Tennessee School Improvement Planning Process
(TSIPP)

 

 

 

I certify that Lucie E. Campbell Elementary School, has utilized the data and other requirements requested for each component. The school will operate its programs in accordance with all of the required assurances and certifications for each program area.

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

__________________________ ____________________
Signature of Principal Date Signed


SIP Title I Table of Contents

Cover Page 1

TSIPP Assurance Page 2

Table of Contents 3

SIP 4

Action Plan 9
o Offer timely assistance to low achieving students
o Strategies to increase parental involvement
o Schoolwide reform strategies based on scientific research
o High quality, ongoing professional development

Addendum: 26
• Title One Assurance 27
• Transition Plan 28
• Intervention Plan 29
• Technical Assistance 31
• State Local Programs 32
• Teacher Mentoring Plan 33
• Family Engagement Plan 35
• COMPACT 37
• Professional Development Plan 39
? High quality, ongoing professional development

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

 

TSIP
2013-14

 

 

 

 


School: Lucie E. Campbell
District Memphis City Schools
Analysis of last year’s final results: Areas of Greatest Progress: Areas of Greatest Challenge:
Reward School Status
Experienced double-digit gains in Mathematics, Science, and Social Studies
RLA – 4.6% Growth
Math – 17.9% Growth
Science – 15.5% Growth
Economically Disadvantaged – 18.3% gain - RLA
Students with Disabilities- 46.3% gain - RLA
Economically Disadvantaged – 31.1 % gain - Math
Students with Disabilities – 46.3% gain - Math Proficient/Advanced
Setbacks
RLA
3rd- 5th Grade did not achieve double digit gains <5% gains
3rd Grade – 4.4 % loss
4th Grade – 4.0% loss
MATH
3rd Grade – 0.6 % gain
SCIENCE
4th Grade – 13.1 % loss

Source of Progress: Source of Challenge
1. Students in grades 3- 5 have made gains in numeracy. Gains attributed to
- intense focus mathematical fluency;
- Daily interventions from I-Zone Coaches, support staff, and retired interventionists;
- Common Core professional development sessions. 1. Differentiated instruction tailored to meet the students’ needs is a challenge at Lucie E. Campbell. Another instructional obstacle is scaffolding lessons to ensure student understanding. In the previous years, teachers’ walkthrough feedback has shown a strong reliance on textbook guided instruction as opposed to individual needs – based, scientifically supported instructional strategies that increase student achievement.

Goals for this school year:

 

 

 

 

Overall Achievement Goals: (Aligned to First to the Top Goals)
1. Lucie E. Campbell students’ mathematics achievement scores on the TCAP test for 3rd to 5th graders (All subgroups) will increase from 30.7% in 2012-13 to 40.0% in 2013-14 to meet the AMO and obtain double digit gains for 2013-14.
2. Lucie E. Campbell students’ English and Language Arts achievement scores on the TCAP test for 3rd to 5th graders (All subgroups) will increase from 19.1% in 2012-13 to 29.1% in 2013-14 to meet the AMO and obtain double digit gains for 2013-14.
3. Lucie E. Campbell students’ Science achievement scores on the TCAP test for 3rd to 5th graders (All subgroups) will increase from 22% in 2012-13 to 33% in 2013-14 to meet the AMO and obtain double digit gains for 2013-14.

 

Subgroup Goals(List each subgroup individually)
1. The RLA student achievement scores for economically disadvantaged in 3rd -5th grade at Lucie E. Campbell will increase by 10% in 2014.
2. The RLA student achievement scores for students with disabilities in grades 3rd -5th at Lucie E. Campbell will increase by 10% in 2014.
3. The Math student achievement scores for economically disadvantaged 3rd -5th grades at Lucie E. Campbell will increase by 10% in 2014.
4. The Math student achievement scores for students with disabilities in grades 3rd -5th at Lucie E. Campbell will increase by 10% in 2014.
Other Required Goal Areas:
Lucie E. Campbell will continue to meet or exceed attendance of 94% or higher.
Plan for this school year: Key Strategies to achieve goals:
1. The administrative team will provide teachers and staff with a multitude of high quality, scientifically based Literacy Professional Development opportunities that focus on reading, writing, and the elements of language. Examples of PD opportunities include: Writing Rubric, Sopris, A War on Writing, Reading Plus Reports, I-Station Reports, Using Smart Board Slates and Clickers, Using Common Core Questioning Techniques, TEM and Common Core Shifts, Accountable Talk and the Proficient Student.
2. Teachers will be trained to analyze relevant academic data to determine the strengths and needs of students in Mathematics and to communicate their findings to parents.
3. Teacher will incorporate TCAP Common Core Books to teach Science SPI’s. during extended learning times

Key strategies to achieve progress for students with the greatest need:
1. The administrative team will utilize the retired teachers as well as the educational specialist and the support teachers as interventionists. The intervention teams will provide extended assistance to specifically identified students and plan daily activities to increase their academic performance level through daily collaboration with the teacher of record to offer remediation and enrichment for students in math.
2. The administrative team will use district and school data to direct individuals and groups of students in daily literacy instruction and/or intervention instruction.
3. The administrative team will provide extended learning opportunities in the form of tutoring to LEC students weekly through Extended Contracts.
Projected costs and funding sources for key strategies
Strategies 1- In order to provide tutorial services for student, we will require the school to open from 6:45 a.m. to 7:45 a.m. during the week. Additional funding sources will be provided by Extended Contract to fund the salaries of teachers- $3,200 and Title One funding for Materials and Student Snack purchase- approximately $1,000.

Strategy 2 – In order to support the schedule in which additional time is devoted to tutoring and enrichment, we will require the funds for the Salaries of Interventionist and resources to implement a program. The funding for the salaries and materials is provided by the district. Also, monies for the purchase of additional resources such as Study Island (4,041) and
Salaries of Retired Teacher (School Improvement Grant - SIG) 48,000

Benchmarks for Progress

Benchmark: Timeline:
1. All teachers in grades K-5 will implement the Common Core shifts. They will incorporate the strategies and learned best practices as they instruct and assess students for mastery. Weekly /daily implementation and monitoring
2. Teachers will meet weekly in grade level teams, advisory team, academic team; monthly in vertical teams to ensure the sharing of whole school upward movement Weekly PLC, grade level PLC,
Bi-weekly to weekly academic and advisory meeting throughout the year
Monthly vertical team meetings
Weekly –Administrative Team meeting
Benchmarks for Progress continued
Benchmark: Timeline:
3. Deficits will be addressed and compared to implementation of weekly professional development strategies and practices provided by and with the I Zone coaches. Weekly throughout the year
4. Analysis of data based on practices, student scores in relationship to instructional delivery and standards to ensure student mastery. Lucie E. Campbell’s comprehensive academic and non-academic data analysis include a review and analysis of the following:
? TCAP/TVASS Data and AMO Reports
? Report Card Data
? Reading Placement Tests

? Discovery Formative Assessments
? Progress Reports
? Scott Foresman’s Reading Street Unit Tests

? I Station, Reading Plus, EPGY (Stanford Math)
? Common assessment, and Teacher created assessments and quizzes
? Average Daily Attendance Records,
? Behavior Logs.

