Tuckers Crossroads School

School Improvement Plan

2015-2016 

School Planning Team

Please identify all planning team members, including title. The plan shall be developed in consultation teachers, principals, administrators (including administrators of Title programs), and other appropriate school personnel, and with parents of children. 

Anna Raines-Principal
Melanie Mundy-Assistant Principal
Joan Oxley-Instructional Coach
Carol Melvin-Teacher
Melissa Patterson-Teacher
Catherine Roberts-Teacher
Ramona Wright-Teacher
Bonnie Major-Title 1 Teacher
Shari Bazydola-Parent
Jolie Britt-Parent

Courtney Halbert-Parent

 School Plan Needs Assessment 

School Plan—Summary of Accomplishments and What’s Working 

*Summarize your accomplishments and what is working for students.  To what do you attribute these accomplishments?

Tuckers Crossroads met their AMO goals for 3rd Math, 7th grade Math, 3-8 grade Math, and 3rd RLA.  We were also able to close the gap in SWD.  We attribute these accomplishments to:
                * Effective data analysis
                * RTI2
                * Academic support by related arts teachers
                * Extra tutoring through McKinney Vento and Title 1 
                * Small group instructional strategies
                * PLC's

We feel that RTI2 has worked very well for our students due to the "all hands on deck" approach.  During this time, our educational assistants and exploratory teachers are utilized as well as other classroom teachers.  The small groups where students are working on similar skills for reading or math have been very beneficial for our students in making gains.

 School Plan---Accountability Data

 *Accountability Achievement Targets—Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.  Cite specific examples where possible.

Tuckers Crossroads was able to meet the goals in achievement in math.  Having a more focused math RTI2 time is credited for achieving this goal; every student had a skills-based math RTI2 time.  Teachers were able to track student progress in math by using the STAR 360 screener.  Monthly data team meetings also helped to focus on students who were not proficient in math and helped guide instruction in RTI2 time.  Teachers were using researched-based curriculum and using the STAR 360 screener to focus on the gaps students had.  Having strong Tier 1 instruction is another way we reached our AMOs in Math. Math is more concrete where RLA is not. One challenge for math for this year is that we do not have a reading and math RTI2 time set aside daily, where we did last year.  Another challenge is the new math textbook adoption. Math teachers try to make the math more relatable to them.  In our Middle School, the teachers are collaborating on the math.  Each student in 7th grade math had a data folder that helped to track and monitor progress of the standards.  Students who didn't master a particular standard were provided with extra practice on that standard.

In 3rd grade, we met our achievement goals for both RLA and Math.  One teacher had the enrichment group for RLA and the other teacher had the enrichment group for Math.  This allowed them to push the high achieving students.  

Our challenging subject is RLA.  While we did meet our goal for 3rd grade RLA (and having a more focused RLA RTI2  time is a major credit for this achievement), we still have a ways to go in 7th grade RLA.  Our 7th grade RLA shows a drop of 18.8.  The shift in the curriculum with demands of more rigorous work in RLA and vocabulary is believed to be a reason for the drop in 7th grade RLA and throughout the other grade levels.  Students also need help with open-ended and text dependent questions.  Another struggle our students exhibit is the ability to reason through complex informational text.  They need more practice that focuses on how to develop quality papers that follow the different writing structures necessary to become an effective writer.  It is crucial that we show good writing samples, give them feedback on what they wrote, provide time for them to revise their work, and the whole writing process in general. Another challenge for RLA is analyzing text and developing that analysis into an expository or argumentative essay.  They also need to work on basic grammar, vocabulary, and reading comprehension skills. Students need to be reading more complex articles in order to be able to dive deeper into the meaning and be able to cover the RLA standards.  We need to teach the concepts at a deeper level while focusing on mastering necessary target skills before moving on.  When a class does not perform well, teachers need to have or make the time in Tier 1 to reteach the skills the students are lacking.  If the students are reading a fictional piece, then it needs to be a story that peaks the students' interest.  If the students cannot relate to the story, then they will not be able to see the relevance to it. Students do not have a love of reading.  The students are not having to read into the questions in the Tier 1 class like it is presented on STAR.  Teachers have a class set of textbooks that students are not able to take home.  Even though the textbooks are available online, the teacher must create the student login and then not every student can access it at home.  The state is not specific on the excerpts that the teachers need to teach that would be beneficial.  Not all primary sources are provided, yet teachers still must teach them.  

 

 

Accountability Gap Targets - Data Tables

421

422

423

424

425

426

Gap Type

Subject & Grade Level

2014 Gap

2015 AMO Target

2015 Gap

Met/Miss After Safe Harbor

Black/Hispanic/NativeAmerican vs. All Students

3-8 Math

-2.2

17.6

Black/Hispanic/NativeAmerican vs. All Students

3-8 Reading

11.5

20.3

Economically Disadvantaged vs. Non-ED

3-8 Math

5.8

5.4

18

Miss

Economically Disadvantaged vs. Non-ED

3-8 Reading

20

18.7

26.6

Miss

Limited English Proficient vs. Non-LEP

3-8 Math

56.8

Limited English Proficient vs. Non-LEP

3-8 Reading

52.8

Students with Disabilities vs. Non-SWD

3-8 Math

33.3

31.2

34.5

Met

Students with Disabilities vs. Non-SWD

3-8 Reading

39

36.6

37.8

Met

Black/Hispanic/NativeAmerican vs. All Students

Algebra I/Algebra II

Black/Hispanic/NativeAmerican vs. All Students

English II/English III

Economically Disadvantaged vs. Non-ED

Algebra I/Algebra II

Economically Disadvantaged vs. Non-ED

English II/English III

Limited English Proficient vs. Non-LEP

Algebra I/Algebra II

Limited English Proficient vs. Non-LEP

English II/English III

Students with Disabilities vs. Non-SWD

Algebra I/Algebra II

Students with Disabilities vs. Non-SWD

English II/English III

 *Accountability Gap Targets—Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.  Cite specific examples where possible.

We were not able to close the gap with our Economically Disagdvantaged students in both Math and Reading.  Teachers need more guidance on how to effectively utilize the information concerning Economically Disadvantaged students.  Poverty Training will be a beneficial PD for our faculty and staff.  We also believe that part of our reason for not closing the gap is the home environment for these students.  Many of our Economically Disadvantaged students do not have the resources at home to support the learning that is taking place at school. We do offer tutoring, but several students are not able to be a part of this due to the lack of transportation for the after-school tutoring.  We have several students who have transferred into our school from different districts, and these students are struggling with grade level skills.  Our job was to meet them where they were and help develop the skills in order to be successful and close the gap.  Some of these students also do not see the long-term benefits for completing the school work or school at all.  Many do not have exposure to the vocabulary and life experiences as our other students.  Our lack of cultural exposure by using field trips, guest speakers, etc. has been greatly decreased.  For some, education takes a back seat to daily necessities. Some parents lack the educational abilities needed to help their child be successful.

We were able to close the gap with our SPED students in both Math and Reading.  In 3rd grade Math, the core teacher was able to work with a small group of SPED students during Math RTI2 time.  This allowed her to work and focus on the skills that they were lacking, and she was able to help them be successful in achieving growth.  We were also able to track student progress on STAR 360 and discuss them in our monthly Data Team meeting.  Our SPED teachers and aides did morning tutoring, and they do a wonderful job of motivating students to do their work and try hard. Students do NOT have the option to not do the work.   
They are also holding students accountable to learning the standards.  We have a highly trained and dedicated SPED staff that goes above and beyond to meet individual student needs. Teachers seek out and attend training to remain current and informed about the most effective ways to meet their needs.  Trainings include Orton-Gillingham, Differentiated Phonics Instruction for 3-5, Small Group Guided Reading K-2, Building Effective Co-Teaching Teams, Liven Up Your Small Group Guided Reading, What Do Struggling Readers Really Need To Be Successful, and Inclusion training. 
Our challenge for this year is going to be the changes in the testing structure. Accommodations for students have changed, and we are working to help students adapt to the new testing style. Another challenge is the lack of staff.  While we are using our staff in the most efficient manner, additional staff would be beneficial.

 School Plan---Academic Data

3-8 Reading/Language Arts – % Proficient / Advanced

Report as

2012-13

2013-14

Improvement

2014-15

Improvement

All Students

(%)

60.7

52.7

-8

48.9

-3.8

Economically Disadvantaged

(%)

48.2

39.6

-8.6

33

-6.6

Students with Disabilities

(%)

37.8

19.5

-18.3

17

-2.5

English Learners

(%)

*

Asian

(%)

*

Black or African American

(%)

46.2

30

-16.2

46.2

16.2

Hispanic or Latino

(%)

*

Native American / Alaskan Native

(%)

Native Hawaiian / Pacific Islander

(%)

*

White

(%)

60.1

52.9

-7.2

49.8

-3.1

Black/African American, Hispanic, Native American

(%)

65

41.2

-23.8

28.6

-12.6

Migrant

(%)

Female

(%)

Male

(%)

*3-8 Reading/Language Arts – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. Cite specific examples where possible. You may insert other data points as needed.

