intrinsic value of achievement/education in an effort to
enhance the educational success for all learners.
This goal is linked to goal one of our District Master Plan, which seeks to create academically
challenging, safe, supportive and effective learning environments.
ACTION STEPS
IMPLEMENTATION PLAN
Section B – Descriptively list the action you plan to take to ensure you will
be able to progress toward your goal. Action steps are strategies and
interventions which should be scientifically based where possible and
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources,
evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)
include professional development, technology, communication, and parent
and community involvement initiatives within the action steps of each
goal.
Action
Step
Action
Step
1.
2.
Meet with KES administration team to
discuss current state of culture
Meet with staff at Streets to get an
overview of newly proposed Core Values
for all 3 Kingsbury Schools
Timeline
Person(s)
Responsible
Required
Resources
Projected Cost(s)
& Funding Sources
Evaluation Strategy
Notes
June
2013
June
2013
Principal
Principal
Date, Time and
Meeting Place
Date, Time and
PowerPoint
$0.00
Notes
$0.00
Performance Results /
Outcomes
Met with 100% of
leadership team
Met with team and
received all notes from
last year's planning
sessions
34 | P a g e
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Action
Step
3.
Action
Step
4.
Action
Step
5.
Action
Step
6.
7.
Action
Step
Design, create, order new Core Values
materials for the year
Communicate implementation plan to
KES faculty and staff
July 2013
August
2013
Administrative
Team
Principal
N/A
Ppt, Posters for
classrooms,
chart paper for
break-outs
PD specific to Core Values at 1st day of inservice with new teachers
August
2013
Administrative
Team
Recruit volunteers to assist with
celebration of Core Values
August
2013
Guidance
Counselor
Recognize “Student of the Week” from
each homeroom, and faculty and staff,
for displaying one or more of the Core
Values
August
2013 –
May
2014
ongoing,
every
Friday
recogniti
on and
Monthly
assembly
Google Logo
Maker,
Paper/Posters,
Rugs
Administrative
Team and School
Staff
Sign Up Sheet
Rec forms to all
teachers, T-shirts
for assemblies
$500.00 School
Leadership Fund
$0.00
$0.00
Walk through to ensure
all new signage is used
All classrooms have one
core values poster and
one core values
statement poster
displayed
Did all hear and
understand
Met with all faculty
and staff and
communicated new
values, who, what,
when, where and why?
Did teachers accept
new values and work
to develop look fors.
Did people sign up
Follow up calls = new
volunteers
Teachers nominate
students and peers for
awards.
Through student of the
week recognition and
incentives, students will
be motivated and
motivate others to
"live" the core values.
$0.00
From profits of
school-wide t-shirt
sales (Aug)
End of session we had
core values look-fors,
developed by the
teachers
35 | P a g e
TSIP Kingsbury Elementary School 2013-2014
Title 1
Addendum
36 | P a g e
TSIP Kingsbury Elementary School 2013-2014
Assurance Page
I,___________________________, principal of ___________________________School, give assurance that this
Title I School-wide Plan was developed during a one-year period with parents and other members of
the community. This plan is available to the local educational agency, parents, and the public. The
intent and purpose of each federal categorical program is included. When appropriate there is
coordination with programs under 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.
____________________________
Principal Signature
____________________
Date
37 | P a g e
TSIP Kingsbury Elementary School 2013-2014
Kingsbury Elementary School Parental engagement Plan 2013-2014
The Kingsbury Elementary Family Engagement Plan was developed jointly with parents to establish expectations for parental
involvement and to define the commitment of the school toward providing parents with the skills and information necessary to help their
children achieve academic excellence. It is our goal to assist parents to be knowledgeable of the skills and information needed to help their
child/children be successful in school.
Parental Commitment
Kingsbury Elementary parents will act as advisors, resource persons, and coordinators in the following ways:











Supporting our school’s efforts to maintain a safe and respectful environment
Encouraging their child to solve conflicts peacefully
Supporting our school’s efforts to help their child achieve academically
Assisting their child with homework and special projects
Expressing ideas, concerns, and suggestions to teachers and school administrators
Providing frequent and meaningful attention to help their child reach their full potential in school and in life
Maintaining ongoing communication including attending parent/teacher conferences
Actively participating in the KES parent/school organization and other parent/school committees and trainings
Responding to memos, surveys and questionnaires expressing their ideas and/or concerns
Using their talents and resources to enhance Kingsbury’s instructional program
Becoming Kingsbury Elementary School supporters and advocates within their community
NCLB Commitment
No Child Left Behind (NCLB) requires that Kingsbury Elementary parents, administrators, staff and community members work together to
plan for and insure high quality academic programs in the following ways:

Making parents and community members aware of NCLB and Kingsbury’s participation in state and federal programs

Providing timely information to families about program and policies administered under NCLB guidelines

Encouraging parents to observe and volunteer in the school’s programs and classrooms