 

 

 

- Annually and ongoing

- At the beginning of the school year

- Quarterly

 

 

- Weekly throughout the school year

 

- Daily
5. Review and restructure schedules to provide for a better academic success. Weekly
6. Reflect all school schedules and data for improvement to determine how to optimize student growth Monthly

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

 

ACTION PLAN
2013-14

 

 

 


Action Plan Development

GOAL 1 – Action Plan Development
Revised 11/11/13
Goal Lucie E. Campbell Elementary School’s goal is to increase the percentage of students scoring proficient and/or advanced on the Reading/Language Arts Spring 2014 TCAP from 19.1% to 29.1% in order to meet the annual measurable objective (AMO) as set by the Tennessee Department of Education.
Lucie E Campbell Elementary School’s goal is to increase the percentage of 3rd grade students scoring proficient and/or advanced on the Reading/Language Arts Spring 2014 TCAP from 11.0% to 17.1% in order to meet the annual measurable objective (AMO) as set by the Tennessee Department of Education.
Which need(s) does this Goal address? These goals address the need to close the academic achievement gap and increase student performance levels in reading/language arts for all students at Lucie E Campbell Elementary School.
How is this Goal linked to the system’s Five-Year Plan?
1 – To create an academically challenging, safe, supportive, and effective learning environment
5 – To establish high levels of accountability for academic and fiscal performance throughout the system
6 – To create a climate system-wide that is sensitive and responsive to the needs of an increasingly diverse student and community population
ACTION STEPS
IMPLEMENTATION PLAN

Timeline Person(s) Responsible Required Resources Projected Cost(s) & Funding Sources Evaluation Strategy Performance Results / Outcomes
Action Step 1.1

Students in K-5 will engage in 90 minutes of Reading/Language Arts instruction daily.
• Whole group Instruction
• Small group (differentiated instruction) Daily from August 2013 – May 2014 All K-2 teachers, 3-5 RLA teachers,
L. Cole, Principal
T. Perry, PLC, and I-Zone Literacy Coaches
Scott Foresman Reading (Grade K-5)
RLA Versa Tiles;
My Sidewalks
Reading Plus
Literacy Books (Station)
I Station
Study Island District Funded

 

 

Formal and Informal Classroom Observations, Weekly Common Assessments, DEA,
Formative Assessment, TCAP, Sopris Lesson Infusion, I-Station usage, Benchmark &Progress Monitoring Students will demonstrate 80% mastery or higher on weekly common assessments; show 3-5 percent or higher Reading/Language Arts proficiency gains on Benchmark and Formative assessments.
Highly Qualified staff will differentiate the instruction.
Action Step 1.2
• The 3-5 RLA teachers will infuse informational text into the traditional RLA curriculum to bridge the connections to nonfiction text found in Science and Social Studies while requiring them to cite evidence from the text that supports their argument.
Daily August 2013- May 2014 Teachers.
L. Cole,
Principal,
T, Perry, PLC,
I-Zone Literacy Coaches, 3-5 RLA, Science, and Social Studies Teachers, Librarian
Instructional materials that address non-fiction material, Reading Plus, I-Station, Penda, Informational text trade books, Study Island, Scholastic Weekly News
Science and Social Studies Curriculum
District Funded

Purchase of
Trade Books Culminating student projects with rubric unit tests, nine week assessments, TCAP Increase student proficiency in reading, social studies, and science TCAP results.
ACTION STEPS
IMPLEMENTATION PLAN

Timeline Person(s) Responsible Required Resources Projected Cost(s) & Funding Sources Evaluation Strategy Performance Results / Outcomes
Action Step 1.3
The administrative team will host and facilitate weekly professional learning community sessions to:.
• Determine and discuss instructional objectives taught and mastered based on test data.
• Evaluate the data to determine student academic deficiency areas and differentiated instruction and interventions
• Develop a plan of action to include strategies, resources, and PDs required to increase proficiency.

Each Tuesday from August 2013 – May 2014

 

 

 

 

 

L. Cole, Principal, Teachers, Educational Assistants, Team Read Lead Tutors, Retired teacher- Interventionists,
T. Perry, PLC, and
I-Zone Literacy Coaches
Data Notebook
Three ring binders, Dividers, Computers,
Lesson Plans
Curriculum Guides
Common Core Standards
Formative Assessment Data
TCAP/SAT-10 data
Data Tracking Forms- SCS Printing,
Ink – Office Depot
Web-Sites,
School Report Card, , SMART Goals Book,
Data Notebooks
Action Plan Copier paper Title I
Funds Grade level minutes
Assessment Reports:
I-Station Report, Reading Plus, Weekly Common Assessment Analysis

Classroom Evaluations: TEM Rubric Students will meet the 3-5 percent increase in Reading/Language Arts proficiency benchmark for AYP

Students will improve literacy ability through data driven instruction and interventions

Teachers’ growth will be indicated via TEM Rubric ratings increasing after each observation

Action Step 1.4
The administrative team will provide professional development opportunities that are aligned to needs identified in Professional Development Teacher Needs Survey. Each Monday from August 2013 – May 2014 L. Cole,
Principal,
T. Perry, PLC,
Teachers Literacy Coach, Lashanda Nevels,
Specific indicated needs that will be addressed include: Implementation of Differentiated Instruction, Home-School Connection, Deeper Students’ Needs Analysis, Classroom Station Rotation, Effective Writing Strategies Title I
Reflective feedback, PD surveys, classroom observations.

Students will or surpass the AMO goal set for LEC in Reading/Language Arts proficiency by the 3rd Benchmark assessment.

ACTION STEPS

IMPLEMENTATION PLAN

Timeline Person(s) Responsible Required Resources Projected Cost(s) & Funding Sources Evaluation Strategy Performance Results / Outcomes
Action Step 1.5
The administrative team will provide opportunities to increase parental awareness of avenues to improve literacy development and growth through the home-school connection by sending literacy tips home in written correspondence and hosting numerous reading events/ activities such as “Literacy Night, Curriculum Night, Reading Around the Christmas Tree, and Each One Read to One.”
Semi- annual Title 1 Parent Night
Weekly Newsletter with literacy tips
Monthly Principal’s Newsletter,
TCAP Information Session August 2013-May 2014
L. Cole, Principal
Parents
Librarian,
PLC Coach, Teachers, Tosha Spears, School Counselor, Literacy Coaches Library Books
SPIs, Take-home activities and Materials,
Computers
Agendas
Sign In sheets
Scholastic Weekly Readers
World Book Online
District Funded

Title I
Funded
SIG Grant
Reading logs
Parent Evaluation
Strengthened understanding of literacy concepts by students, parents, paraprofessionals, and community
Action Step 1.6
The administrative team will provide every student the opportunity to read and engage in challenging CCSS RLA based activities during their RLA class and at home. Monthly
December 2013- May 2014 L. Cole, Principal; Librarian
Classroom Teachers, Literacy Team, Parents, Students Scholastic Story Works
Reading Logs
Scholastic Weekly Readers SIG Grant
$2500
Teachers will monitor student Reading Logs.
Students/Parents will track student reading

Story Works Log In will be monitored Increased student reading fluency

Action Step 1.7
The administrative team will use district and school data to direct individuals and groups of students in daily literacy instruction and/or intervention instruction.
Weekly on Wednesday from August 2013 – May 2014 L. Cole,
Principal, K-5 Professional Learning Communities, Vertical teams,
T. Perry,
PLC Coach, Literacy Coaches Reading Plus, Computers, Advantage Scanner(3),I-Station,
Weekly Common Assessments, DEA Formative Assessment, Common Core, TCAP Coach, SmartBoard, Reading Street Interactive CPS, Lesson Plans, Study Island
Extended Contracts $3700

Title I
DEA -$1116.72

SIG Grant
$4000 DEA reports, Reading Plus reports Testing, Weekly Common Assessment, CRA Writing Assessment, I-Station reports, Progress Monitoring and Teacher selected assessment.