Overall, our school saw drops in all subgroups, except the Black or African American subgroup.  The subgroup that dropped the most was Black/Hispanic/Native American.  Based on the data showing the Black or African American subgroup showing improvement, this appears to be our Hispanic students who didn't make the gains.  We have a very small population of Hispanic students.  Some of these students don't receive ELL services, but based on classroom observation the students would benefit from those services.  We need to be proactive in identifying strategies and accommodations that will help our students be successful.  Working with our ELL teacher on strategies teachers can use in the classroom will assist with making these students successful.  This year, our ELL teacher is attending our Data Meetings, and she provides guidance for teachers.  New standards, increased rigor with non-fiction texts, and the need for more training on questioning that dives deeper into the text are challenges we face in order to meet the high expectations.
               
Our Students with Disabilities group dropped as well, but they had the smallest drop.  This is credited with STAR  360 data and monthly discussions about this subgroup.

 

 

3-8 Mathematics – % Proficient / Advanced

Report as

2012-13

2013-14

Improvement

2014-15

Improvement

All Students

(%)

62.3

54.6

-7.7

63

8.4

Economically Disadvantaged

(%)

52.8

51.5

-1.3

53.4

1.9

Students with Disabilities

(%)

43.4

28.3

-15.1

36.2

7.9

English Learners

(%)

*

Asian

(%)

*

Black or African American

(%)

50

60

10

46.2

-13.8

Hispanic or Latino

(%)

*

Native American / Alaskan Native

(%)

Native Hawaiian / Pacific Islander

(%)

*

White

(%)

62.2

53.8

-8.4

63.9

10.1

Black/African American, Hispanic, Native American

(%)

57.9

58.8

0.9

47.6

-11.2

Migrant

(%)

Female

(%)

Male

(%)

 *3-8 Mathematics – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. Cite specific examples where possible. You may insert other data points as needed.

Students in the White subgroup had the greatest improvement in math achievement.  Our students with disabilities also demonstrated a positive shift in math achievement.  We have a redo policy that requires students to redo work until it meets the standard.  We also have several teachers who do tutoring morning and afternoon.  Students voluntarily attend these sessions, and teachers pull students from the gym in the morning as needed.  They also pull students during exploratory time.

We saw the greatest drop in math achievement with our Black or African American subgroup, and the BHN also demonstrated a hefty drop.  Our population of Black or African American, Hispanic, and Native American is fairly small.  What we see with these students are skill deficits that inhibit their understanding of grade level concepts.  These skills are identified through the STAR 360 screener, and we are being more diligent this year in ensuring we address individual student's skill deficits.

One of the underlying reasons for the drop in math achievement is due to students in 6th grade being taught pre-algebra concepts rather than the 6th grade standards on which they were tested.

3-8 Science

3-8 Science – % Proficient / Advanced

Report as

2012-13

2013-14

Improvement

2014-15

Improvement

All Students

(%)

75.7

69.4

-6.3

67.2

-2.2

Economically Disadvantaged

(%)

66.4

56.6

-9.8

54.6

-2

Students with Disabilities

(%)

47.2

32.6

-14.6

36.2

3.6

English Learners

(%)

*

Asian

(%)

*

Black or African American

(%)

69.2

50

-19.2

46.2

-3.8

Hispanic or Latino

(%)

*

Native American / Alaskan Native

(%)

Native Hawaiian / Pacific Islander

(%)

*

White

(%)

75.7

69.8

-5.9

67.8

-2

Black/African American, Hispanic, Native American

(%)

70

58.8

-11.2

57.1

-1.7

Migrant

(%)

Female

(%)

Male

(%)

 

3-8 Science – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. Cite specific examples where possible. You may insert other data points as needed.

No requirement to enter information.

 

3-8 Social Studies

3-8 Social Studies – % Proficient / Advanced

Report as

2012-13

2013-14

Improvement

2014-15

Improvement

All Students

(%)

92.9

92.1

-0.8

-2.2

Economically Disadvantaged

(%)

91.8

86.8

-5

-2

Students with Disabilities

(%)

73.5

80.4

6.9

3.6

English Learners

(%)

Asian

(%)

Black or African American

(%)

92.4

80

-12.4

-3.8

Hispanic or Latino

(%)

Native American / Alaskan Native

(%)

Native Hawaiian / Pacific Islander

(%)

White

(%)

92.5

92.5

0

-2

Black/African American, Hispanic, Native American

(%)

95

82.4

-12.6

-1.7

Migrant

(%)

Female

(%)

Male

(%)

3-8 Social Studies – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. Cite specific examples where possible. You may insert other data points as needed.

No requirement to enter information.

 Other K-8 Data – (K-2 Assessments, benchmark data, etc.) – Analyze any additional data and provide a summary of progress and challenges, identifying underlying reasons for each. Cite specific examples where possible. You may insert other data points as needed.

No requirement to enter information.

 

High School Subjects 

Algebra I – % Proficient / Advanced

Report as

2012-13

2013-14

Improvement

2014-15

Improvement

All Students

(%)

93.8

100

Economically Disadvantaged

(%)

*

Students with Disabilities

(%)

English Learners

(%)

Asian

(%)

Black or African American

(%)

Hispanic or Latino

(%)

Native American / Alaskan Native

(%)

Native Hawaiian / Pacific Islander

(%)

White

(%)

100

Black/African American, Hispanic, Native American

(%)

Migrant

(%)

Female

(%)

Male

(%)

 * Algebra I – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. Cite specific examples where possible. You may insert other data points as needed.

Last year, all of the students who were in Algebra 1 scored Proficient or Advanced on the EOC.  The improvement seen here is credited with the collaboration the teacher did with her cooperating teacher.  Also, the district math coach met with the teacher to assist with strategies and concept development.

 Progress/Growth Data

 * TVAAS – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. This analysis may include a reflection of TVAAS scores across different subjects and grades, and/or for particular groups of students using diagnostic reports.

Our math TVAAS data shows the 6th and 8th grade growth being in the negative.  One reason for this is due to a vast majority of the 6th grade students being taught pre-algebra concepts rather than the 6th grade math standards on which they were tested.  The 8th grade students in the 3rd and 4th quintiles are the ones who dropped which indicates that instruction was geared toward the lower achieving students.  The students in the middle weren't challenged.  You also have your highest achieving 8th grade students enrolled in Algebra 1.

Based on our data for Reading and Language Arts, we have a great need for improvement in growth in all grade levels except 5th grade.  Our 5th grade teacher worked on having students answer open-ended and text-dependent questions throughout the school year.   This is believed to be a reason why 5th grade was able to see growth. As indicated on our TVAAS report, the fourth, sixth, and eighth grade students made progress similar to the growth standard.  However, our students have room to improve, and we are looking for our students to exceed the growth standard.  Our challenge is to make sure that all grade levels are having students answer more open-ended and text-dependent questions.  We need to get away from short answer questions and multiple choice and make our students write all answers in complete sentences.  We also need to make sure that all grade levels are doing guided reading and that the guided reading is skills based.  The 7th grade teacher was trying to do small groups last year, but the groups were not skills based and lacked the rigorous instruction needed to make all students successful.

 School Plan---College/Career Readiness

 ACT - Data Tables

 * Explore/Plan/ACT – Analyze your data and provide a summary of progress and challenges, identifying underlying reasons for each.

Our 14-15 EXPLORE results show that our students' average test score for all subtests was above that of students in the national norm group.  Our overall composite was a 16.2 while that of the national norm group was a 15.5. Regarding students being on track for college readiness, we exceed the national group performing at or above the benchmark in English and Science while we are slightly below in Mathematics and Reading.  Increased rigor and exposure to high-quality instruction has helped students become more comfortable with the higher level questions associated with the EXPLORE test.

 Graduation Rate—Data Tables

*Graduation Rate—Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.

We keep an eye on our students who are frequently absent.  Our counselor helps students as they plan for high school.  We have the McKinney Vento program that allows us to offer tutoring for our Economically Disadvantaged students.  Our School Resource Officer helps build relationships with our students and continues to monitor them throughout their high school career.  He has a bulletin board where he posts successes of our former students. Tuckers Crossroads faculty and staff make a concerted effort to build and maintain positive relationships with all students.  Many faculty members remain in contact with former Tuckers Crossroads students while they are in high school.  Last year Tuckers Crossroads began an alumni breakfast for the graduating seniors.  Out of approximately 50 students, there were 35 who attended the breakfast.  The faculty members, even those who had never had those students in class, were just as eager as their former teachers to make this event a success.