Providing parents with ongoing, current student information and progress reports

Soliciting ongoing feedback and suggestions from parents on decisions relating to the education of their children

Providing parents with copies and explanations of the Family Engagement Plan and Parent/Student/School Compact

Assisting parents in understanding State Academic Achievement Standards, SCS curriculum, State and District assessments used to
measure student progress, and the proficiency levels students are expected to meet

Assisting parents on how to monitor their child’s progress and providing materials and training to help parents work with the school to
improve their child improve achievement
School Commitment
Kingsbury Elementary will encourage families to become meaningfully engaged in their child’s education by doing the following:

Inviting all parents to annual meetings (at flexible times) to inform them of NCLB and Title I requirements, the school’s participation
in Title I, and the rights of parents to be involved in the school

Conducting regular and flexible parent meetings, to keep parents informed of current events and issues, timely progress reports,
parent/teacher conferences and additional meetings per parent request.

Involving parents in organized and ongoing development and future revisions of the School Improvement Plan,
Family Engagement Plan, Parent/School Compact and other documents and programs relating to their child’s academic instruction







Eliminating language barriers for limited English proficiency parents by providing written and verbal communication in their primary
language
Encouraging parents to meet the challenges of raising happy, successful children by offering diverse parent trainings and workshops,
based on surveyed parental needs
Providing appropriate resources to support school learning
Ensure Staff are educated (with the assistance of parents) in the value of ,working with, communicating with parents to implement
and coordinate parent programs
Provide information, training opportunities, and family services to improve parents’ ability to help with their child’s education
Jointly developing, acquiring appropriate signatures and distributing Parent/Student Handbooks, Family Engagement Plans and
Parent/School Compacts
Listening to those we serve, our parents and our students, to help gain insight into the hearts, minds and cultures of our families and
use this information to develop and administer programs and policies that positively affect our student’s school experience
38 | P a g e
TSIP Kingsbury Elementary School 2013-2014
Kingsbury Elementary School
Pre-School Action Plan 2013-2014
Timeline
Required
Resources
Kindergarten
teachers will submit
a list of suggested
specific skills to be
addressed in preschool.
August
2013
Pre-School –
Kindergarten
Coordination
Form
Pre-School and
Kindergarten
Teachers
Pre-School
newsletter that
provides tips to
parents on preparing
children for
Kindergarten
transition
Monthly
Newsletter
Pre-School
Teacher and
Translator
Parents receive monthly
Monthly meetings for
Pre-School Parents
Monthly
Snacks
Pre-School
Teacher and
Translator
Parents are required to
attend the meeting.
Meeting Place
Pre-School and
Kindergarten
Teachers
Parents invited to attend
any Planning Meeting
Envelopes
Kindergarten
Teachers,
Leadership
Team, Guidance
Action Steps
Common Planning
Times for PLC
Pertinent Topic
August
2013-May
2014
Person(s)
Responsible
Parent Involvement
Monthly Parent
Meetings


Field Trips
Volunteering
Opportunities
Bi-Monthly
Prerequisite skills
sent to neighborhood
child care centers
Twice a
Year
Stamps
Prerequisite Skills
Leadership Team
and Pre-school Team
plan strategies to
strengthen school
readiness based on
needs assessment
October
2013
Needs Assessment Pre-school Team,
Leadership Team
Leadership Team
includes parents
39 | P a g e
TSIP Kingsbury Elementary School 2013-2014
Kingsbury Elementary School
Middle School Transition Plan 2013-2014
Action Step
1. Survey Students
and Parents as to
interest in programs
at SCS
Timeline
8/20/13
Required
Resources
Surveys
Person(s)
Responsible
PLC Coach
Parental
Involvement
Parent’s invited to
participate in
survey
2. Parent Training,
Requirements at
Middle School Level
Invite
Representatives of
Neighboring Middle
Schools to present to
students / Parents
11/20/13
None
PLC Coach, KES
Principal,
Kingsbury Middle
School
Parents invited to
training session to
understand the
new requirements.
KES Principal
KMS Principal
3. Monthly PLCs with
vertical teams to
address student,
school, teacher,
curricular and
transition needs.
Monthly PLC
Meetings – 3rd
Wednesday of
each month
Monthly Agenda
and Minutes
KES PLC Coach
KMS PLC Coach
KES Fifth Grade
Teachers and KMS
Parents will be
notified of relevant
information
discussed during
PLCs to allow for
parent
involvement.
Sixth Grade
KES Principal,
4. Arrange for
students to visit
Middle Schools
KMS Principal,
2/14
None
KES PLC Coach,
KMS PLC Coach
Parents will be
notified of the date
and times of visits
to allow for parent
involvement.
40 | P a g e
Kingsbury Elementary TSIP 2013-2014
2013-2014
Professional Development Plan
School:
Principal:
PD Budget:
Kingsbury Elementary School
Angela Cramer
$133,660.00
Date:
Academic Supt:
PLC Coach:
7/30/2013
Kevin McCarthy
Monica Ayers
Professional Development Plan Overview
Based on an extensive review of student data, teacher data and school data, our school identified and prioritized measurable objectives by
subgroups as follows:
1.