Reading/Language Arts proficiency Benchmark for AMO

Students will improve literacy ability through data driven instruction and interventions
Action Step 1.9
The administrative team will provide teachers and staff with a multitude of high quality, scientifically based Literacy Professional Development opportunities that focus on reading, writing, and the elements of language. Examples of PD opportunities include: Writing Rubric, Sopris, A War on Writing, Reading Plus Reports, I-Station Reports, Using Smart Board Slates and Clickers, Using Common Core Questioning Techniques, TEM and Common Core Shifts, Accountable Talk and the Proficient Student. September 2013 - May 2014 Literacy Coaches
Cheryl Bailey
Susan Dold
L. Cole, Principal
T. Perry, PLC
I-Station Representative
Reading Plus Representative
LaShunda Nevels
CCSS RLA Coaches Chart Tablet, markers, computers, class rosters, intervention notebook, data notebook, laptop SIG Grant
$400
Classroom observations, lesson plans, lesson models, teacher reflections, sample student work Students will increase student reading proficiency.
Action Step 1.10
Teachers will extend their training on integrating technology to support Reading using the following resources:
• Reading Plus
• Smart Boards & Projectors
• Smart Board Clickers and Slates
• Discovery Education
• Reading Plus
• Story Works
• (3) SMART Labs September 2013- May 2014 Principal,
PLC Coach, District Technology Support Personnel, Ms. Mitchell, LEC Technology Coordinator
Teachers Smart Board Slates
Smart Board Clickers
Computers None Discovery Data Students will increase reading proficiency.
Timeline Person(s) Responsible Required Resources Projected Cost(s) & Funding Sources Evaluation Strategy Performance Results / Outcomes

ACTION STEPS
IMPLEMENTATION PLAN

Timeline Person(s) Responsible Required Resources Projected Cost(s) & Funding Sources Evaluation Strategy Performance Results / Outcomes
Action Step 1.11
Teachers will post results and students will be rewarded based on their RLA performance levels and growth on the DEA data.

School will hold a P2 celebration for the students that show growth or maintain proficient or advance after at least 2 sessions of Discovery Testing.

October 2013 – March 2014

Quarterly

 

Principal, PLC Coach, RLA Teachers, School Counselor, Interventionists,
Literacy Team, Literacy Coaches, DEA Reports
Class rosters
Bulletin Board Material
Computers Donations
$600

Title One
$0 Analysis of DEA data reports
Students will increase student reading proficiency
Teachers will insight on specific skill deficits for struggling readers
Students’ self- esteem will increase
Action Step 1.12
Teachers will use various teaching strategies to aid students in better organizing and processing information to improve student thinking and to improve skills in content, vocabulary, meaning and writing organization and process. Daily August 2013 – May 2014
Principal
PLC, Literacy Coaches, Teachers, and Interventionists Thinking maps
Graphic Organizers
District &
Funded
Teacher Observation of Lesson Plans
• Student work
• Walk through
• Writing assessment
Students will use graphic organizers to process and develop higher order thinking skills
Action Step 1.13
The administrative team will utilize the services of the retired teachers as interventionist to assist in planning daily activities, monitoring student progress and performance, and providing written feedback for lessons based on students’ academic needs through remediation and enrichment. The educational assistants and support staff will also be used as interventionists/tutors during Power hour to assist with struggle RLA students. September 2013 – April 2014

Principal
Classroom Teachers,
Retired Teachers,
Interventionists, Educational Assistants, Support Teachers, Literacy Coaches Extended Contracts

Interventions:
Common Core TCAP Coach Books
SIG funds
4 retired teachers
$60,000

3 Educational Assistants
$78,457 Teachers will analyze data from Pre & Post-test, Teacher Observations,
Test Scores,
Retired Teachers and Interventionist feedback Student’s RLA scores will increase and overall RLA performances will increase.
Action Step 1.14
The administrative team will organize a school wide weekly writing schedule to be used on each grade level. Monthly November 2013–
May 2014 Principal
PLC Coach
RLA Teachers
Support teachers

CRA Writing Assessment, School wide Writing Prompts,
Materials, copier
Computers,
None Administration & teachers will analyze results of assessments,
Use state rubric to grade writing samples,
Compare each student’s growth in ability
Students in the 5th grade will increase the total number of proficient scores of 4 and above on the TCAP Writing Assessment.

GOAL 2 – Action Plan Development

 

Goal Lucie E. Campbell Elementary School’s goal is to increase the percentage of students scoring proficient and/or advanced on the Mathematics Spring 2014 TCAP from 30.7% to 40.0% in order to meet the annual measurable objective (AMO) as set by the Tennessee Department of Education.
Lucie E Campbell Elementary School’s goal is to increase the percentage of 3rd grade students scoring proficient and/or advanced on the Mathematics Spring 2014 TCAP from 12% to 20.0% in order to meet the annual measurable objective (AMO) as set by the Tennessee Department of Education.
Which need(s) does this Goal address? These goals address the need to close the academic achievement gap and increase student performance levels in mathematics for all students at Lucie E Campbell Elementary School.

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

ACTION STEPS
IMPLEMENTATION PLAN

Timeline Person(s) Responsible Required Resources Projected Cost(s) & Funding Sources Evaluation Strategy Performance Results / Outcomes
Action Step 2.1
Teachers will be trained to analyze relevant academic data to determine the strengths and needs of students in Mathematics and to communicate their findings to parents. August 2013 through May 2014 L Cole, Principal
T Perry, PLC
T. Spears
G. Counselor,

Faculty Formative Assessment,
Common Core TCAP Coach, SmartBoard software, Interactive CPS, Lesson Plans,
Stanford Math,
Common/Formative Assessment Data
NAEP Standards
Computers District Funded

Teachers will analyze test data and determine individual student interventions based upon data from
TCAP
Formative Assessment
Stanford Math Reports Teacher will use data to plan instruction and Probes.

Action Step 2.2
Teachers will enhance their knowledge and expertise of effective teaching strategies and best practices that are grounded in higher order thinking, problem solving and real world connections to meet the needs of all students through weekly PLC meetings. Each Wednesday & Thursday August 2013 – May 2014
L. Cole, Principal
T Perry, PLC
All Faculty Student Data Notebooks,
Lesson Plans & Curriculum Guides
Ink Title I Funded
Teachers will review Weekly Minutes.
Teachers will analyze all test data and determine individual student interventions based upon data analysis. Teachers will be knowledgeable of their student’s strengths and weaknesses.
ACTION STEPS
IMPLEMENTATION PLAN cont. Goal 2

Timeline Person(s) Responsible Required Resources Projected Cost(s) & Funding Sources Evaluation Strategy Performance Results / Outcomes
Action Step 2.3
The administrative team will provide instructional support to teachers in implementing Tennessee State Standards, Common Core Math Standards and Learning Focused Pacing guides to drive instruction. August 2013 –
May 2014
L Cole, Principal
Classroom Teachers
T Perry, PLC
Math Coaches,

SCS Pacing Guides
SCS Curriculum Maps
CCSS Grade Level Focus Standards
CCSS Instructional Shifts
TEM Rubric

District and
Title I
Teachers will provide an analysis of weekly test data, teachers will engage in weekly reflective conversations with support personnel; classroom observations, increased attendance at Math Collaboratives; data from weekly
Grade level agendas
Grade level minutes
Data Notebooks
Assessment Reports Teacher Evaluation observation ratings should increase.

Students’ mathematics performance levels should increase.
Action Step 2.4
The administrative team will host and facilitate weekly professional learning community sessions to:
Determine and discuss instructional objectives taught and mastered based on test data.
• evaluate the data to determine student academic deficiency areas and differentiated instruction
• Develop a plan of action to include strategies and resources required to address student need
• Identify specific students who show consistent evidence of decline and a need for additional Determine and perform
Professional development required to increase student proficiency.
August 2013 –
May 2014
Principal
Classroom Teachers
PLC Coach, Math Interventionist, Tutors, and I-Zone
Math Coaches
TCAP Data
Three ring binder, dividers, Computers, Smart Goals PLC agenda guide lines
School Report Card
Stanford Math reports, DEA reports, Penda progress reports. Reports
Weekly Common Assessments
Pre & Post Test
District & Title I
Teachers will provide/analyze test data weekly
Grade level agendas
Grade level minutes
Data Notebooks
Assessment Reports
Analogies and Summation of practices and strategies as it relates to instructional planning and delivery Student’s math scores will increase and overall math performances will increase.

Teachers will make instructional and assessment decisions regarding students’ performance capacities and differentiated instruction methodologies

Action Step 2.5
Students in K-5 will engage in 90 minutes of mathematics instruction daily which incorporates Common Core, Stanford Math, and Calendar Math practices.
• Whole group Instruction
• Small group (differentiated instruction)
• Independent (Private Think Time) August 2013- May 2014 Principal
Classroom Teachers,
Retired Teachers,
Interventionist
Math Coaches
Lesson Plans
Envision series Math Textbooks,
Stanford math, Penda, Common Core, Calendar Math None Teachers will analyze students’ daily instructional products, assessments, formative assessment results, classroom observations, and performance on various programs Student’s math scores will increase and overall math performances will increase.

