Please identify all planning team members, including team member titles. The school plan must be developed in consultation with teachers, principals, other school leaders, paraprofessionals in the school, administrators (including administrators of Title programs), students (if a secondary school), other appropriate school personnel, and with parents of students.

Anna Raines---Principal
Melanie Mundy---Assistant Principal
Joan Oxley---Read to be Ready Instructional Coach
Sandra Hamilton---Music Teacher
Kirtsie Hayes---K-8 Inclusion Teacher
Andi Kumpf---Kindergarten Teacher
Ramona Wright---Third Grade Teacher
Tara Mitchell---SEEK Teacher
Melissa Patterson---Fourth and Fifth Grade Math Teacher
Carly Clinard---Second Grade Teacher
Melinda Hinton---Seventh and Eighth Grade English Language Arts Teacher
Jaymie Stewart---Sixth, Seventh, and Eighth Grade Math Teacher
Melodie Collier---First Grade Teacher
Jessica Schofield---Parent and Substitute
Ashley Patino---Parent

 

Describe how the school actively and consistently involves all stakeholders identified in the development of the school plan and how the plan is regularly monitored and revised based on students' needs.

At the beginning of the school year, teachers asked for parent volunteers.  This builds that open relationship with parents and teachers and allows parents to provide feedback throughout the year.  Parents were able to answer questions and felt comfortable expressing both positive and negative points.  Parents were involved in the SIP process by attending meetings related to school needs, and they provided feedback on improvements they felt were needed.  We will have our Strategic Plan on our school website so all stakeholders will be able to look at it and provide more input or feedback.  For those stakeholders that do not have internet access, we will leave a copy of the strategic plan in the front office and provide a box for comments.  Teachers also volunteered to help with developing our school plan.  Meetings were held before and after school so the teachers were able to work on it.  

Elementary/Middle School Subjects

Expand 3-8 Reading/Language Arts - Data Tables

After analyzing data for all students, provide a summary of the progress and challenges, and identify underlying causes for each. Cite specific examples and address racial/ethnic subgroups where relevant. (Include all local data analyzed as part of the comprehensive needs assessment.)

Due to the fact the TDOE did not administer TCAP for the 2015-16 school year, data for grades 3-8 is unavailable. In addition, our district does not have a district level benchmark to gauge progress, nor do we have a platform to accommodate any assessments of this nature. While the district uses STAR for screening purposes it is not used collectively at the district level for decision making purposes, rather it is used to track individual student growth, screen, and progress monitor.

We are cognizant of the data we received from the 2014-15 school year. We recognize that students across the state of Tennessee posted a 1.1% decline in proficiency in Reading Language Arts in grades 3-8 while Wilson County only showed a 0.6% decline for all students.  Wilson County students performed 12.2% higher than other districts across the state in Reading Language Arts.  Wilson County showed the greatest decline in Reading/Language Arts with Students with Disabilities.  The greatest challenge is providing adequate staff and training for inclusion settings in both the elementary and high school settings.

Currently, the only data we have for the 2016-2017 TN Ready assessment is raw score data.  For each grade level, we have compared ourselves to the district as well as the state.  We noted the following:

3rd Grade ELA:  Our raw score data is below the district but above the state.

4th Grade ELA:  Our raw score data is below the district and state.

5th Grade ELA:  Our raw score data is below the district and state.

6th Grade ELA:  Our raw score data is below the district but slightly above the state.

7th Grade ELA:  Our raw score data is above both the district and state.

8th Grade ELA:  Our raw score data is below the district but above the state.

With the new TNReady assessment, there have been limitations with resources to prepare students for the more rigorous assessment.  With the Read to be Ready initiative and the implementation of Achieve 3000 in the 2017-2018 year, we feel this will assist in moving in a more progressive direction.

 

Discuss the progress and challenges of students who are economically disadvantaged, students with disabilities, and English learners. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

One progress we have identified with our ED students is building a stronger Tier 1 Reading block in grades K-3 with the R2BR initiative. This will help our ED students to be exposed to higher level texts, more tier 2 vocabulary, apply foundational skills to reading passages, and increase their writing skills.  This will help our ED students to become successful in the upper grades.

 One challenge for our ED students is their attendance.  We have a Chronic Absence Team that works with teachers to provide ideas on how to increase student attendance for our ED students. 

We have made progress with our SWD because we have been able to better track our them during their Reading Labs in order to work on their specific skills deficits.  Our teachers have used STAR 360 Reading as their base line and then easyCBM for progress monitoring.  We have been able to see these students grow in their skills deficits in order to be successful.

 A challenge we have identified for SWD is their attendance.  Our Chronic Absence Team also works with these teachers to provide ideas on how to increase student attendance for our SWD. 