Kingsbury Elementary will move the proficient and advanced percentage levels in Reading/Language Arts for all students from 31.5% in 2012-2013
to 38.4% in 2013 to 2014 to meet the guidelines set by the ESEA Waiver.
Kingsbury Elementary will reduce the gap target in grades 3-5 RLA for the Limited English Proficiency vs. Non-LEP subgroup to 4.7% in 20132014.
Kingsbury Elementary will reduce the gap target in grades 3-5 RLA for the Black/Hispanic/Native American vs. All Student subgroup to 1.8% in
2013-2014.
41 | P a g e
Kingsbury Elementary TSIP 2013-2014
2.


3.
Kingsbury Elementary will move the proficient and advanced percentage levels in Mathematics for all students from 36.8% in 2012-2013 to 42.8% in
2013-2014 to meet the guidelines set by the ESEA Waiver.
Kingsbury Elementary will reduce the gap target in grades 3-5 Math for the Black/Hispanic/Native American vs. All Students subgroup to 2.8%
in 2013-2014.
Kingsbury Elementary will reduce the gap target in grades 3-5 Math for the Students with Disabilities vs. All Students subgroup to 1.9% in 20132014.
Kingsbury Elementary will move the proficient and advanced percentage levels in Reading/Language Arts for the 3rd grade students from 25.3 %
in 2012-2013 to 30% in 2013-2014 to meet the guidelines set by the ESEA Waiver.
Kingsbury Elementary will move the proficient and advanced percentage levels in Mathematics for the 3rd grade students from 36% in 2012-2013 to
40% in 2013-2014 to meet the guidelines set by the ESEA Waiver.
Goal 1: Increase teacher knowledge in the use of data driven assessment and State Standards in order to differentiated instructional
strategies to meet individual student needs in Reading, Language Arts and Writing.
Goal 2: Increase teacher knowledge in the use of data driven assessment and State Standards in order to differentiated instructional
strategies to meet individual student needs in Math.
42 | P a g e
Kingsbury Elementary TSIP 2013-2014
Action Plans
The following plans describe our professional learning activities/events, the content, process and context we plan for each, our implementation
timeline, expected outcomes, data sources used to evaluate effectiveness and the budget commitment required.
Goal 1: Increase teacher knowledge in the use of data driven assessment and State Standards in order to differentiated instructional
strategies to meet individual student needs in Reading, Language Arts and Writing.
Content: What will be learned?
Understand data in order to drive instructional
decisions and use the results to implement
Scientifically Based Best Practices for literacy
and writing instruction as well as the development
of curriculum to differentiate individual/group
needs.
Process: What effective processes will be
used?







Presentations
Workshops
Mentoring/Coaching
Across Discipline, Grade Level, and
Faculty Discussions
Peer Observations
Quality Student Work/Portfolios
Data Analysis
Context: What aspects of our learning
environment will support this goal?









Professional Learning Communities
Common Planning
Classroom Observations
Data Teams
Grade Chair Meetings
Leadership Meetings
Individual Data Analysis Forms
Book/Article Studies
Vertical Teaming
43 | P a g e
Kingsbury Elementary TSIP 2013-2014
Professional Learning
Activities/Events and
Avatar Numbers
Presenters/
Leaders
(Applies to both goals 1 State CCSS
Trainers
and 2)
State CCSS
Reading/Language
Arts and Math
District CCSS Study
groups
Common Core
*TN Core Updates and
PD
Teachers that
attended the CCSS
PD Summer 2013
TN Core RLA
and Math
Trained
Teachers




District CCSS Study
groups



Stephanie
McClain
Nancy
Relliford
Patricia
Jackson
Kathryne
Flowers
Tracy Payne
Angela
Tillery
Lokita
Glover
Implementa
tion
Timeline
Information
taught and
learned during
the summit will
be utilized by
KES teachers
throughout the
school year.
9/20/13,
10/30/13,
11/20/13,
12/11/13, 1/6/14,
2/14/14
Expected Outcomes
Teachers will use professional
development resources and
information from the various
sessions they attended to instruct
and guide students as they align the
information with grade level
standards.
Teachers will become better
prepared to implement Common
Core Standards.
Teachers will gain, explore and build
on their knowledge of Common
Core Standards.
The standards:
 Are aligned with college and
work expectations;
 Are clear, understandable and
consistent;
 Include rigorous content and
application of knowledge
through high-order skills;
 Build upon strengths and lessons
What data
sources will you
use to evaluate
effectiveness?
(i.e., teacher
data, student
data)
PD Budget
Balance
$133,660.00
-$ 500.00
$133,160.00
PLC Agendas and
Minutes
Data Results from
Assessments
TEM Evaluations
TVAAS
Classroom
Observations
MLP Transcripts
44 | P a g e
Kingsbury Elementary TSIP 2013-2014