Action Step 2.6
The administrative team will utilize the services of the retired teachers as interventionist as
Action Step 2.6

The administrative team will utilize the retired teachers well as the educational specialist and the support teachers as interventionists. The intervention teams will provide extended assistance to specifically identified students and plan daily activities to increase their academic performance level through daily collaboration with the teacher of record to offer remediation and enrichment for students in math.
November 2013 – April 2014

Principal
Classroom Teachers,
Retired Teachers,
Interventionist
Math Coaches

Interventions:
Common Core TCAP Coach Books
SIG funds
3 retired teachers
$60,000
Educational Assistants
$78,457

Teachers will analyze data from Pre & Post test, Teacher Observations,
Test Scores,
Retired Teachers and Interventionist feedback.
Student’s math scores will increase and overall math performances will increase.

Action Step 2.7
Teachers will use Math vocabulary word walls during math instruction. Teachers will integrate literacy, science, and social studies during the implementation of the math curriculum. Daily August 2013 – May 2014
Principal
PLC Coach
Teachers
Math Interventionists

Envision Math Vocabulary Word Cards
Chart Paper
TN Graded Voc. Word List/ Powerpoint
Science and Social Studies curriculum District Funded

Title I - Materials 400 Formative Assessment
Math Journals
Rubric/Products
Projects
Students will increase math terminology and higher-order thinking skills will be promoted.
Increase Science and Social Studies scores
Action Step 2.8
Teachers will use Versa Tiles as additional instructional tools to teach and provide practice for TCAP.

Daily August 2013 – May 20134
Principal
PLC Coach
Teachers
Math Interventionists
Support personnel
Math Tutors
I Zone Math Coaches Websites
Laser printers
Computers
Versa Tiles
Ink, Computers Funds
0 Teachers will engage in comparative data analysis to determine the effectiveness of using the tiles.
Teacher Observations,
TCAP,
Formative Assessments,
TCAP Coach,
Stanford Math
Students will develop higher order thinking skills.
Enhance student comprehension of concepts
Students will be exposed to individualized differentiated instructional practices
Acton Step 2.9
Teachers will extend their training on how to integrate technology in the Mathematics classroom to support student growth and increase student achievement using the following resources:
• Smart Boards & Projectors
• (3) SMART Labs
• Stanford Math/EPGY
• Calculators
• Penda
• Discovery Education
• Classroom Performance System
• Smart Board Slates –Clickers
• Study Island August 2013-
May 2014

 

 

 

 

 

C. McMillion,
Technology Specialist, Teachers,
Principal, PLC Coach, I Zone Coaches, Ms. Mitchell
Computer Teacher 90 computers
Furniture
Wiring, etc.
Smart Boards
Smart Board Clickers and Slates
Calculators SIG Grant
Teacher Salary for Trainings
$4,125

Study Island Purchase
$4000 (Included with RLA & Science) Teachers will review the following to compare data of the effectiveness of technology in the classroom. . .
Teacher Observations,
TCAP,
Formative Assessments,
TCAP Coach,
Stanford Math
Provide innovative approaches for technologically delivery and differentiated instruction which will help increase student scores and overall performance.

ACTION STEPS
IMPLEMENTATION PLAN

Timeline Person(s) Responsible Required Resources Projected Cost(s) & Funding Sources Evaluation Strategy Performance Results / Outcomes
Action Step 2.10
The administrative team will provide parents with home-school collaboration awareness opportunities that will assist in promoting mathematical growth and achievement by offering several math events/ activities and helpful tips such as Family Math/Science Night, Curriculum Night, Common Core Night
Annual Title One Meeting
Wednesday Newsletter
Monthly Principal’s Newsletter,
TCAP Information Session- TCAP focus mathematical problem solving activities, math games, and math learning strategies that will connect home and school
January 2014- April 2014
Principal, PLC Coach, Counselor, Teachers, Parents, I Zone Coaches Materials:
Family Math/Science Night learning supplies,
Agenda,
Sign In Sheets
District Funded

Title I
Funded
$750 Title I sign-in sheets
Stanford Math
Parent Evaluation
Student home usage reports from Penda
Strengthened understanding of math and problem solving concepts by students, parents, paraprofessionals, and community
Increase parental involvement by 10% over 2013-2014 school year
Additional assistance to students experiencing difficulty
Action Step 2.11
The administrative team will provide high quality professional development on various scientifically-based research strategies and practices to improve math instruction and increase student achievement.

September 2013- May 2014 Principal, PLC Coach, I Zone Coach, CCSS Coaches, District, Penda Representative, Stanford Math Representative I Zone Math Collaboratives
CCSS Study Groups
Penda Training
TEM –CCSS- Mathematical Shifts
CCSS Scoring Training
Title 1

$800 Materials
Lesson Plans
Smart Goals
Student Products
Formative Assessment Results
Highly Qualified teachers will implement research based strategies and practices
Students will meet the 3-5 percent increase in Math proficiency

 

GOAL 3 – Action Plan Development

 

Goal Lucie E. Campbell Elementary School’s goal is to maintain or increase the students’ daily average attendance rate of 94% for 2013-2014 school year.
Which need(s) does this Goal address? This goal addresses the school’s need to focus on maintaining and /or increasing the students’ attendance rate to work toward also increasing the student achievement rate at Lucie E. Campbell Elementary School.
How is this Goal linked to the system’s Five-Year Plan? This goal is linked to the system’s five year plan in that it is aligned with goal:
1 – To create an academically challenging, safe, supportive, and effective learning environment.
5 – To establish high levels of accountability for academic and fiscal performance throughout the system.
ACTION STEPS
IMPLEMENTATION PLAN

Timeline Person(s) Responsible Required Resources Projected Cost(s) & Funding Sources Evaluation Strategy Performance Results / Outcomes
Action Step 3.1
All staff members will engage in scientifically-based high quality professional development to learn attendance improving strategies and gain an understanding of how to communicate the importance of good attendance with parents. September 2013- May 2014 Principal, PLC Coach, Educational Assistants, Counselor, Teachers, Attendance Secretary, PBIS Team, PACE

SMS Report
PD 360
SCS Attendance Reports, PACE reports District Funded
Educational staff will be able to discuss, research and collect data concerning perfect attendance strategies and evaluate needs, intervention and effectiveness of the school wide perfect attendance program
To establish an increase in student attendance rate throughout the 2013-2014 school year
Action Step 3.2
The administrative team will conference with parents of students who have been identified as having more than three absences or excessive tardies per nine weeks.
August 2013- May 2014 Principal, PLC Coach, Educational Assistants, Counselor, Teachers, Attendance Secretary, PBIS Team
Chancery SMS Report, Truancy report, Parent Conference request form, School- Parent Compact District Funded Educational staff will be able to discuss, research and collect data concerning perfect attendance strategies and evaluate needs, intervention and effectiveness of the school wide perfect
attendance program
To maintain or increase student attendance rate of 95% throughout the 2013-2014 school year

ACTION STEPS
IMPLEMENTATION PLAN

Timeline Person(s) Responsible Required Resources Projected Cost(s) & Funding Sources Evaluation Strategy Performance Results / Outcomes
Action Step 3.3
The attendance secretary and teachers will call parents of students that are chronically absent or tardy. August 2013-May 2014 Principal, PLC Coach, Educational Assistants, Counselor, Teachers, Attendance Secretary, PBIS Team
Daily Absent Call List District Funded
Educational staff will be able to discuss, research and collect data concerning perfect attendance strategies and evaluate needs, intervention and effectiveness of the school wide perfect attendance program
To establish an increase in student attendance rate throughout the 2013-2014 school year
Action Step 3.4
The administrative team will implement and monitor an attendance incentive program for homerooms who achieve and maintain a 95% weekly attendance rate.
October 2013- May 2014 Principal, PLC Coach, Educational Assistants, Counselor, Teachers, Attendance Secretary, PBIS Team
Popcorn
Movies
Ice Cream
Homework passes
Snacks Donations Daily attendance announcements
Minutes from SART meetings
Attendance reports
Observations from homeroom tracking charts To establish an increase in student attendance rate throughout the 2013-2014 school year
Action Step 3.5

The administrative team will implement a school wide attendance incentive program where students can earn Eagle bucks to spend in the School Bookstore and attend the end of the year PBIS Celebration based on their nine week attendance record.