 School Plan - School Climate and Culture

 

Student Attendance - Data Tables

446

447

448

449

450

Student Attendance

Report as

2012-13

2013-14

2014-15

ALL Students (K-8)

(%)

95.3

95.5

95.6

Economically Disadvantaged (K-8)

(%)

94.4

94.1

94.6

Students with Disabilities (K-8)

(%)

95.4

94.7

95.1

English Learners (K-8)

(%)

95.7

95

94.8

Asian (K-8)

(%)

96.6

95.6

95.7

Black or African American (K-8)

(%)

96.1

97.8

97.6

Hispanic or Latino (K-8)

(%)

94.1

95.8

95.8

Native American / Alaskan Native (K-8)

(%)

92.9

93.2

93.5

Native Hawaiian / Pacific Islander (K-8)

(%)

98.5

98.6

95.6

White (K-8)

(%)

95.2

95.4

95.5

ALL Students (HS)

(%)

Economically Disadvantaged (HS)

(%)

Students with Disabilities (HS)

(%)

English Learners (HS)

(%)

Asian (HS)

(%)

Black or African American (HS)

(%)

Hispanic or Latino (HS)

(%)

Native American / Alaskan Native (HS)

(%)

Native Hawaiian / Pacific Islander (HS)

(%)

White (HS)

(%)

Student Discipline - SUSPENSIONS - Data Tables

451

452

453

454

455

456

457

Student Discipline - SUSPENSIONS

2012-13

2013-14

2014-15

Percentages are calculated using all students enrolled at any point during the year as the denominator.

#

%

#

%

#

%

ALL Students (students suspended; not incidents)

18

3.5

16

3.3

2

Economically Disadvantaged

14

7.6

11

6.1

3.9

Students with Disabilities

5

3.9

4.7

English Learners

Asian

Black or African American

4.3

0

0

Hispanic or Latino

0

0

0

Native American / Alaskan Native

Native Hawaiian / Pacific Islander

White

17

3.6

16

3.6

2.2

 

Student Discipline - EXPULSIONS - Data Tables

458

459

460

461

462

463

464

Student Discipline - EXPULSIONS

2012-13

2013-14

2014-15

Percentages are calculated using all students enrolled at any point during the year as the denominator.

#

%

#

%

#

%

ALL Students (students expelled; not incidents)

0

0

0

Economically Disadvantaged

0

0

0

Students with Disabilities

0

0

0

English Learners

Asian

Black or African American

0

0

0

Hispanic or Latino

0

0

Native American / Alaskan Native

Native Hawaiian / Pacific Islander

White

0

0

 School Climate and Culture – Consider a variety of data sources related to school climate and culture and summarize. Cite specific examples where possible, considering differences in subgroups where relevant. Data evaluated could include safety, discipline, survey responses (parent, teacher, and/or student), attendance, etc.

Title 1 sends out a survey to the parents and teachers at the end of the year to evaluate the program.  Overall responses were very positive.  Survey data shows parents felt that the students were much more successful in small group instruction.  The parents requested more information on Internet safety for future workshops.  This year we are incorporating another Internet safety in accordance with the Lebanon Police Department.  We also incorporated the backpack program and provide food for our economically disadvantaged students who need it.

Our attendance is good due to positive teacher/student relationships and providing a safe environment to learn   Tuckers Crossroads is a vital part of the community..  Teachers and Educational Assistants are able to build relationships with students, which makes Tuckers Crossroads feel more like a second family for them.  Tuckers Crossroads has received the attendance banner several times.

Discipline referrals are low.  However, attention will be focused on following the Code of Conduct in order for students to be addressed uniformly.

New administration has high expectations for students and staff.  This will move to an increase in positive attitudes and outcomes.

 School Plan - Additional Areas

STAFF Characteristics - Data Tables - (Please enter data in the fields provided.)

465

466

467

468

469

470

471

STAFF Characteristics

2012-13

2013-14

2014-15

#

%

#

%

#

%

Principal – Years in position

8

Teaching Staff (Certified) – Number of Teachers

36

1 to 3 years

4 4   11

4 to 10 years

12  33

11 to 20 years

15  42

21 + years

5    14

Teacher attendance rate

994.9

Level 1 Teachers

0     0

Level 2 Teachers

5    14

Level 3 Teachers

8   22

Level 4 Teachers

18  50

Level 5 Teachers

5    14

 

School Data - Data Tables - (Please enter data in the fields provided.)

472

473

474

475

476

School

Report as

2012-13

2013-14

2014-15

Length of school year – Instructional days

(#)

                             168     

Length of school day – Instructional minutes

(#)

                             420

 Consider your progress in the following areas:

- RTI2

- Professional Development

- Teacher Recruitment, Retention, and Evaluation

- Technology Access and Use

Reflect on what has gone well and where there is room for improvement.

RTI2:  
Last year was the first year to fully implement RTI2 throughout the whole school.  After jumping in, we realized that the schedule was a big problem, teachers did not truly understand RTI2, teachers were concerned about how to find researched based resources, and EA's and teachers having the training to implement RTI2 with fidelity. When EA's are out or pulled to sub, it affects the effectiveness of RTI2. TXR is continually working on improving the coverage of EA's during RTI2.  Last year there were several certified teachers that had free time in addition to planning that could have been utilized to help with RTI2.  This has been improved on this year and will continually be looked at and revised as needed.  

Professional Development:  
Tuckers Crossroads realizes that we need to make sure our Professional Development is specific for what we see as a need for our students.  We know we need to have a Poverty Training for our staff since we have new staff members, and it has been years since the rest of the staff has attended the Poverty Training.  We feel that we might need more faculty meetings throughout the month.  Our Instructional Coach provides additional professional development throughout the year.  The Wilson County School system has additional coaches who provide strategies for teachers and mentors.  There are many Professional Development sessions teachers have attended.  Some of those include:  Differentiated Phonics Instruction 3-5, Small Group Guided Reading K-2, Building Effective Co-Teaching Teams, Liven Up Your Small Group Guided Reading, What Do Struggling Readers Need To Be Successful?, Inclusion Training, TNCore Reading Intervention, and Homestead Elementary visit.

Teacher Recruitment, Retntion, and Evaluation:
Mentors are assigned to first-year teachers.  Mentors conduct an observation and provide high-quality feedback prior to the official observation.  New teachers also attend inservices to gain strategies on effective communication, planning, and use of data.  Tuckers Crossroads has always had the feeling of "home and family".  The goal of current administration is to support and provide the necessary resources for every teacher. This contributes to retaining teachers.  Current administration has provided a TEAM rubric lesson plan for teachers to use in order to improve evaluation.  Teachers have indicated that they didn't have a pre-conference in prior years.  Current administration uses pre-conference questions that guide teachers on how to effectively plan and implement their lesson.

Technology Access and Use:
 Title 1 has purchased iStation for the school to access, and we are using this during our RTI2 groups.  This is a great resource for teachers to help improve both Reading and Writing scores for every student, since this is a computer based program that is individualized for each student.  There are also lessons that can be printed out so the teacher is able to work one-on-one with each student to work on the skills he/she is lacking.  

Title 1 has purchased chrome books and works with teachers to check them out when needed.  Our Middle School computer lab is available for teachers to sign-up to use.  All elementary students see the technology teacher once a week for support time.  Teachers utilize the chromebooks and technology labs for students to research, practice typing skills, create projects through PowerPoint or Prezi, type Word documents, and practice skills identified through STAR360 and Compass Learning.  These devices also provide practice on TNReady type questions through MICA.

 Consider your progress in the following areas:

- Parent and Community Involvement

- Communicating Assessment Results with the Community

- Other stakeholder Engagement Efforts

Reflect on what has gone well and where there is room for improvement.

Parent and Community Involvement
Monthy PTO meetings are scheduled to discuss ways our parents can support Tuckers Crossroads.  Parents organize our Fall Festival and our teachers assist by creating baskets for the silent auction.  Homeroom parents donate to the themed basket.  Parents contact businesses for donations, and PTO communicates needs to our school families through an eBlast from our secretary.  We also have a Sports Booster Club that meets monthly to discuss ways to support or sports programs.  As a fundraiser, they sell school t-shirts and use that money to help individual sports as needed.  Tuckers Crossroads also holds a Literacy Night.  Students display work throughout the school, and everyone is invited.  Refreshments are served, and it is a fun-filled night.  For upcoming kindergarten students, we hold a Kindergarten Fair Night.  We have someone from the Health Department, Pediatrician's office, Eye-doctor's office, etc. set up a table in the cafeteria during to discuss issues and answer any questions parents might have.  Parent/Teacher Conferences were scheduled by the district, and parents were able to discuss student progress with teachers.  Tuckers Crossroads also provided an Internet Safety Workshop to inform parents on ways to keep their child safe in the world of technology.