of current state standards;
Are informed by other top
performing countries, so that all
students are prepared to
succeed in our global economy
and society; and
Are evidence-based.
Teachers will begin to use
knowledge of Common Core to
implement new strategies to
promote Common Core standards in
the classroom.
Teachers will shift their teaching to
match CCSS through shifting
student learning beyond
understanding a concept to making
it have meaning in a student’s life.
Students will move from
understanding a skill to applying
what they have learned to what
they already know.
Students will make shifts in their
learning toward Common Core
Standards.
45 | P a g e
Kingsbury Elementary TSIP 2013-2014
(Applies to both goals 1 SCS Professional
and 2)
Development
Staff, Pit Crew
Teacher Effectiveness
Measure 3.0
October 22, 2013
Teachers and Staff will develop an
understanding that the Teacher
Effectiveness Measure (TEM 3.0)
relies on a diverse set of criteria for
evaluating teachers. It was
developed by a working group
comprised of SCS teachers,
principals, administrators, education
experts, and stakeholders, and, is
unique in its holistic approach to
performance management.
MLP Transcripts
-$
0.00
$133,160.00
Sign in Sheets
TEM 3.0 Teacher
Evaluations
Teachers will understand that the
use of the TEM will allow for:




Greater opportunities to
directly impact their own
evaluations with the
inclusion of information
from three additional areas
of consideration
Immediate feedback and
coaching from evaluators
Professional
development and
support aligned to
performance indicators
Reward and recognition
opportunities tied to
performance
46 | P a g e
Kingsbury Elementary TSIP 2013-2014
(Applies to both goals 1 Safe Schools Staff
and 2)
September 2013
Suicide Prevention
Ensure that all staff meet state
requirements for being trained
through safe schools.
Safe School
Certificates
-$
0.00
$133,160.00
OSHA – Asbestos
Awareness
Child Abuse Reporting
Sexual Harassment in
the Work Place
CPR
Blood Borne Pathogens
The Daily 5
Two KES teachers will attend
the 2 day The Daily 5
conference and present
monthly to staff in grades K-3
strategies used to develop
The Daily Five
Consultants
KES Teachers
The Daily Five
Conference
2013-2013
Weekly PLC
Meetings
Teachers will carefully and
systematically train students to
participate in each of the daily 5
components SBR strategies.
Formative
Assessment
-$ 2000.00
$131,160.00
Stanford EPGY
Benchmarks
and Progress
Monitoring
47 | P a g e
Kingsbury Elementary TSIP 2013-2014
reading, writing and working
with peers that will lead to a
lifetime of independent
literacy.
beginning
October 2013 –
April 2013
Students will develop a structure
that will help them develop the
daily habits of reading, writing, and
working with peers that will lead to
a lifetime of independent literacy.
The Daily 5: Fostering
Literacy Independence
in The Elementary
Grades
PLC Agendas
and Minutes
Lesson Plan
Review
Informal and
formal
observations
and
evaluations
*Book - The Daily 5: Fostering
Portfolios
Literacy Independence in the
Elementary Grades
*PLC Study Groups
*Classrooms visit to observe
implementation
(Applies to both goals 1
and 2)
PLC Theory of Action