October 2013 – May 2014

Principal, PLC Coach, Educational Assistants, Counselor, Teachers, Attendance Secretary, PBIS Team

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


SIG funds
$2,400.00

Donations

 

Percent of on-time arrival to school and attendance recordings for each class

 

To establish an increase in student attendance rate throughout the 2013-2014 school year

GOAL 4 – Action Plan Development

 

Goal Lucie E. Campbell Elementary School’s goal is to increase the percentage of students scoring proficient and/or advanced on the Science Spring 2014 TCAP from 22% to 33 % in order to meet the annual measurable objective (AMO) as set by the Tennessee Department of Education.
Lucie E Campbell Elementary School’s goal is to increase the percentage of 3rd grade students scoring proficient and/or advanced on the Science Spring 2014 TCAP from 17.9% to 27% in order to meet the annual measurable objective (AMO) as set by the Tennessee Department of Education.
Which need(s) does this Goal address? These goals address the need to close the academic achievement gap and increase student performance levels in science for all students at Lucie E Campbell Elementary School.

How is this Goal linked to the system’s Five-Year Plan? This goal is linked to the system’s five year plan in that it is aligned with goal:
1 – To create an academically challenging, safe, supportive, and effective learning environment.
5 – To establish high levels of accountability for academic and fiscal performance throughout the system.
ACTION STEPS
IMPLEMENTATION PLAN

Timeline Person(s) Responsible Required Resources Projected Cost(s) & Funding Sources Evaluation Strategy Performance Results / Outcomes
Action Step 4.1
All staff members will engage in high quality scientifically-based research strategies professional development sessions that aid in teaching Science concepts using science experiments and projects to promote student growth and understanding. August 2013- May 2014 Teachers
Principal
PLC Coach
I Zone Science Coach Science Curriculum

supplemental materials Science textbook, test scores, projects and observations will be used to determined mastery of SPI’s.
To establish an increase in student Science scores.
Action Step 4.2
Teachers will engage students in problem solving and inquiry methods to connect and apply scientific concepts. Students will create high level science projects to display throughout the school. August 2013- May 2014 All Faculty
District Science Coach
Principal,
Instructional Facilitator Science Lab and supplemental material District Funded Science textbook, test scores, projects and observations will be used to determined mastery of SPI’s.
Students should experience an increase in Science scores.
Action Step 4.3
• Teachers will be trained to integrate technology to support Science using the following resources:
• Smart Boards & Projectors
• (3) SMART Labs
• Study Island
• Calculators
• Discovery Education
• Classroom Performance System
• Smart Board Slates
• Versa Tiles
• Penda
• I Station
• Reading Plus August 2013-
May 2014

 

 

 

 

Tech Specialist
Teachers, Principal
PLC Coach, Tech Teacher
I-Zone Science Coach
90 computers
Furniture
Wiring, etc. Purchase of Study Island Program
$4,000

Teachers will engage in comparative data analysis to determine the effectiveness of the various technology programs utilized in the classroom,
Teacher Observations,
TCAP,
Formative Assessments
Provide innovative approaches for technologically delivered and differentiated instruction to increase student achievement.
Action Step 4.4
Teacher will incorporate TCAP Common Core Books to teach Science SPI’s. during extended learning times
October 2013- May 2014 Teachers, Principal, PLC Coach, I Zone Coach, CCSS Literacy Coach

TCAP Coach Science Books
Extended Learning Contracts

$3000.00 Program evaluations, parent/student participation

To establish an increase in student Science scores.

 

 

 

Action Step 4.5
Teacher will organize a Science Night for parents and students to participate in science experiments, inquiry, games and workstations. March 2014 All Faculty
I Zone Science Coach
Principal,
Counselor, PLC Coach Food
Supplies and materials

$500.00 Science textbook, test scores, projects and observations will be used to determined mastery of SPI’s.
To establish an increase in student Science scores.
Action Step 4.6
Teacher will recruit students to participate in the Science Club which will offer additional exploration in the science medium through experiments, inquiry, games, field trips and community services.
Sept. 2013-
May 2014
Science Club Sponsor,
Principal,
PLC Coach, I Zone Science Coach


($0)
Science textbook, test scores, projects and observations will be used to determined mastery of SPI’s.

To establish an increase in student Science scores.
Action Step 4.7
Teachers will empower all students in grade 3-5 to participate in the school Science Fair in order to apply the scientific method to all aspects of science. February 2014
All Faculty Tri-fold boards,
Headers, and other materials
Material
$1000.00 Science textbook, test scores, projects and observations will be used to determined mastery of SPI’s.
To establish an increase in student Science scores.

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

Title 1 Addendum

2013-2014

 

 

 

 

LaJuana Cole, Principal ~ Thelma Perry, Professional Learning Coach

Assurance Page

 

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

 

 

High Priority Schools Only

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

 

 

__________________________________________ ______________________
Signature of Principal Date Signed


Lucie E. Campbell Elementary School

SCHOOLWIDE ACADEMIC INTERVENTION PLAN

SCHOOL: _____Lucie E. Campbell Elementary SCHOOL YEAR: ____2013-14__________________

Effective Programs, Models, and Strategies

(Ex, Differentiated instruction, Stanford Math, Course Recovery, Classroom Libraries, Thinking Maps, ACT/SAT Prep, cooperative learning, STAR, etc.) Extended Day/Year

(Before, during, after school, summer, year round, STAR, SES)
Identify the name of the extended day/year program , date, & time.
Ex. After-school Tutoring or Homework Center, Saturday School Home-School Connection

Ex. Community Volunteers

List the name of the organization, church, adopter, parent/ community group.
Program Name Type Date & Time
EPYG Stanford Math Intervention
Tier III Technology: During M-F; 90 -60 minutes weekly August 2013 – May, 2014
Students can work on program at home. (Web-based)
I-Station Reading Intervention Tier III – Grades K-3
Specified Exceptional Needs and Low performance Students Grade 4 -5 Technology -During September 2013 –May 2014 Monitoring Reports to determine student completion of episodes
I Station Reading Intervention Tier II – Grades K-3
I Station Reading Enrichment Tier 1 –Grades 1-2
Reading Plus –Intervention I & II – Grades 4-5
Enrichment Tier I –Grade 3 Technology -During School Daily 20-30 minutes Progress Monitoring Reports
I Station: Benchmarking Reading Test Individual Testing: During Benchmarking: 3 times a year
Progress Monitoring: monthly I Station Benchmark Reports
TCAP Coach Grades 3-5 During -Tutor Weekly Teacher Feedback reports/SPI Checklist
Extended Contract: Increasing Student Achievement Before Monday, Tuesday, Thursday (Nov. 2013 – Feb.2013) Bi- monthly progress reports.
Reading Plus Technology: During Daily Students can work on program at home
Literacy, Math, Science Extended Day – 1hour Daily 2:30-3:30 pm
Study Island – Math, Science, Social Studies, Reading
Tier II Technology Daily Technology at Home;
Penda – Math and Science Technology Daily Students can work on program at home
Team Read During-Tutor Daily (30 minutes each) Community Volunteers
Interventionists- Retired teachers/Ed. Assistants During-Tutor Daily (30 minutes each) Weekly folder feedback


Pre-School Transition Action Plan- 2013-2014
Goals and Objectives Number of Objectives Available for Mastery Desired Accomplishments Desires Outcomes Evidence of Coordination
The primary goal of the Pre-School program is to improve the intellectual, emotional, social and physical development of selected four year olds who may be potentially at risk of school failure.