Communicating Assessment Results with the Community
TXR sends a newsletter home to parents which includes testing results.  During parent meetings individual student test scores are discussed.  For 8th grade students, an EXPLORE night was scheduled to discuss the results and explain how to interpret and utilize the data.  During the Internet Safety Workshop, we discussed our STAR360 data.

Other Stakeholder Engagement Efforts:
Wilson Bank and Trust provides on-site banking opportunities for our students.  This is a way to not only promote saving money, but it provides an opportunity to promote and educate financial literacy at an early age.

We know we have to focus on improving attendance at PTO meetings, both for staff and parents.  We need to work on bridging the gap with community stakeholders.

 School Plan - Prioritized List of Needs

 * List, in priority order, your top 3-5 areas of need as identified through the needs assessment. These should be the areas that you can most reasonably address in the coming year. Prioritizing needs will identify the most critical areas where your work will begin with the creation of goals and strategies.

Need 1:
Title 1 Staff:  Two Title 1 Teachers, Title 1 Educational Assistant, and a full-time Reading Coach

Need 2:
Improve Vocabulary school-wide

Need 3:
Research-based Resources

 

School Plan Prioritized Goals and Strategies

GOAL 1) District-Level: TVAAS - School-Level: TVAAS

    Description:

                District-Level: Wilson County will demonstrate expected or above expected growth through TVAAS in at least 25% of all content areas.

    Performance Measure:

District-Level: All grade bands and content areas will reach a level 3 or above in TVAAS.

 Strategy:

    1.1) District-Level: Prof Develop - Improve Student Performance - School-Level: Prof Develop - Improve Student Performance

District-Level: Provide ongoing, high quality professional development at the school site for administrators, teachers and other instructional staff to focus on changing instructional practices that result in improved student performance.

Action Steps:

                1.1.1) Instructional Coach

                                *Modeling effective instructional strategies for teachers

*PLCs

*Data Team Meetings

                         Benchmark Indicators:

                                Instructional Coach Log

Sign-in sheets from data meetings and PLC meetings

Evaluation scores reflecting improvement

       

                1.1.2) District Instructional Coach            

Regina Wright comes to our school once a month to work with teachers on strategies they can implement in their classroom.  She models for them and provides valuable feedback to help them improve their craft. 

Carol Ghee also comes to work with our teachers on strategies for math.

                       Benchmark Indicators:

                                Coaching Log

                                Evaluation scores reflecting improvement

                                Increased TVAAS scores

                 1.1.3) TNCore Redelivery

Teachers who attended the Summer TNCore sessions redeliver the material to the remaining faculty.  Dates are pre-set so teachers know in advance that it is mandatory to attend.  The pre-set dates also give those delivering the material time to prepare.

                       Benchmark Indicator:

                                Sign-in sheets

                                Implementation in the classroom during formal observations and sporadic walk-throughs

 Strategy:

    1.2) District-Level: Data Collection & Analysis - School-Level: Data Collection & Analysis

    Description:

                District-Level: Collect and analyze data to identify patterns, pose hypotheses, design action steps, and drive decisions about practice and commit to results                             regularly throughout the year.

                    1.2.1) Data Team Meetings

Each month, we meet with all grade levels individually to analyze the STAR360 data.  At this time, students are identified for TIERS and divided into groups.  We also discuss the programs and strategies each teacher or educational assistant can implement in their RTI2 time.  Teachers can call a data team meeting at any time if there is a concern.

                      Benchmark:

                                Sign-in sheets

Student concern forms

Increased STAR 360 scores 

                   1.2.2) Data Folders

Teachers and EAs have a folder that identifies each student in their group.  They update each student's progress from STAR360 after every testing session.  This keeps them informed on student progress.

                      Benchmark

                                Monthly folder checks on Tier 2 and Tier 3 processed students

                                Fidelty checks

                                Increased STAR 360 scores

 

                    1.2.3) Color-coded Reading and Math Data Boardss

Two white boards, one for Reading and one for Math, will be color-coded with the STAR360 colors.  Each board will be separated into grade levels.  Student pictures, names, and testing results for each testing session will be posted in order for us to track the progress of each student.  This will give us a visual of how our students are performing, and it will provide valuable information on students who need extensive intervention.  The goal is to have these boards completed by the end of the semester.  When we come back in January, we will use these boards in our meetings and update testing results.

                        Benchmark:

                                Picture board with testing data

                                STAR 360 results

                    1.2.4) STAR360 Data Wall

A wall of grade-level STAR360 data will be displayed in the hallway.  No student names will be displayed; only grade-level performance.  This will be updated after every benchmark.

                         Benchmark:

                                Data wall

                                STAR 360 results

 Strategy:

                1.3) District-Level: State Content Standards Alignment-School-Level: State Content Standards Alignment:

    Description:

                District-Level: Align scientifically-based curriculum and instructional strategies with the state's revised, and more rigorous, academic content standards.

        Action Steps:

                1.3.1) TNCore Redelivery

Teachers who attended the Summer TNCore sessions redeliver the material to the remaining faculty.  Dates are pre-set so teachers know in advance that it is mandatory to attend.  The pre-set dates also give those delivering the material time to prepare.

                       Benchmark Indicator:

                                Sign-in sheets

                                Implementation in the classroom during formal observations and sporadic walk-throughs

                1.3.2) PLC meetings

                                Teachers meet weekly in PLCs to go over standards and strategies.  Teachers collaborate on cross-curricular activities.  Due to the increased literacy                                     demands, teachers are incorporating more text-based questions as well as different types of writing.

                    Benchmark:

                                PLC Agenda

                                MIST practice test

                                MICA classroom test

                1.3.3) Professional Development

                                 Teachers attend district-level professional development geared toward understanding and implementing the new standards.

                                Teachers attend conferences to gain knowledge on instructional strategies.  They also observe other teachers in the district in order to improve teaching                                 strategies.

                                A group of teachers and one administrator conducted a school visit of Homestead Elementary to gain insight on how to effectively implement RTI2.

                                Feedback on evaluation  

                    Benchmark:

                                Redelivery to faculty

                                Observation form

                                Increased STAR 360 results

 Strategy:

                1.4) District-Level: Instruments to Track Student Progress - School-Level: Instruments to Track Student Progress

Description:

                District-Level: Use scientifically based research (screening, diagnostic and classroom achievement) assessment instruments to tract individual student                                progress and inform instruction that is aligned with standards.

Action Steps:

                 1.4.1) STAR360 Screener

Students are screened at least 4 times per year.  Students in Tiers 2 and 3 are screened after the required sessions.

                          Benchmark:

                                STAR360 reports

                1.4.2) Color-coded Reading and Math Data Boards

Two white boards, one for Reading and one for Math, will be color-coded with the STAR360 colors.  Each board will be separated into grade levels.  Student pictures, names, and testing results for each testing session will be posted in order for us to track the progress of each student.  This will give us a visual of how our students are performing, and it will provide valuable information on students who need extensive intervention.  The goal is to have these boards completed by the end of the semester.  When we come back in January, we will use these boards in our meetings and update testing results.

                        Benchmark:

                                Picture board with testing data

                                STAR 360 results

 

               

1.4.3) Google Doc

Mrs. Oxley records the testing results of our students after each session.  We meet the 1st Tuesday of each month to go over progress and determine placement of students.

                      Benchmark:

                                Excel spreadsheet

                                Data team meeting sign-in sheet

                                STAR 360 data reports

                1.4.4) MICA/Teacher-made benchmarks

Teachers are creating their own benchmarks to assess student mastery in order to enrich and reteach during Tier 1.  Teachers are also using MICA as a learning tool to prepare students for the rigor of the new TNReady assessment.

                          Benchmark:

                                MICA usage report

                                PLC form/minutes

 

Strategy:

1.5) District-Level: Prevention/intervention (Reading & Mathematics) - School-Level: Prevention/intervention (Reading & Mathematics)

 

Description:

District-Level: Provide academic interventions and other focused supplemental supports to improve achievement and close gaps in reading and mathematics.

 

Action Steps:

                1.5.1) McKinney Vento Tutoring

                                We have 2 teachers who provide tutoring for the MV students.