Collaboration and
Effective Teams
Essential Curriculum
and Unpacking the
Standards
Common Formative
Assessment
Data Conversations
Interventions and
Enrichments
*PLC reviews
Principal
PLC Coach
Title I Teacher
PLC Teams
Weekly PLC
Meetings
beginning
October 2013 –
May 2013
Teachers will achieve a common
goal in which each team member is
mutually accountable.
Teachers will unpack standards,
determine essential standards,
develop learning targets, create
common assessments, collaborate to
analyze data and reflect upon
instructional practices.
Teachers will ensure that students
receive appropriate interventions
and enrichment opportunities based
on data review.
-$
Common
Assessment
Data
0 .00
$131,160.00
Formative
Assessment
Stanford EPGY
Benchmarks
and Progress
Monitoring
PLC Agendas
and Minutes
48 | P a g e
Kingsbury Elementary TSIP 2013-2014
*Classrooms visit to observe
continued implementation
Lesson Plan
Review
Informal and
formal
observations
and
evaluations
Portfolios
(Applies to both goals 1 and 2)
Expand in knowledge
and understanding of
how Gender
Differences in
classrooms affect
student learning.
*Computer Assisted
Instructional Units
Grade Level Chairs
November
2013 – April
2013
PLC Coach
Assistant Principal
Monthly
Faculty
Meetings and
Weekly PLC
Meetings
Guidance
Counselor
Student achievement will be
increased by meeting the learning
needs of each gender.
The students will benefit from
instructional practices that meet the
needs of both genders.
Teachers, Administration and Staff
will gain an understanding of how
gender differences affect student
learning.
-$ 0 .00
Lesson Plan
Review
$131,160.00
Classroom
observations
PLC and
Faculty
Meeting
Agendas
PLC Minutes
and agendas
Teachers, Administration and Staff
will implement strategies to support
gender learning preferences/styles.
*Web Based Learning
Tutorials
*PLCs
(Applies to both goals 1 and 2)
Data Team
August 2013
Data Driven
Differentiated
Instruction –
Principal
October 2013
Assistant Principal
February 2014
Ongoing every
Staff will collaborate and use data
effectively to differentiate
instruction using Common
Characteristics and Best
Practices of High Quality
Schools, and researched based
Mastery
Connect Data
System
-$ 4800.00
$126,360.00
PLC Agendas
and Minutes
49 | P a g e
Kingsbury Elementary TSIP 2013-2014
PD on Mastery Connect
Data Management
System
PLC Coach
3 weeks
instructional strategies.
Technology
Leaders/Coaches
September
2013- April
2014
Staff will use Data to effectively
plan, differentiate and
implement instruction for all student
subgroups as well as Tier II and III
Interventions for targeted groups.
Leadership Team
*Grade Level Teams
Teachers, Paraprofessionals,
Administrative and Parents will:
*Vertical Level Teams
*Leadership Teams
*Data Team
Title I Teacher
School Level
Literacy Focus
Teacher
August 2013August 2014
*Know their Learner
*Assess the Learner
*Understand and demonstrate the
meaning of adjusting, compacting
and grouping
*Increase use of varied instructional
strategies for student success
*Use differentiated instruction in
classrooms
*Engage the brains of all learners.
*Student achievement will be raised
by meeting the learning needs of
each student.
Title I teacher’s salary from Title I
allocated as Professional
Development
Planning, Organizing, and
Coordinating
1.
2.
Assists the building administrator and
faculty to assess the school’s current
reading program and to develop a
vision, goals and benchmarks for the
school’s reading program.
Assists the building administrator with
coordination and assistance necessary
for the successful implementation of the
school’s vision around reading for all
children.
Data Results
from
Assessments
Progress
Monitoring
Teacher Data
Forms
-$ 60,000.00
PLC Agendas
and Minutes
$66,360.00
Data Results
from RLA
Assessments
Progress
Monitoring
Mentoring
Documentation
50 | P a g e
Kingsbury Elementary TSIP 2013-2014
3.
4.
5.
Planning of RLA lessons for instruction
to targeted students, K-5.
Organizes grade level meetings and
small group sessions, to support teacher
instruction of RLA.
Monitors the implementation of the K-5
reading program with classroom visits;
assures that a 90 minute (or more)
block of reading is scheduled for every
child in every class every day.
PD
Documentation
Professional Development
6.
7.
8.
Participates with teachers and
principals in all required professional
development; organizes additional
professional development and technical
assistance, as needed, to improve RLA
achievement.
Assists K-5 teachers in RLA Professional
Learning Communities.
Ensures classroom follow-up to training;
encourages reflective practice and
shared accountability.
Instruction & Coaching
9.
Teaches RLA classes to small groups of
targeted students in grades K-5.
10. Teaches targeted lessons, aligned with
grade level standards, based on
assessment results.
11. Co-teaches RLA classes with K-5
teachers, to model strategies and
support best instructional practices.
12. Works with teachers to ensure that
kindergarten through fifth grade
curricula and programs are grounded
in state standards for RLA.
13. Provides information about and assists
K-5 teachers in effective classroom
management for the teaching of
reading, focusing on flexible grouping
based on assessment results and
instructional needs, including
intervention.
14. Serves as a reading coach and mentor;
models effective reading instruction for
teachers when necessary; gives teachers
supportive feedback on their
51 | P a g e
Kingsbury Elementary TSIP 2013-2014
implementation of reading instruction.
Accountability
15.
Ensures that K-5 teachers understand
the use of assessment to inform
instructional decisions and strategies as
well as the use of approved screening,
diagnosis, progress monitoring and
outcome assessments.
16. Ensures that assessments are conducted
in accordance with an annual
assessment plan and schedule and that
these results are available to teachers in
a timely manner.
17. Leads deep data days with K-5
teachers, after each formative
assessment, to interpret and use data to
make good instructional decisions
around reading.
18. Works with K-5 teachers to continually
monitor student achievement to ensure
that every child is making adequate
progress; ensures the reading
instructional team has high
expectations for all learners.
Special Education and Other
Academic Areas
19. Participates, as appropriate, in the
special education referral process to
help identify children at risk of referral
to special education because of
difficulty in learning to read.
20. Helps faculty move away from reading
as an isolated endeavor toward an
integration of reading within the
classrooms and the curricula of the
school.
(Applies to both goals 1 and 2)
Principal
Responsive Classroom
*Refresher through PLCs and
afterschool PD.
PLC Coach
August 2013May 2014
Teachers will practice and model
the responsive classroom approach
through the foundational ideas.
1.
Best Knowledge of how
children learn.
2. The importance of knowing
PLC Agendas
and Minutes
-$
0 .00
$66,360.00
Data Results
from
Assessments
52 | P a g e
Kingsbury Elementary TSIP 2013-2014
students developmentally.
3. Social and academic
learning go hand in hand.
4. All children want to learn
and can learn.
Title I Reading
Teacher
Teachers will practice RC classroom
practices.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Morning Meeting
Rule Creation
Interactive modeling
Positive Teacher Language
Logical Consequences
Guided Discovery
Academic Choice
Classroom Organization
Working with Families
Collaborative Problem
Solving
Progress
Monitoring
Teacher Data
Forms
Walkthroughs
Classroom
Community
Classroom SetUp
Students and Teachers will enjoy
a sense of community through the
academic and social-emotional
building of skills.
(Applies to both goals 1
and 2)
Common Core
*TN Core Updates and
Professional
Development
*Grade Level PLCs
Title I Teacher
– CCSS ELA
Core Lead
Teacher
Monthly
August 2013May 2014
Teachers will gain, explore and build
on their knowledge of Common
Core Standards.
TN Core RLA
and Math
Trained
Teachers
9/20/13,
10/30/13,
11/20/13, 12/11/13,
1/6/14, 2/14/13
The standards:
 Are aligned with college and
work expectations;
 Are clear, understandable and
consistent;
 Include rigorous content and
PLC Agendas
and Minutes
-$0.00
$66,360.00
Observations
Assessments
Results
Practice Tasks
53 | P a g e
Kingsbury Elementary TSIP 2013-2014