The objectives of the program are:
• To provide appropriate educational experiences designed to stimulate the development of gross motor, fine motor, language, cognitive, and personal/social skills.

• To provide parents with learning opportunities and activities that will enhance their ability to improve their child’s educational experiences.
There are 371 selected items on the Brigance Inventory of Early Development from which mastery can be obtained. The students will be provided with developmentally appropriate experiences to stimulate the development of their psychomotor, self-help, language and cognitive skills. The students will develop proficiency in the following subtests of the Brigance Inventory of Early Development:

1. Gross Motor Skills and Behaviors

2. Fine-Motor Skills and Behaviors

3. Self-Help Skills

4. Speech and Language Skills

5. General Knowledge and Comprehension

Parents will receive periodic Families Assessment Report Cards which show mastery of required skills for transition to the next academic level.


Pre-School Transition Action Plan - 2013-2014

Action Steps Timeline Required Resources Person(s)
Responsible Parent Involvement
Action Step 1
Parents and PK teachers will interact with kindergarten teachers 09/13 Early Childhood Coordination Form Pre-K and Kindergarten Teachers, Principal, Counselor, PLC Coach Parents receive a list of prerequisite skills needed for Kindergarten entrance and pre-screening.
Action Step 2
The administrative team will monitor quarterly parent meetings that are provided for area parents of children from birth to 6 years old and surrounding daycare staff. 09/13 – 05/14 Early Childhood Teacher
Health Wellness Center Consultants Pre-K Teachers, Principal, PLC Coach, Attendance at monthly meeting where…
They will receive pertinent information about the program, instructional strategies to use at home, review of kindergarten report card and handbook.

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

Discussion of health/physical requirements for entering kindergarten.
Field Trips 09/13– 05/14 Schedule for parents sign up form –
3 Required PK teachers, PK educational assistants, School Counselor, parents, Principal, PLC Coach Parents will assist in chaperoning students while on field trips. All are encouraged to attend.
Transition Day April 2014 Transitional Day Schedule H.Q. staff – teacher, educational assistance, School Counselor, parents, Principal Parents will be encourages to celebrate their child’s accomplishments in Pre-K. The School Counselor will direct students and parents to the path of high school and higher learning institutions/careers.
Closing Exercise May 2014 Program copies, decorations, certificates Teachers/ed. assistants, Principal, PLC Coach Parents are expected to attend. A speaker will address the continued program as it relates to higher learning institutions (College)

Technical Assistance
o Office of Federal Programs and Grants – Marjorie Douglas, Executive Director
? Penny Tubbs Title I Supervisor NCLB Supervisor- Assistance with implementing professional learning teams, monitoring/compliance documentation; strategies to ensure all students achieve at highest possible levels; extended learning programs
? Dr. Clementhia Poole, NCLB Parental Involvement Coordinator- Assistance with Parents as Partners training, and family engagement activities
o I Zone Director: Dr.Sharon Griffin
o IZone Coordinators:
? Cheryl Bailey, Literacy
? Pamela Harris-Giles, Math
o IZone Coach:
? LaShonda Nevels ,Literacy
? LaDonna Tardy, Science

o Division of Academic Affairs- Instructional Support –
? Dr. Susan Dold
o Tennessee Mentoring – Rita Porter
o Division of Exceptional Children – Pat Reese, SPED Supervisor
o Destination Learning – Donna Artrip
o Instructional Technology- Lashona Taylor
o My Learning Plan- Pamela Haney
o Reading Plus – Deunne Stovall
o Penda – Melanie Bolden
o Stanford Math- Mary Milton Kelly, School Rep.
o Division of Ex. Children – Sandy Trainer, Occupational Therapist
o Well Child – Lynn Crain, District Liaison
o Division of Ex. Children – Lisa Mischler, Social Worker
o Division of Ex. Children – Ginni Potts, School Social Worker
o GCA- Kelly Sanders, Supevisor
o Instructional Supervisor, Daphanie Swift
o Colonial Vision and Hearing – Vivian Redmond
o Instructional Support – Grant Monda and Morticia Taylor, PIT Crew
o Department of Children Services – Connie Sherman, Court Advocate

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

Teacher Mentoring Program
2013 – 2014

Complete Action Plan for developing and implementing a mentoring program.

Action Steps Timeline Required Resources Person(s) Responsible
Identify Master and Lead Teacher

August 2013 • 2012-13 TEM/TVAAS Data
• Teacher Assignments L. Cole, Principal
T Perry, PLC Coach
I Zone Coaches
Pit Crew
Assign Mentoring Assignments to assist First and Second year Teachers August 2013 Forms needed for compliance Principal, PLC Coach, Pit Crew, Master Teacher, I Zone Coaches
Arrange initial meeting to establish rapport, complete forms, and establish weekly meeting dates. September 2013
& Monthly From September 2013 – April 2014 Review forms
Sign forms
Copy forms for submission Principal, PLC Coach, Pit Crew, Master Teacher, I Zone Coaches
Determine novice teacher needs
Provide assistance through inventories and surveys October 2013 New Teacher Needs Assessment
Analysis of needs by Mentors and Mentor Coordinator and
Mentor monthly list of activities from My Learning Plan Principal, PLC Coach, Pit Crew, Master Teacher, I Zone Coaches
Monitor meetings and assist Mentor/Mentee with identified needs September 2013 – April 2014 New Teacher Needs Assessment
Analysis of needs by Mentors and Mentor Coordinator and
Mentor monthly list of activities from My Learning Plan Principal, PLC Coach, Pit Crew, Master Teacher, I Zone Coaches
Assist with submission of Monthly Mentor Contact Logs October 2013 – April 2014 Copies of Logs
Review of Logs
Filing of Logs Principal, PLC Coach, Pit Crew, Master Teacher, I Zone Coaches

Action Steps Timeline Required Resources Person(s) Responsible
Periodic Training Sessions for Novice / Beginning Teachers September 2013- April 2014 Prof. Development material, Monthly Agenda as dictated by SCS and Leadership Team
MLP and PD 360 Principal, PLC Coach, Pit Crew, Master Teacher, I Zone Coaches
Completion of Evaluations of Mentoring Experience by Mentors and Beginning Teachers April 2014 Mentor Evaluation of the Mentoring Experience Form Protégé Evaluation of the Mentoring Experience Form
Stipends for Mentors
Principal, PLC Coach, Pit Crew, Master Teacher, I Zone Coaches

 

 


No Child Left Behind
2013-14 Family Engagement Plan

Lucie E. Campbell Elementary School encourages and provides active parental involvement in the educational process. Our Family Engagement Plan was developed jointly with parents. The school and home have a shared goal of promoting success in our children by preparing parents to be knowledgeable of the skills and information needed to assist in the overall academic achievement of their child/children. As a school, we will strive to inform all stakeholders regularly of school academic status and update parents of their child’s achievement;

Lucie E. Campbell Elementary School pledges to encourage and welcome parental involvement in the following ways:
1. Develop a school-parent compact and family engagement plan jointly.
2. Acknowledging and greeting parents consistently in a friendly and welcome manner, by the office staff and/or school personnel when visiting the school.
3. Providing ongoing flexibly scheduled meetings times to ensure all parents the opportunity to participate.
4. Clarifying terms using simple and direct language.
5. Providing written and oral language in home language.
6. Providing information via the school website information, Parent Link, and e-mail.
7. Host regular meetings in which parents have opportunities to express and communicate ideas/suggestions and concerns which are conducive to realistic and timely responses from school staff.
8. Continuing to have daily dialogue throughout the school year to ensure success for all students (Staff and Support Staff).
9. Developing a school-parent compact and Family Engagement Plan jointly with parents.