                         Benchmark:

                                Attendance documentation

                                Increased STAR 360 scores

                1.5.2) Title 1 Tutoring

                                We have 11 teachers offering tutoring for reading and math.

                       Benchmark:

                                Attendance documentation

                                Increased STAR 360 scores

                1.5.3) Morning and afternoon tutoring

Various teachers are offering extra help for math and reading.  These teachers aren't involved in the Title 1 or MV tutoring program.  These teachers volunteer their time and receive no compensation.

                       Benchmark:

                                Attendance documentation for parent meetings

                                Email documentation

                                Increased STAR 360 scores

               

1.5.4) Kids Club Tutoring

One teacher works with the Kids Club director to identify students needing assistance after school.  The teacher picks up the students from Kids Club and takes them back to her room.  The teacher has developed a process where students know exactly what to do upon arrival.  There are small groups taking place.  Students are able to get help with homework, work on skills they are deficient in, as well as challenging activities.

                     Benchmark:

                                Tutoring log

                                Increased STAR 360 scores

 

 Goal:

2) District-Level: Student Achievement – School-Level: Student Achievement

Description:

                District-Level: District will maintain or improve its relative percentile rank in terms of %P/A in at least 25% of \            all the content areas.

Performance Measure:

District-Level: Increase the number of Proficient and Advanced students (focus on grades 3-5

Reading/Language Arts).

 

 

Strategy:

            2.1) District-Level: Prof. Develop-Improve Student Performance

Description:

District-Level: Provide ongoing, high quality professional development at the school site for administrators, teachers and other instructional staff to focus on changing instructional practices that result in improved student performance.

 

Action Steps:

                2.1.1) Instructional Coach

                                *Modeling effective instructional strategies for teachers

*PLCs

*Data Team Meetings

                         Benchmark Indicators:

                                Instructional Coach Log

Sign-in sheets from data meetings and PLC meetings

Evaluation scores reflecting improvement

 

                2.1.2) District Instructional Coach

Regina Wright comes to our school once a month to work with teachers on strategies they can implement in their classroom.  She models for them and provides valuable feedback to help them improve their craft.

 

Carol Ghee also comes to work with our teachers on strategies for math.

                       Benchmark Indicators:

                                Coaching Log

                                Evaluation scores reflecting improvement

                                Increased TVAAS scores

 

                2.1.3) TNCore Redelivery

Teachers who attended the Summer TNCore sessions redeliver the material to the remaining faculty.  Dates are pre-set so teachers know in advance that it is mandatory to attend.  The pre-set dates also give those delivering the material time to prepare.

                       Benchmark Indicator:

                                Sign-in sheets

                                Implementation in the classroom during formal observations and sporadic walk-throughs

 

Strategy:

            2.2) District-Level: State Content Standards Alignment – School-Level: State Content Standards

                Alignment

Description:

District-Level: Align scientifically-based curriculum and instructional methods with the state's new, more

rigorous, academic content standards.

 

Action Steps:

                2.2.1) POW and TIDE

Teachers use these mnemonic devices to help with writing, especially helping students provide

evidence.

          Benchmark:

                Classroom checks

                Improvement in writing

                Increased test scores

                Observation during formal observations and walk-throughs

2.2.2) Google Doc—Scope and Sequence

Teachers use this "living" document for resources that supplement the standards.  This document

is updated by the district in order to provide immediate assistance in planning for the standards.  Teachers have been instructed to check this weekly.

                        Benchmark:

                                Lesson plans

                2.2.3) TNCore Redelivery

Teachers who attended the Summer TNCore sessions redeliver the material to the remaining faculty.  Dates are pre-set so teachers know in advance that it is mandatory to attend.  The pre-set dates also give those delivering the material time to prepare.

                       Benchmark Indicator:

                                Sign-in sheets

                                Implementation in the classroom during formal observations and sporadic walk-throughs

                2,2,4) PLC meetings

Teachers meet weekly in PLCs to go over standards and strategies.  Teachers collaborate on

cross-curricular activities.  Due to the increased literacy demands, teachers are incorporating more

text-based questions as well as different types of writing.

                       Benchmark:

                                PLC agenda

                                MIST practice test

                                MICA classroom tests

                                STAR 360 results

                2.2.5) Professional Development

Teachers attend district-level professional development geared toward understanding and

implementing the new standards.

Teachers attend conferences to gain knowledge on instructional strategies.  They also observe

other teachers in the district in order to improve teaching strategies.

A group of teachers and one administrator conducted a school visit of Homestead Elementary to

gain insight on how to effectively implement RTI2.

Feedback on evaluation

         Benchmark:

                Redelivery to faculty

                Observation form

                Improved evaluation scores

 

Strategy:

2.3) District-Level: Data Collection and Analysis

Description:

District-Level: Collect and analyze data to identify patterns, pose hypotheses, design action steps, drive

decisions about practice and commit to results regularly throughout the year.

 

Action Steps:

                2,3,1) Data Team Meetings

Each month, we meet with all grade levels individually to analyze the STAR360 data.  At this time, students are identified for TIERS and divided into groups.  We also discuss the programs and strategies each teacher or educational assistant can implement in their RTI2 time.  Teachers can call a data team meeting at any time if there is a concern.

                      Benchmark:

                                Sign-in sheets

Student concern forms

STAR 360 scores

 

                2.3.2) Data Folders

Teachers and EAs have a folder that identifies each student in their group.  They update each student's progress from STAR360 after every testing session.  This keeps them informed on student progress.

                      Benchmark

                                Monthly folder checks on Tier 2 and Tier 3 processed students

                                Fidelty checks

                                Increased STAR 360 scores

 

                2.3.3) Color-coded Reading and Math Data Boards

Two white boards, one for Reading and one for Math, will be color-coded with the STAR360 colors.  Each board will be separated into grade levels.  Student pictures, names, and testing results for each testing session will be posted in order for us to track the progress of each student.  This will give us a visual of how our students are performing, and it will provide valuable information on students who need extensive intervention.  The goal is to have these boards completed by the end of the semester.  When we come back in January, we will use these boards in our meetings and update testing results.

                        Benchmark:

                                Picture board with testing data

                                STAR 360 results

 

                2.3.4) STAR360 Data Wall

A wall of grade-level STAR360 data will be displayed in the hallway.  No student names will be displayed; only grade-level performance.  This will be updated after every benchmark.

                         Benchmark:

                                Data wall

                                Increased STAR 360 scores

                2.3.5) PLC meetings

Teachers meet weekly in PLCs to go over standards and strategies.  Teachers collaborate on

cross-curricular activities.  Due to the increased literacy demands, teachers are incorporating more

text-based questions as well as different types of writing.

                      Benchmark:

                                PLC agenda

                                MIST practice test

                                MICA classroom tests

                                STAR 360 results

 

Strategy:

                2.4) District-Level: Instructional & Educational Materials- School-Level: Instructional & Educational

                Materials

Description:

District-Level: Purchase supplemental instructional and educational materials that support the scientifically

research based curriculum of the district.

 

Action Steps:

                2.4.1) iStation

Title 1 purchased iStation.  Teachers use this program during RTI2 time.  This program provides

individualized instruction for Reading.  It helps all students regardless of the Tier they are in.

                      Benchmark:

                                Fidelity checks

                                Increase STAR 360 results

                2.4.3) Compass Learning

This program is through the district.  It provides individualized instruction for all students in Math

and Reading.  Students may access this program at home.

                          Benchmark:

                                Weekly progress reports on how students are performing

                                Increased STAR 360 results

                2.4.3) Moby Max

                                This program was purchased by the district.  It offers individualized instruction in Math.

                        Benchmark:

                                Lesson plans

                                Classroom observation

                                Increased STAR 360 results

                2.4.4) Camelot Learning Math Intervention

This program was purchased through Title 1.  This is for use during RTI2 time as well as small

group instruction.  This helps with student deficiencies.  Activities are skill-based and game-like.

                       Benchmark:

                                Lesson plans

                                Classroom observation

                                Increased STAR 360 results

                2.4.5) Junior Scholastic/Scholastic News/Scholastic Art

Title 1 purchased these magazines.  They are used during RTI2 time.  These help reinforce the SS

standards as well as RLA.  The Scholastic Art helps reinforce language arts standards as well.

                        Benchmark:

                                Lesson plans

                                Classroom observation

                                Increase STAR 360 scores for our higher achieving students

                2.4.6) Rhymes and Times

This was purchased by the district.  This helps students with comprehending their math times

tables.  This can be used during RTI2 time as well as small group.