*Vertical Level PLCs
*Common Core PLCs
District CCSS Study
groups






Stephanie
McClain
Nancy
Relliford
Patricia
Jackson
Kathryne
Flowers
Tracy Payne
Angela
Tillery
Lokita
Glover



application of knowledge
through high-order skills;
Build upon strengths and lessons
of current state standards;
Are informed by other top
performing countries, so that all
students are prepared to
succeed in our global economy
and society; and
Are evidence-based.
Products from
study groups
MLP Transcripts
Teachers will begin to use
knowledge of Common Core to
implement new strategies to
promote Common Core standards in
the classroom.
Teachers will begin shifting their
teaching to match CCSS through
shifting student learning beyond
understanding a concept to making
it have meaning in a student’s life.
Students will begin to move from
understanding a skill to applying
what they have learned to what
they already know.
Students will begin making shifts in
their learning toward Common Core
Standards.
(Applies to both goals 1
and 2)
Learning Coaches
New Teacher Learning
Principal
Pit Crew
August 2013 –
May 2014
Weekly
Meetings
Provide individualized assistance to
new teacher on all aspects of
becoming a highly qualified teacher.
Learning Coach
Logs and Forms
Increase the level of expertise in the
field of education with new
Teacher
Support Logs
-$0.00
$66,360.00
54 | P a g e
Kingsbury Elementary TSIP 2013-2014
Coach
Assistant Principal
Monthly Logs
teachers.
New teachers will use information
they learn from Learning Coach to
assist students in becoming more
effective learners.
PLC Coach
Learning Coach logs and teacher
support logs submitted to district as
deemed necessary for requirements
of program.
Student achievement will be
increased by supporting novice
teachers.
My Learning
Plan
Mentee
Reflection Form
Lesson Plans
TEM Rubric
and
Observations
KES will attract and maintain
highly qualified teachers
through our mentoring program.
TCA Annual Conference
Guidance
November 1820, 2013
Monthly
December 2013
January 2013
February 2013
March 2013
Teachers will:
 Understanding different
Learning Styles
 Developing
Communication Skills
 Fostering Independent
Thinking
 Coaching for Success in
the Classroom
Sign In sheets
-$600.00
$65,760.00
Agendas
Lesson Plans
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Kingsbury Elementary TSIP 2013-2014
Goal 2: Increase teacher knowledge in the use of data driven assessment and State Standards in order to differentiated instructional
strategies to meet individual student needs in Math.
Content: What will be learned?
Understand data in order to drive instructional
decisions as well as use the results to implement
Scientifically Based Best Practices for
Mathematics instruction and the development of
curriculum to differentiate individual/group needs.
Process: What effective processes will be
used?







Professional Learning
Activities/Events
Title and Avatar Number
Presenters/
Leaders
Presentations
Workshops
Mentoring/Coaching
Across Discipline, Grade Level, and
Faculty Discussions
Peer Observations
Quality Student Work/Portfolios
Data Analysis
Implementat
ion Timeline
Context: What aspects of our learning
environment will support this goal?