Lucie E. Campbell Elementary School will encourage parents to become meaningfully involved in their child’s education and promote an environment for strong parental involvement in the following ways:
1. Allow opportunities to serve on the School Leadership Council, Site Based Decision Making Council (SBDMC), Partners in Education (PIE), 50/50 Club, and Watch D.O.G.S. (Dads of Great Students).
2. Provide conferences, workshops, and instructional activities to educate and inform parents on the curriculum and assessments surrounding their children’s education.
3. Conduct regular and flexible parent meetings to keep parents informed of:
-Keep parents informed of current school events, activities, and issues,
-Provide curriculum awareness and explain assessment data
-Report student progress and proficiency level
4. Invite parents to annual meetings to inform them of the school’s Title I requirements and participation; School Compact and Family Engagement Plan; and opportunities to be involved.
5. Provide ongoing information regarding Family Literacy Tips and other academic family services to inform parents how they can help improve the quality of their child’s education.
6. Communicate to parents regarding school events and activities via email, information board, and a monthly calendar/newsletter.
7. Provide a parent/student handbook covering school rules, policies, and procedures.
8. Work jointly to revise the Family Engagement Plan and the School Compact, which will be disseminated at the beginning of the school year in their home language for signature agreement
9. Inform parents in a timely manner of student proficiency levels and academic and non-academic programs and opportunities for parent/teacher conferences in which their child’s progress can be discussed.
10. Work collaboratively with stakeholders to form partnerships with community organizations, parents, adopters and businesses for the purpose of assisting in the integration of parent involvement programs and activities such as developing and reviewing the School Improvement plan.
11. Distribute notices and other school communication in a timely manner in order to allow ample time for parental response and/or participation.

 

 

 


Lucie E. Campbell Elementary School
2013-14
STUDENT/TEACHER/PARENT COMPACT

PARENT/GUARDIAN AGREEMENT
(Any person who is interested in helping this student may sign in lieu of the parent.)

I want my child to achieve. Therefore, I will encourage him/her by doing the following:

• See that my child is punctual and attends school regularly.
• Support the school in its efforts to maintain proper discipline.
• Establish a time for homework and monitor it regularly.
• Provide a quiet, well-lit place for study.
• Support my child is learning.
• Participate in decisions that relate to my child’s education.
• Read with my child and let my child see me read.
• Assist my child with assignments and projects
• Provide my child with the necessary tools for learning
• Maintain a schedule that will allow me to volunteer, participate and/or observe in my child’s class.

Signature _______________________________
STUDENT AGREEMENT

It is important that I work to the best of my ability. Therefore, I shall strive to do the following:

• Attend school regularly.
• Come to school each day with pens, pencils, paper and other necessary tools for learning.
• Complete and return homework assignments.
• Observe regular study hours.
• Abide by the rules of the Student Code of Conduct.
• Take advantage of extended learning (tutorial) opportunities.

Signature _______________________________
TEACHER AGREEMENT
It is important that students achieve. Therefore, I shall strive to do the following:

• Provide high-quality instruction in an effective/supportive learning environment
• Provide homework assignments for students regularly
• Provide necessary assistance to parents so that they can help with assignments.
• Provide on-going communication with parents regarding student progress/performance
• Use special activities in the classroom to make learning enjoyable.
• Give parents reasonable access to volunteer, participate and observe in my class.
• Provide opportunities for extending learning.

Signature _______________________________
PRINCIPAL AGREEMENT
I support this form of parent involvement. Therefore, I shall strive to do the following:

• Provide an environment that allows for ongoing communication among teachers, parents and student.
• Encourage teachers to regularly provide homework assignments that will reinforce classroom instruction.
• Provide a safe/supportive environment that is conducive for learning.
• Provide an environment that supports and encourages stakeholder partnership in educating students.
• Provide high-quality curriculum and instruction.
• Host annual/monthly parent meetings/conferences to distribute, discuss and review the compact and family engagement plan, assessment data and strategies to help students be successful; explain each stakeholder’s responsibilities; and assist in understanding the correlation of the compact with student achievement.
• Supply and discuss with parents with reports regarding student progress and assessment frequently.
• Notify parents and community members of the parent involvement plan, school events in an understandable language.
Signature _______________________________

Revised November2013


Shelby County Schools support higher student achievement through implementation of research-based professional development that is aligned with Race to the Top requirements.

School: Lucie E. Campbell Principal: LaJuana Cole PROFESSIONAL DEVELOPMENT Budget: $16,400/20% IF Salary

Academic Director: Dr. Sharon Griffin Date: 11/18/2013

Professional Learning Coach: Thelma Perry Phone: 901- 416-1000

 

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

Goal 1: Learn and develop new teaching practices to increase student motivation, raise student proficiency, and establish student self-help strategies to become more competent writers.
Goal 2: Increase teachers’ abilities to integrate and monitor the use of technology in the classroom to promote student growth and achievement.
Goal 3: Create a school environment where students and faculty respect, appreciate, and celebrate diversity peacefully.
Goal 4: Strengthen and coordinate math, reading, and science instruction through best teaching practices and research-based curricula.


Professional Development Content (What will be learned?)
1. Content for PDP Goal 1:
Teachers will learn and implement Dr. Marcia Tate's Twenty Instructional Strategies.

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

3. Content for PDP Goal 3:
All stakeholders will work together learn and develop new teaching strategies that address gender, racial, cultural, and economic differences that will help students develop the motivation, proficiency of mastery, and established practices to become competent in all disciplines.

4. Content for PDP Goal 4:
Stakeholders will incorporate differentiated instruction in reading, math, and science to increase achievement for all students.

Professional Development Process (How will learning occur?)
Implementation of the Professional Development Plan will follow the effective processes:
• Professional Learning Communities will be established using learning team options to increase member’s knowledge and skills in teaching that will produce the best results for students.

• Coaching will be used to help teachers and all stakeholders become a community of learners and develop effective instructional strategies. This will be provided by the PLC Coach and documented through minutes, agendas and mentoring logs.

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

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

• Consultants will present exploration of theory, best practices, and policies critical to the implementation of educational strategies.

• Mentoring and mentoring training will continue to be implemented to provide support for first and second year teachers and to assist the needs of veteran teachers.

• The Jig Saw, Gallery Walk, Turn and Talk, Think Pair Share are sharing practices that will be used to study professional books, and strategies to assist with the rapid implementation of best practices. Books will be purchased through Title I.

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

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

Our learning environment is characterized by the following principles:

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

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

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

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

 

 

 


TSIPP GOALS

Goal #1- Lucie E. Campbell students’ mathematics achievement scores on the TCAP test for 3rd to 5th graders (All subgroups) will increase from 30.7% in 2012-13 to 40.0% in 2013-14 to meet the AMO and obtain double digit gains for 2013-14.
Goal #3- Lucie E. Campbell students’ Science achievement scores on the TCAP test for 3rd to 5th graders (All subgroups) will increase from 22% in 2012-13 to 33% in 2013-14 to meet the AMO and obtain double digit gains for 2013-14.

Goal #2 - Lucie E. Campbell students’ English and Language Arts achievement scores on the TCAP test for 3rd to 5th graders (All subgroups) will increase from 19.1% in 2013-14 to 29. 1% in 2013-14 to meet the AMO and obtain double digit gains for 2013-14.
Goal #4 - The RLA student achievement scores for economically disadvantaged in 3rd -5th grade at Lucie E. Campbell will increase by 15% in 2014.