                        Benchmark:

                                Lesson plans

                                Classroom observation

                                Increased STAR 360 scores

Strategy:

                2.5) District-Level: Parent Education Involvement (Reading & Mathematics) – School-Level: Parent

                Education Involvement (Reading & Mathematics)

Description:

District-Level: Provide workshops, material and other training opportunities using a variety of delivery

systems to support parents in helping their children improve in reading and mathematics.

Action Steps:

                2.5.1) Title 1 Workshops

Throughout the year, we schedule several workshops to keep our parent informed on ways they can help

their children academically.

                      Benchmark:

                                Sign-in sheets

                                Increased parent involvement as demonstrated by parental support leading to increased student

                                achievement on formative assessments.

                2.5.2) Hornet News Newsletter

TXR sends out a newsletter with valuable information.  Title 1 includes information for the

newsletter regarding workshops they are conducting.  They also include their Home & School

Connection newsletter.

                       Benchmark:

                                Newsletter

                                Increased parental involvement as demonstrated by parental support leading to increased student

                                achievement on formative assessments.

                2.5.3) Parental Contacts

Individual parent meetings, calls home, and emails provide parents with a toolbox to help students improve performance.

                        Benchmark:

                                Increased parent involvement as demonstrated by parental support leading to increased student

                                achievement on formative assessments

                                Notes from meetings

                                Contact log

                                Emails

 Strategy:

                2.6) District-Level: Before/after school activities

Description:

District-Level: Incorporate appropriate activities before/after school to improve student academic

achievement.

 Action Steps:

2.6.1) McKinney Vento Tutoring

                                We have 2 teachers who provide tutoring for the MV students.

                         Benchmark:

                                Attendance documentation

                                Increased STAR 360 scores

                2.6.2) Title 1 Tutoring

                                We have 11 teachers offering tutoring for reading and math.

                       Benchmark:

                                Attendance documentation

                                Increased STAR 360 scores

                2.6.3) Morning and afternoon tutoring

Various teachers are offering extra help for math and reading.  These teachers aren't involved in the Title 1 or MV tutoring program.  These teachers volunteer their time and receive no compensation.

                       Benchmark:

                                Attendance documentation for parent meetings

                                Email documentation

                                Increased STAR 360 scores

                2.6.4) Kids Club Tutoring

One teacher works with the Kids Club director to identify students needing assistance after school.  The teacher picks up the students from Kids Club and takes them back to her room.  The teacher has developed a process where students know exactly what to do upon arrival.  There are small groups taking place.  Students are able to get help with homework, work on skills they are deficient in, as well as challenging activities.

                     Benchmark:

                Tutoring log

                Increased STAR 360 scores

 

Goal:

3) District-Level: Subgroup Improvement - School-Level: Subgroup Improvement

Description:

District-Level: Wilson County will maintain or exceed its relative percentile rank for the Super Subgroup (BHN, SWD, ED, ELL).

Performance Measure:

District-Level: Decrease the number of Below Basic students in all subgroups (BHN, SWD, ED, ELL) with a focus on Hispanic students (current district status: In Need of Subgroup Improvement: Hispanic).

 

Strategies:

            3.1) District-Level: Targeted Additional Resources - School-Level: Targeted Additional Resources

Description:

District-Level: Target additional resources and attention on interventions to impact all students.

 

Action Steps:

3.1.1) McKinney Vento Tutoring

                                We have 2 teachers who provide tutoring for the MV students.

                         Benchmark:

                                Attendance documentation

                                Increased STAR 360 scores

                3.1.2) Title 1 Tutoring

                                We have 11 teachers offering tutoring for reading and math.

                       Benchmark:

                                Attendance documentation

                                Increased STAR 360 scores

                3.1.3) Morning and afternoon tutoring

Various teachers are offering extra help for math and reading.  These teachers aren't involved in the Title 1 or MV tutoring program.  These teachers volunteer their time and receive no compensation.

                       Benchmark:

                                Attendance documentation for parent meetings

                                Email documentation

                                Increased STAR 360 scores

                3.1.4) Kids Club Tutoring

One teacher works with the Kids Club director to identify students needing assistance after school.  The teacher picks up the students from Kids Club and takes them back to her room.  The teacher has developed a process where students know exactly what to do upon arrival.  There are small groups taking place.  Students are able to get help with homework, work on skills they are deficient in, as well as challenging activities.

                     Benchmark:

                                Tutoring log

                                Increased STAR 360 scores

                3.1.5) Vocabulary Workshop

Title 1 and the Special Education Department are purchasing these workbooks for use during RTI2.  These will assist with improving vocabulary skills they will need as they read more non-fiction pieces.  This will benefit ALL subgroups.

                        Benchmark:

                                Lesson plans

                                Classroom observation

                                Increased STAR 360 scores

Strategy:

3.2) District-Level: Prof Development - Understanding Students' Needs - School-Level: Prof Development - Understanding Students' Needs

Description:

District-Level: Provide ongoing, high quality professional development at the school site for administrators, teachers and other instructional staff to understand the needs and improve academic results for: racial and ethnic groups; limited English proficient students; students with disabilities; economically disadvantaged students.

 

Action Steps:

                3.2.1) Poverty Training

We are scheduling a time during a faculty meeting for the Poverty Training to be presented.  We have several new faculty members, and this would be a good refresher for those who have been on staff for a while.

                         Benchmark:

                                Sign-in sheet

                                Gap Closure

3.2.2) Orton-Gillingham Training

We are working on providing a time for our Special Education teachers to attend the workshop with Lenise Moore.  This training will provide insight on how to meet the deficit skills of our special ed population as well as the cross-over with our Economically Disadvantaged students.

                       Benchmark:

                                Sign-in sheet from training

                                Gap Closure

                                Increased STAR 360 scores

3.2.3) Regina Wright Trainings

Teachers and EAs have attended several of Regina's inservices.  Topics include effective grouping, high-quality feedback, and questioning.  Teachers will be provided opportunities to share what they learned with the faculty during PLC meetings.  These will also be used as strategies to help with refinement areas on evaluation.

                      Benchmark:

                                PLC agenda

                                Meeting notes

                                Gap Closure

                                Increased STAR 360 scores

3.2.4) Inclusion Training

We are in need of effective implementation of inclusion for all teachers.  At the present time, our Title 1 Instructional Coach is researching for PD.

                        Benchmark:

                                Date for training

                                Sign-in sheet

                                Gap Closure

                                Increased STAR 360 scores

Strategy:

3.3) District-Level: Parent Education Involvement (Reading & Mathematics)


Description:

District-Level: Provide workshops, material and other training opportunities using a variety of delivery systems to support parents in helping their children improve in reading and mathematics.


Action Steps:

                3.3.1) Title 1 Workshops

Throughout the year, we schedule several workshops to keep our parent informed on ways they

can help their children academically.

                      Benchmark:

                                Sign-in sheets

                                Increased parent involvement as demonstrated by parental support leading to increased student

achievement on formative assessments

                3.3.2) Hornet News Newsletter

TXR sends out a newsletter with valuable information.  Title 1 includes information for the

newsletter regarding workshops they are conducting.  They also include their Home & School

Connection newsletter.

                       Benchmark:

                                Newsletter

                                Increased parent involvement as demonstrated by parental support leading to increased student

achievement on formative assessments

                3.3.3) Parental Contacts

Individual parent meetings, calls home, and emails provide parents with a toolbox to help students

improve performance.

                        Benchmark:

                                Increased parent involvement as demonstrated by parental support leading to increased student

achievement on formative assessments

Notes from meeting

Contact log

Emails

 Goal:

4) District-Level: ACT – School-Level: ACT

Description:

District-Level: Wilson County will improve the composite ACT score for the graduating class of 2016.

Performance Measure:

District-Level: Wilson County will increase the composite ACT score by 0.3 points to 20.3 for the graduating

class of 2016.

 

Strategy:

                4.1) District-Level: Data Collection & Analysis – School-Level: Data Collection & Analysis

 

Action Steps:

                4.1.1) EXPLORE Results

Analzye the EXPLORE results to determine areas of strength and weakness.  We will hold an

EXPLORE night for our 8th grade parents.  During this time, we will emphasize the importance of

scoring well on the ACT.  We will also combine this with with registration for high school

information.  We will inform parents and students on classes that would help prepare them for

higher success on the ACT.  We have been told that we will no longer administer EXPLORE past

the 15-16 school year, but we feel that implementing some of these questions during enrichment

RTI2 time will assist with increasing the ACT score.