Professional Learning Communities
Common Planning
Classroom Observations
Data Teams
Grade Chair Meetings
Leadership Meetings
Individual Data Analysis Forms
Book/Article Studies
Expected Outcomes
What data sources
will you use to
evaluate
effectiveness?
(i.e., teacher
data, student
data)
Budget
Balance
Carried
over from
Goal #1
$65,760.00
Computer Assisted
Programs (EPGY,
LearnZillion, BrainPop,
ixl)
*Monthly PD Meeting
*Small Group Training
Technology
Committee
August 2013May 2014
Monthly
Teachers will use students’ first
correct attempts to monitor student
progression in EPGY and make
adjustments as needed.
Teachers and Staff will learn to use
and incorporate the Computer
Programs and websites at all grade
levels.
Stanford Math
Reports
-$ 0.00
$65,760.00
Formative
Assessment
Classroom Math Test
Computer Program
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Kingsbury Elementary TSIP 2013-2014
*PLC Meetings
Teachers will use data from
programs to assist with instructional
needs in the classroom.
Benchmarks
Student achievement will be
increased by meeting the learning
needs of each student.
(Applies to both goals 1 and 2)
PLC Coach
PLC Coach
August 2013August 2014
PLC Coaches salary from Title I
allocated at Professional
Development
Engages teachers to develop a
culture that.
 Fosters the development and
implementation of
professional learning
communities and promotes
staff as learners acquiring
and building a repertoire of
skills to meet the needs of
every student.

Identifies plans, organizes and
conducts PD aligned to school
improvement needs.
Provides coaching and mentoring to
all identified needing additional
help.
Creates PD related to:
 Evidence of student learning
 Data analysis to drive
instruction
 Instructional best practices\
 Collaborative team planning
Agendas
Minutes
Mentoring
Documentation
PLC Coach
Professional Learning
Planning Form
PLCs Coach’s Daily
Activity Report
-$60,000.00
$5760.00
Researches, identifies and models
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Kingsbury Elementary TSIP 2013-2014
best practices in a variety of teaching
methods, staff development and
teaching skills for continuous school
improvement.
Supports the development,
implementation, and monitoring of
the school improvement plan.
Analyzes student results and
achievement data for instructional
decision making.
(Applies to both goals 1 and 2)
Substitute Salaries for
Professional
Development
District, state, and
National
Presenters
August 2013May 2014
Teachers will attend Professional
Development as determined by
Induction Staff ,District Staff and
Leadership Team
Formative
Assessment
-$5760.00
$ 0.00
Stanford EPGY
Benchmarks and
Progress Monitoring
PLC Agendas and
Minutes
Lesson Plan Review
Informal and formal
observations and
evaluations
Portfolios
PD Documentation
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Kingsbury Elementary TSIP 2013-2014
SCHOOLWIDE ACADEMIC INTERVENTION PLAN
Directions: Complete the form to articulate the programs, models, and strategies which clearly define your school’s intervention plan. What
strategies have you incorporated in your school improvement plan to ensure that students experiencing difficulties are identified on a timely
basis? How do you provide additional support to these students? These activities should provide students with additional services that increase
the amount and quality of instructional time.
SCHOOL:
Kingsbury Elementary
Effective Programs, Models, and Strategies
SCHOOL YEAR:
Extended Day/Year
(Ex, Differentiated instruction, Voyager, Stanford Math, Course (Before, during, after school, summer, year
Recovery, Classroom Libraries, Thinking Maps, ACT/SAT Prep, round, STAR, SES)
cooperative learning, STAR, etc.)
Identify the name of the extended day/year
program, date, & time.
2013-2014
Home-School Connection
Ex. Community Volunteers
List the name of the organization,
church, adopter, parent/ community
group.
Ex. After-school Tutoring or Homework
Center, Saturday School
Program Name
TIER 2 Interventions – Reading /Language Arts



Scott Foresman (K-5th)
IStation (K-3rd identified students)
ReadingPlus (2nd -5th)
Date & Time
*During School
*9/13 – 5/14 Daily
*Extended School
Day
*1/13-4/14
*Before School
Interventions
Tues and Thurs
KES Teachers, Community and
Parent Volunteers, Retired KES
Teachers, Streets Ministries
Volunteers, KES Teacher
Assistants
*10/13-5/14
Mon-Fri
TIER 3 Interventions – Reading /Language Arts
*During School
*9/13 – 5/14 Daily
KES Teachers, Community and
Parent Volunteers, Retired KES
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Kingsbury Elementary TSIP 2013-2014