 

Date
TSIPP Goal#
Professional Learning Activity
Presenter/
Consultant
Expected Outcomes
Professional Development Budget Balance $16,400
July 2013
1,2, 3, 4 Orientation for New School Year Principal, Master Teacher, Counselor, I Zone Coaches Faculty members will establish a positive working relationship that will also involve sharing of instructional strategies by participating in team building activities, and activities to share instructional strategies that work. Both will continue throughout the year. ($0)

December 2013 2,4 War on Writing I Zone Literacy Coaches, Principal, Susan Dold K-5 teacher will acquire skills for teaching writing so that the writing is progressive ($200)

October 2013 2,4 Reading Plus Deuanna Stovall 3-5 Teachers will participate in training to support technology intervention ($0)

November 2013 1,2,3,4 I Station Reading Intervention PLC Coach Staff/Teachers will acquire knowledge on I Station Reports and Teacher Resources $3375 ($125 per teacher) -SIG

November 2013 1 TEM Melissa Hurt Teachers will gain knowledge of the evaluation process. ($0)

Date
TSIPP Goal#
Professional Learning Activity
Presenter/
Consultant
Expected Outcomes
Professional Development Budget Balance

$16,200.00
October 2013 1,3 Penda Learning System Melanie Bolden 3-5 Teachers/staff will use Penda technology as an instructional tool for assessment, remediation and intervention, and enrichment instruction of students None
October, November, January, February 2014 1 CCSS RLA Infusion of Curriculum and teaching practices I Zone Literacy Coaches
CCSS RLA Coaches Teachers will acquire skill to teach struggling readers to be successful in reading and lang. art. $2304 – Substitute Teachers’ Salaries ($96 @ 6 for 4 sessions)
December 2013 4 Reaching All Learners PLC Coach Teachers will acquire skill to teach struggling readers to be successful in reading and lang. art. $100
December 2013 4 Student Efficacy Principal, Counselor, PLC Coach Teachers will acquire skill to teach struggling readers to be successful in reading and lang. art. $100
September 2013 1, 2, 3, 4 Maximizing Use of the Smart Boards- Smart Boards Clickers and Slates Mrs. Taylor, SCS Technology Specialist K-5 Teachers/staff will use Smart Board technology as an instructional tool for assessment, remediation and intervention, and enrichment instruction of students
$200

Date
TSIPP Goal#
Professional Learning Activity
Presenter/
Consultant
Expected Outcomes
Professional Development Budget Balance
$13,496.00

August 2013 – April 2014
Throughout -PLC (groups meet each Tues. and Wed.) 1-4 PBIS – Positive Behavioral Interventions and Supports Guidance Counselor/PBIS Team Faculty members will establish a positive working relationship with students and parents by calling the parent of every child in their class to welcome the child and parent to a wonderful academic year.
$300

September 2013 - May 14
Peer mediation. 1-4 Character Education –
T. Spears-School Counselor, Peer mediators (students) Students will develop strategies, knowledge and skills needed to resolve conflicts peacefully. $150

3rd Monday of each month September 2013-April 2014 2,4 Literacy Training LaShonda Nevels
I-Zone Literacy Team Use of innovative ideas & additional strategies to ensure that students mastery literacy curricular objectives to increase TCAP achievement and common core. $50.00 Snacks
$100.00 materials

3rd Monday of each month September 2013-April 2014 3 Science Training LaDonna Tardy, Science Coach Use of innovative ideas & additional strategies to ensure that students mastery Science curricular objectives to increase TCAP achievement and common core. $50.00 snacks
$100.00 materials

Monthly- 3rd Monday of each month September 2013-April 2014 1 Math Training Pamela Harris-Giles, Mathematics Coordinator Use of innovative ideas & additional strategies to ensure that students mastery math curricular objectives to increase TCAP achievement and common core. $50.00 snacks
$100.00 materials

 

November 2013 2, 4 UNRAAVEL Math/Reading Principal, Academic Leadership Team (ALT), I Zone Literacy Coaches Teacher will develop reading strategies to assist students in building comprehension and higher order questioning NONE
Nov. 2013 – May 2014
Ongoing
Monthly
1-4 Team Building Principal, PLC Coach, Counselor, Leadership team Staff member will develop strategies, knowledge and skills needed to work collaboratively. $300.00

Date
TSIPP Goal#
Professional Learning Activity
Presenter/
Consultant
Expected Outcomes
Professional Development Budget Balance
$12,296.00
Engage in monthly content area professional learning communities 1-4 Differentiated Instruction Principal, PLC Coach, I Zone Coaches
Provide examples and hands on activities and to instruct small group instruction.
$500.00 materials

October 2013 – May ’14
In PLCs evaluate students’ progress weekly using data reports other than common assessments 1-4 Stanford Math, I Station, and Reading Plus Principal, PLC Coach, I Zone Coaches Teachers and stakeholders will become proficient in the use of the software and students will gain mastery of TCAP skills through the use of the technology. Printer ink cartridges for data printout, teacher and student materials for direct instruction, small group instruction, ,project-based instruction, and interventions
$2,000

September 2013
November 2013
January 2013
February 2013
March 2013 1-4 Extended Learning Focus – Increase student Proficiency in all content area through content based best practices strategies Principal, PLC Coach, various invited presenters
Teachers will incorporate best teaching practices into daily instructional implementation to increase student achievement $23,034- SIG Grant
Teacher Stipends- $125 @33 for 5 Saturdays

Oct. 2013 –
May 2014
(Monthly book studies) 1-4 Teacher Mentoring Program
Principal, PLC Coach, Mentor Teachers, and Lead Teacher Teachers will create an organizational structure to facilitate professional learning through inquiry and collaboration.
$500.00

October 2013- May 2014
Ongoing Monthly 2,4 Common Core Institute 2012
Follow-Up
Sopris Training

Principal, PLC Coach, Master Teacher, I Zone Coaches Participants will receive instructional practices that will equip them to teach Common Core State Standards $1000
September 2013 – April 14 (Monthly 2 Monthly Technology Consultation

Teachers will receive professional. Development on techniques to promote integration of technology into the daily instructional process. Principal, PLC Coach, Technology Specialist Teachers will become proficient in using smart board, LCD projectors, online programs as My Learning Plan, Discovery Education, Teaching Channel
$200.00

Date
TSIPP Goal#
Professional Learning Activity
Presenter/
Consultant
Expected Outcomes
Professional Development Budget Balance
October 2013 – May 2014 Weekly updates
Smart Goals submitted per PLC 1,2,3,4 SMART School Teams Principal, PLC Coach, Master Teacher Staff will work in PLCs to generate strategies that will meet goals set by the state.

NONE

Dec. 2013 – May 2014
Embed graphic organizers in daily instructional delivery 1-4 Thinking Maps and other Graphic Organizers Chiresse Letbetter
The use of thinking maps and graphic organizers will ensure the development of critical thinking $300

October 2013 - February 2013 1-4 CCSS Study Groups- Vertical Teaming Principal, PLC, Teachers Teachers will implement CCSS strategies and practices into daily instructional routines. $200.00

 

Date
TSIPP Goal#
Professional Learning Activity
Presenter/
Consultant
Expected Outcomes
Professional Development Budget Balance
November 2013
December 2013
1-4 • Donuts With Dad/Muffins with Mom

Memphis Police Department
Parents will have meaningful opportunities to be involved in their child’s academic experiences.
$200.00

Date
TSIPP Goal#
Professional Learning Activity
Presenter/
Consultant
Expected Outcomes
Professional Development Budget Balance
Dec 2013 `1-4 • Gang Awareness MCS Gang Unit Parents and students will receive information on student Safety as it relates to gang activity $500
Once a month on Saturday
December – 2013 February 2014 2,4 • Eagle Academy PLC Coach
5th Grade Teachers Parents will develop knowledge regarding student proficiency as it relates to writing. They will acquire a greater comprehension of strategies to assist their child on the TCAP Writing Assessment. $600- ($450 Salary + $150 students’ snacks and materials)
March 2014
1-4 • TCAP Night LEC Teachers/Staff
Parents will have meaningful opportunities to be involved in their child’s academic experiences.
350.00

3rd Monday of each month 1-4 • Partners in Education at Stevie B’s
Parents, MEA Rep, Counselor

Provide communication between parents and teachers and community. Decisions made will then be based in the student’s best interest. 0
March 2014 1,3 • Family Science and Math Night LEC Teachers/Staff
Parents and students will receive information on how to support and promote increase student achievement in the educational process through the science of it all. $500
Fall/Spring Semester 2013-201 1-4 • Watch DOGS Mr. Tommy Moore
Counselor
Coach Thomas Fathers will unite to father all students and encourage student to do their best academically, socially, and emotionally 100.00
3rd Thursday of Each Month 1-4 • SBDMC SBDMC
Principal
Counselor
Leadership Team
PLC Coach Parents and community member will have meaningful opportunities to be involved in student academic experiences and school based decisions. Review of SIP monthly 100.00
Balance $5,346