                    Benchmark:

                                EXPLORE results

meeting notes and PowerPoint

                                Sign-in sheet

                                Registration forms                              

Increased ACT scores

                4.1.2) Data Team Meetings

Each month, we meet with all grade levels individually to analyze the STAR360 data.  At this time, students are identified for TIERS and divided into groups.  We also discuss the programs and strategies each teacher or educational assistant can implement in their RTI2 time.  Teachers can call a data team meeting at any time if there is a concern.

                      Benchmark:

                                Sign-in sheets

Student concern forms

STAR 360 scores

                4.1.3) Data Folders

Teachers and EAs have a folder that identifies each student in their group.  They update each student's progress from STAR360 after every testing session.  This keeps them informed on student progress.

                      Benchmark

                                Monthly folder checks on Tier 2 and Tier 3 processed students

                                Fidelty checks

                                Increased STAR 360 scores

                4.1.4) Color-coded Reading and Math Data Boards

Two white boards, one for Reading and one for Math, will be color-coded with the STAR360 colors. 

Each board will be separated into grade levels.  Student pictures, names, and testing results for

each testing session will be posted in order for us to track the progress of each student.  This wil

l give us a visual of how our students are performing, and it will provide valuable information on

students who need extensive intervention.  The goal is to have these boards completed by the end

of the semester.  When we come back in January, we will use these boards in our meetings and

update testing results.

                        Benchmark:

                                Picture board with testing data

                                STAR 360 results

                4.1.5) STAR360 Data Wall

A wall of grade-level STAR360 data will be displayed in the hallway.  No student names will be displayed; only grade-level performance.  This will be updated after every benchmark.

                         Benchmark:

                                Data wall

                                Increased STAR 360 scores

                4.1.6) PLC meetings

Teachers meet weekly in PLCs to go over standards and strategies.  Teachers collaborate on

cross-curricular activities.  Due to the increased literacy demands, teachers are incorporating more

text-based questions as well as different types of writing.

                      Benchmark:

                                PLC agenda

                                MIST practice test

                                MICA classroom tests

                                STAR 360 results

 

Strategy:

                4.2) District-Level: Instructional & Educational Materials – School-Level: Instructional & Educational

                Materials

 

Action Steps:

                4.2.1) iStation

Title 1 purchased iStation.  Teachers use this program during RTI2 time.  This program provides

individualized instruction for Reading.  It helps all students regardless of the Tier they are in.

                      Benchmark:

                                Fidelity checks

                                Increased STAR 360 results

                4.2.2) Compass Learning

This program is through the district.  It provides individualized instruction for all students in Math

and Reading.  Students may access this program at home.

                          Benchmark:

                                Weekly progress reports on how students are performing

                                Increased STAR 360 results

                4.2.3) Moby Max

                                This program was purchased by the district.  It offers individualized instruction in Math.

                        Benchmark:

                                Lesson plans

                                Classroom observation

                                Increased STAR 360 results

                4.2.4) Camelot Learning Math Intervention

This program was purchased through Title 1.  This is for use during RTI2 time as well as small

group instruction.  This helps with student deficiencies.  Activities are skill-based and game-like.

                       Benchmark:                  

Lesson plans                       

Classroom observation

Increased STAR 360 results

                4.2.5) Junior Scholastic/Scholastic News/Scholastic Art

Title 1 purchased these magazines.  They are used during RTI2 time.  These help reinforce the SS

standards as well as RLA.  The Scholastic Art helps reinforce language arts standards as well.

                        Benchmark:

                                Lesson plans

                                Classroom observation

                                Increased STAR 360 benchmark scores for higher level students

                4.2.6) Rhymes and Times

This was purchased by the district.  This helps students with comprehending their math times

tables.  This can be used during RTI2 time as well as small group.

                         Benchmark:

                                Lesson plans

                                Classroom observation

                                Increased STAR 360 results

                4.2.7) EXPLORE test questions

Since we get to keep the test booklets, we will pull the questions from the booklet for use during

enrichment RTI2 time.

                        Benchmark:

                                Lesson plans

                                Classroom observation

                                Increased ACT scores

 Strategy:

                4.3) District-Level: Targeted Additional Resources

 Description:

District-Level: Target additional resources and attention on interventions to impact all students.

 

Action Steps:

4.3.1) McKinney Vento Tutoring

                                We have 2 teachers who provide tutoring for the MV students.

                         Benchmark:

                                Attendance documentation

                                Increased STAR 360 results

                4.3.2) Title 1 Tutoring

                                We have 11 teachers offering tutoring for reading and math.

                       Benchmark:

                                Attendance documentation

                                Increased STAR 360 results

                4.3.3) Morning and afternoon tutoring

Various teachers are offering extra help for math and reading.  These teachers aren't involved in the Title 1 or MV tutoring program.  These teachers volunteer their time and receive no compensation.

                       Benchmark:

                                Attendance documentation for parent meetings

                                Email documentation

                                Increased STAR 360 results

                4.3.4) Kids Club Tutoring

One teacher works with the Kids Club director to identify students needing assistance after school.  The teacher picks up the students from Kids Club and takes them back to her room.  The teacher has developed a process where students know exactly what to do upon arrival.  There are small groups taking place.  Students are able to get help with homework, work on skills they are deficient in, as well as challenging activities.

                     Benchmark:

                                Tutoring log

                                Increased STAR 360 results

                4.3.5) Vocabulary Workshop

Title 1 and the Special Education Department are purchasing these workbooks for use during RTI2.  These will assist with improving vocabulary skills they will need as they read more non-fiction pieces.  This will benefit ALL subgroups.

                        Benchmark:

                                Lesson plans

                                Classroom observation

                                Increased STAR 360 results

 Goal:

 5) District-Level: Teacher Effectiveness - School-Level: Teacher Effectiveness

Description:

District-Level: For the 2015-16 school year, Wilson County will increase the number of teachers in the Average or Above Average Effectiveness categories.

Performance Measure:

District-Level: The number of teachers in the Average Effectiveness and Above Average Effectiveness categories will increase.

 

Strategy:

                5.1) District-Level: Improve teacher effectiveness. - School-Level: Improve teacher effectiveness.

 

Description:

District-Level: Address job embedded professional development needs of the instructional staff, as identified by teacher evaluation and state assessment results.

 

Action Steps:

                5.1.1) Feedback

Provide high-quality feedback to teachers on evaluation as well as informal walk-throughs.  During pre- and post-conferences provide effective strategies that teachers can implement in the classroom.  Provide timelines for teachers to practice a strategy and report back.

                    Benchmark:

                                Pre- and post-conference

                                Follow-up meeting

                                Improved evaluation scores

                5.1.2) Mentors

Provide a mentor to teachers.  The mentor meets regularly with the teacher to discuss effective strategies that can be used in the classroom. The district also assigned a mentor to first-year teachers.  These mentors observe the teacher and provide feedback prior to the official evaluation.

                    Benchmark:

                                Mentor notes

                                Improved evaluation scores

                5.1.3) Instructional Coaches

Meet with instructional coaches and provide a list of teachers for the instructional coach to meet with.  The instructional coach will observe and model strategies for the teachers.  Feedback is provided.  Coaches leave two positive notes regarding the instruction, and one refinement area is discussed when they meet.  Coaches strive to build positive, non-threatening relationships with the teachers in order for them to be comfortable and receptive to the feedback.

                   Benchmark:

                                Instructional coach log

                                Improved evaluation scores


School Plan Components

 School-wide Plan

 1.  Needs Assessment

Include a needs assessment of entire school and subgroups including racial/ethnic, economically disadvantaged, students with disabilities, English learners and including the needs of migrant children as defined in Section 1306) with information about the academic achievement of children in relation to the Common Core State Standards.

 Explanation:

We will decrease the gaps in 3-8 RLA, the BHN subgroups in both Math and RLA in grades 3-8, the ED subgroup in both Math and RLA in grades 3-8, the ELL subgroup in both Math and RLA in grades 3-8, and continue closing the gap with SWD in both Math and RLA in grades 3-8 by increasing the proficiency and advanced status in these subgroups.  We will focus on increasing vocabulary in all subgroups during RTI2.  We have no migrant students.

 

2.  School-wide Reform Strategies

Describe school-wide reform strategies to improve achievement in the lowest achieving students. Include strategies to provide opportunities for all children to meet proficiency; strengthen the core academic program; increase the amount and quality of learning time, before- and after-school and summer program opportunities and a rich and accelerated curriculum; strategies to meet needs of historically underserved populations; services which might include counseling, pupil services, mentoring services, college and career awareness and preparation, integration of career and technical education programs. Address how the school will determine if such needs have been met and are consistent with the state and LEA plans.