Scott Foresman’s Sidewalks Program (K-5th)
Manipulatives –


Reading Rods
Math Manipulatives
Thinking Maps
TIER 2 and 3 Interventions

Stanford EPGY Math (K-5th)
*Extended School
Day
*1/13-4/14
*During School
*9/13 – 5/13 Daily
*Extended School
Day
*1/13-4/14
*During School
*9/13 – 5/14 Daily
*Extended School
Day
*1/13-4/14
*During School
*9/13 – 5/14 Daily
*Extended School
Day
*1/13-4/14
*Before School
Interventions
Tues and Thurs
Tues and Thurs
Tues and Thurs
Tues and Thurs
Teachers, Streets Ministries
Volunteers, KES Assistants
KES Teachers, Community and
Parent Volunteers, Retired KES
Teachers, Streets Ministries
Volunteers, KES Assistants
KES Teachers, Community and
Parent Volunteers, Retired KES
Teachers, Streets Ministries
Volunteers, KES Assistants
KES Teachers, Community and
Parent Volunteers, Retired KES
Teachers, Streets Ministries
Volunteers, KES Assistants
*10/13-5/14
Mon-Fri
Differentiated Instruction


Classroom Libraries
Literacy Stations
*During School
*9/13 – 5/14 Daily
*Extended School
*1/13-4/14
KES Teachers, Community and
Parent Volunteers, Retired KES
Teachers, Streets Ministries
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Kingsbury Elementary TSIP 2013-2014

Math Stations
TCAP Coach – Math and Reading/LA
Discovery Education
Day
Tues and Thurs
Volunteers, KES Assistants
*During School
*9/13 – 5/14 Daily
*Extended School
Day
*1/13-4/14
KES Teachers, Community and
Parent Volunteers, Retired KES
Teachers, Streets Ministries
Volunteers, KES Assistants
*During School
*9/13 – 5/14 Daily
Tues and Thurs
KES Teachers
*1/13-4/14
Tues and Thurs
Common Assessments
*During School
*every three weeks
KES Teachers, KES Principal, KES
PLC Coach
Chess Class
*During School
Daily
Chess Teacher
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Kingsbury Elementary TSIP 2013-2014
Kingsbury Elementary 2013-2014
Teacher Mentoring/Coaching Program
Action Steps
Timeline
Required Resources
Person(s) Responsible
Teachers interested in serving as
Learning Coaches for the 20132014 school year submit
application to the principal
May 2013
Learning Coach Application
Administrative Team
Obtain Learning Coach
Allotment for the 2013-2014
School year
May 2013
Learning Coach Allotment
Principal
Review Learning Coach
applications and select Learning
Coaches based on eligibility
requirements
May 2013
Learning Coaches attend four
day SCS Summer Coaching
Institute
Assign Learning Coaches to New
Teachers
New Teachers and Learning
Coaches attend New Teacher
Induction
SCS Talent Management Staff
Learning Coach Application
Administrative Team,
Learning Coaches
SCS Talent Management Staff
July 2013
Summer Coaching Institute
SCS Talent Management Staff
July 2013
Learning Coaches
Administrative Team
New Teachers
July 24-25, 2013
Bellevue Baptist
MCS Central Office
SCS Talent Management Staff
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Kingsbury Elementary TSIP 2013-2014
Provide Demonstration
Classroom
July 26, 2013
Completed Classroom
Administrative Team
Agenda
Learning Coach
Handbooks
Welcome Basket
Refreshments
Attend TEM 3.0 Training
(Learning Coach)
Highly Qualified Learning
Coach will meet weekly with
mentee to maintain highly
qualified staff.
September
TEM Rubric
PIT Crew Member
SCS Talent Management Staff
Weekly
TEM Rubric
Learning Coach
Learning Coach Forms
Teacher Support Logs
TLAC
Meet monthly with PIT Crew
Member
Monthly
TEM Rubric
Learning Coach
Learning Coach Forms
Pit Crew Member
Teacher support logs
TLAC
Complete Monthly Teacher
Support Logs
Monthly
Teacher Support Logs
Learning Coach
My Learning Plan
PIT Crew Member
SCS Talent Management Staff
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Kingsbury Elementary TSIP 2013-2014
Complete Monthly Mentee
Reflection
Monthly
Mentee Reflection Form
Mentee
My Learning Plan
Complete Quarterly Informal
Observations
Quarterly
Attend required Learning Coach
Meetings quarterly
Quarterly
Attend required New Teacher
Meetings quarterly
Quarterly
TEM Rubric
Learning Coach
Learning Coach Forms
Information from Talent
Management Team/Pit Crew
Members
SCS Talent management Staff
Information from Talent
Management Team/Pit Crew
Members
SCS Talent management Staff
Pit Crew Members
Pit Crew Members
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Kingsbury Elementary TSIP 2013-2014
Kingsbury Elementary 2013-2014
Coordination and Integration of Federal, State and Local Funds 2013-2014
The following is a list of all State educational programs and other Federal educational programs that are consolidated in our 2011-2013 School
Improvement Plan.

Local School Funds – Site-Based (Instructional Materials)

Title I Funds

Title III Funds – ELL

Title IV Funds – PBIS

Title V – Breakfast in the Classroom

Title X Funds – Homeless

Individuals with Disabilities Education Act

Safe and Drug Free Schools

Extended Contract Tutoring

Local Business and Community Grants and Donations
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