 Explanation:

Our whole school has RTI2 time for 45 minutes a day. We have monthly Data Team meetings to discuss our students progress and decide if they need T2 or T3 intervention during our RTI2 time.  Regardless if our students are T2, T3 or Enrichment students, during RTI2 time, the teachers or Highly Qualified (HQ) paraprofessionals are working on skills the students need to become proficient in reading and math. Our curriculum and intervention programs are researched based and utilize both scientific and written strategies while make sure to follow IDEA.     Benchmark assessments, using STAR 360, and other formative assessments will identify specific areas of need.  Coordinating with Pre-K and Headstart to transition to K and offering strategies to help at home is beneficial. Title 1 remains school-wide.  We utilize our Title 1 staff (1 full-time Instructional coach, 1 full-time teacher and 1 full-time EA) during RTI2 times and they push-in to the Tier 1 classes daily.  Our SPED staff works with students in both RTI2 and inclusion settings.  The ELL teacher works with ELL students throughout the day.  We are offering after-school tutoring through Title 1, McKinney Vento (for the ED students), and Kid's Club.  The students in after-school tutoring are with a certified teacher, with the Title 1 tutors focusing on the skills the students are lacking and the other teachers are focusing on skills and homework help.  Teachers will often pull students who are behind in work from the gym in the morning as well in order to help them be proficient. Teachers have numerous assessment tools to use that focuses on specific academic areas for both basic literacy skills and math skills.  These assessment programs are STAR 360, Compass Learning, Moby Max, and I-station.     In order to increase the attendance rate of our SPED and ED students our guidance counselor works with IDEA and ED students and parents in getting students to come to school.  All Pre-K students are ED subgroup.  By increasing their attendance in school, it will raise their academic level of achievement for IDEA, ED, and Pre-K students.

 

3.  Timely Assistance

Describe how timely assistance will be given to struggling students. Address effective, timely assistance of interventions for students who experience difficulty in attaining the proficient or advanced level of the academic content standards. Students’ difficulties must be identified in a timely way and in such a way as to provide information on which to base effective assistance of interventions.

 Explanation:

Our students take the STAR 360 several times throughout the school year.  This assessment allows for the staff to track students progress during our monthly Data Team meetings.  During these meetings, we identify students who are in the 10%, 25% or On-Watch and place them in small groups for RTI2 time.  Tuckers Crossroads has RTI2 for 45 minutes every day.   During RTI2 time, teachers or para professionals use the STAR data, or Istation data and work on the skills (using researched based programs) each student lacks.  They continue to work on these skills till it is mastered.  If a student is in T3, then he/she is tested on STAR every 5 sessions.  If a student is in T2, he/she is tested every 8 sessions.  If a student is in an On-Watch group, then he/she is tested twice a month. If a student is in Enrichment, then he/she is tested four times a year.   This allows for our Data Team to track how every student is either progressing or declining.  If a student is declining, this allows for our Data Team to discuss the intervention program being used, change it when necessary, or decide if a student needs to move to a more intensive program.

 

 4.  Instruction by Highly Qualified Staff

Address instruction by highly qualified staff (and effectiveness in TN).

 Explanation:

The best way to increase student achievement at Tuckers Crossroads is for our students to be taught by a Highly-Qualified teacher.  With the increase of more rigorous instruction, it is imperative that the teacher providing the instruction is a subject-matter expert. Because of this, Wilson County Public Schools Human Resources Department requires that all certified personnel, district wide, are Highly-Qualified in the subjects they teach.  Paraprofessionals are required to meet a minimum of two years of college education or have a successful score on the Praxis exam, before being hired at Tuckers Crossroads.  If a paraprofessional is moved from another location, their fee for the Praxis is paid with Title 1 funds.

 

5.  Attracting High Quality/Effective Teachers

Address strategies to attract high quality/effective teachers to high needs schools.

 Explanation:

In order to attract high quality/effective teachers to Tuckers Crossroads, Wilson County Board of Education has increased the pay scale for new teachers, while allowing seasoned teachers to increase their pay scale based off of their effective scores.  Tuckers Crossroads also offers a mentor program for new teachers to our school.   Wilson County offers a meet and greet with administrators for new or teachers that want to work in Wilson County Schools.  Wilson County also offers on-site daycare for teachers.

 

6.  Professional Development

Address high quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state academic content standards.

 Explanation:

We also utilize the county and school instructional coaches to provided professional development and assistance to faculty and staff. Accessibility of personnel, T2 and 3 fidelity checks, OJT by coaches modeling examples for teachers in classrooms.  Meetings with Central Office personnel (Anglea Rohen, Yvonne Smith, Amanda Ashabranner, Jennifer Cothron), regarding literacy and math strategies.  Joan Oxley, Regina Wright, Emily Adkisson, Kate Plumlee, and Carol Ghee will go into classrooms to model instructional strategies.  Teachers have shared strategies from state trainings with the faculty.  The teachers that attended the states training during the summer has shared the redelivery of these trainings to our staff.  We also employ weekly PLC meetings, monthly Data Team meetings, and PD Opportunities.  We had a group of teachers and administration visit Homestead Elementary for PD in order to see how this school utilizes small groups during RTI2 time.  A teacher that attended the Marsha Tate's in-service during the summer will share Marsha Tate's high expectations with the faculty through the teacher's blog. We will also offer Poverty Training for the whole staff during faculty meetings.  Our Instructional Coach offered a PD on STAR 360 and data folders for not only the staff at Tuckers Crossroads, but also the staff at other Title schools.

 

7.  Increase Parental Involvement

Address strategies to increase effective parental involvement through means such as family literacy services.

 Explanation:

Tuckers Crossroads offers many ways to involve our parents in our school.  One of the first ways is our Fall Festival.  Our PTO works hand in hand with our teachers to provide a fun-filled night at our school.  Our Title staff and school psych hosted a parent meeting at the beginning of the school year to explain Title services, RTI2, STAR 360, and the SPED process.  Parent workshops will help educate families on the increased academic expectations of students and provides resources to parents with Pre K-8th grade students. This year our Title 1 staff and staff members will offer several parent workshops on Internet safety (we have someone from the Lebanon Police Department speaking on this topic), reviewing the EXPLORE results, and other assessment data. We will also have a Literacy night in the Spring which will coincide with our Book Fair.  This will allow parents to visit our Book Fair and purchase books for their students.  Our PTO meets monthly and sends out reminders (either through email or the phone) about the upcoming meetings.  We send home bi-monthly Parent Connection Newsletters.

 

8.  Coordination of Programs

Describe how federal, state, and local programs are coordinated. Address coordination and integration of federal, state, and local resources, services and programs, including programs supported under ESEA, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, career and technical education, and job training.

 Explanation:

We focus on coordination and integration of federal, state, and local services and programs throughout the school.  We have a committee to address our School Health initiative, continue to implement the Olweus Anti-bullying program,  utilize our Title 1 staff, ESL teacher, and SPED staff daily.  This helps to assist in decreasing the difference from our subgroups-aids Pre-K (at risk), MV, IDEA, and ESL.  Our School-Health group has started a 100+10 mile club run to encourage healthy habits.  Students involved in this program must keep a journal to analyze his running abilities, keep a log of his miles, and they are challenged to have an adult run with them in order to have more people in the community be more physically active.  In order to keep parents informed about adult education, Pre-K, and other programs, newsletters and flyers are eBlasted to parents.  The flyers are also posted on the bulletin board at the entrance to the building.  We also post this information on the marquee.

 

9.  Transitioning Preschool Students

Address plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start Early Reading First, or a public school preschool program to local elementary school programs.

 Explanation:

We host a Kindergarten fair every year for our upcoming Kindergarten students. This is a wonderful way to introduce Tuckers Crossroads to our new students and parents.  We also invite our parents of  PK to our parent workshops.

 

10.  Use of Assessments for Improving Performance

How you will know teachers are included in assessment decisions regarding the use of assessment in improving performance and instruction? Address measures to include teachers in decisions regarding the use of academic assessments to provide information on, and to improve, the achievement of individual students and the overall instructional program.

 Explanation:

Our district utilizes STAR 360 to drive instruction during RTI2.  This data is also used to drive our discussions during our monthly Data Team meetings.  Our teachers also have access to the MICA platform in order to allow the students time to prepare for the actual test on the MIST platform.  Teachers are encouraged to make common assessments in MICA to help prepare for TNReady and to work closely together to analyze the needs.    The state provides three open windows for teachers to practice MIST and Tuckers Crossroads will have PLC's to discuss the practice test results to analyze effective instructional practices, pattern of mistakes, the best way to use this to improve, and what interventions are needed in order for our students to be proficient or advance.  Teachers also utilize their own assessments from their classroom curriculum.  Istation assesses once a month and provides useful information for small group instruction.