Our ELL population continues to grow in Wilson County. RLA is a focus for ED and ELL students. RTI2 presents a challenge when it comes to staffing and meeting the individual needs of all students with the present staff. An additional Special Education program coordinator was hired in 2015-16. A district-wide RTI2 coordinator has been added to the instructional staff to assess and monitor RTI2 K – 12. Tier I core instruction is the main focus for all. 

Another challenge faced with our ELL population is the yearly changes with the staff assigned to work with those students.  Many times, the educator who works with the students for one year isn't the same one to work with them the next year.  The next educator to work with these students is left to assess the students for deficits and build relationships which can take time away from building on previous progress.

Reading Celebration Points:

In our STAR data, our 2nd graders were second highest in the district in reading growth. Our 7th graders were highest in the district in reading growth.

Reading Areas of Concern:

Our 4th grade had low scores in reading.

 Expand              3-8 Mathematics - Data Tables

After analyzing data for all students, provide a summary of the progress and challenges, and identify underlying causes for each. Cite specific examples and address racial/ethnic subgroups where relevant. (Include all local data analyzed as part of the comprehensive needs assessment.)

Due to the fact the TDOE did not administer TCAP for the 2015-16 school year, data for grades 3-8 is unavailable. In addition, our district does not have a district level benchmark to gauge progress, nor do we have a platform to accommodate any assessments of this nature. While the district uses STAR for screening purposes it is not used collectively at the district level for decision making purposes, rather it is used to track individual student growth, screen, and progress monitor.

We are cognizant of the data we received from the 2014-15 school year. Students in Wilson County posted impressive gains in 3-8 math. Twelve out of fourteen elementary/middle schools showed gains in 3-8 math.  Students scoring proficient or advanced on the math portion of the TCAP assessment increased by 6.5%. The greatest gains occurred in seventh grade as students scoring proficient or advanced increased 10.6%.  All subgroups maintained or showed gains in 3-8 math. STAR360 allowed teachers to monitor progress of individual subgroups throughout the year and progress monitor students accordingly.

Currently, the only data we have for the 2016-2017 TN Ready assessment is raw score data.  For each grade level, we have compared ourselves to the district as well as the state.  We noted the following:

3rd Grade Math:  Our raw score data is below the district and state.

4th Grade Math:  Our raw score data is below the district and state.

5th Grade Math:  Our raw score data is below the district and state.

6th Grade Math:  Our raw score data is below the district and state.

7th Grade Math:  Our raw score data is slightly below the district but above the state..

8th Grade Math:  Our raw score data is below both the district and state.

With the new TNReady assessment, there have been limitations with resources to prepare students for the more rigorous assessment. 

Discuss the progress and challenges of students who are economically disadvantaged, students with disabilities, and English learners. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

One progress we have made with our ED students is offering to tutor after school.  This tutoring was offered by Title 1, McKinney Vento, and Kids Club.  This helped the ED students that were able to attend.

 

One challenge for our ED students is their attendance.  We have a Chronic Absence Team that works with teachers to provide ideas on how to increase student attendance for our ED students.  Another challenge we face with our ED students is that the students that really need the tutoring help cannot stay after school because of the transportation.  We at TXR feel that if we could have some type of transportation for this afternoon tutoring, we would be better able to serve more of our ED students with tutoring. 

One SWD department started using easyCBM last year to better track and monitor their students' growth.  This has helped them identify specific skills these students need to work on during their math lab times.

A challenge we have identified for SWD is their attendance.  Our Chronic Absence Team also works with these teachers to provide ideas on how to increase student attendance for our SWD. 

Our ELL population continues to grow in Wilson County. Along with RLA, Math is also a focus for ED and ELL students. RTI presents a challenge when it comes to staffing and meeting the individual needs of all students with the present staff. An additional Special Education program coordinator was hired in 2015-16. A district-wide RTI coordinator has been added to the instructional staff to assess and monitor RTI K – 12. Tier I core instruction is the main focus for all.

Another challenge faced with our ELL population is the yearly changes with the staff assigned to work with those students.  Many times, the educator who works with the students for one year isn't the same one to work with them the next year.  The next educator to work with these students is left to assess the students for deficits and build relationships which can take time away from building on previous progress.

Math Areas of Concern:

Our math scores in grades 3rd-5th are low with 5th grade sliding backward (53%tile-51%tile). Seventh grade showed low growth.

 Expand              3-8 Science - Data Tables

After analyzing data for all students, provide a summary of the progress and challenges, and identify underlying causes for each. Cite specific examples and address racial/ethnic subgroups where relevant. (Include all local data analyzed as part of the comprehensive needs assessment.)

Due to the fact the TDOE did not administer TCAP for the 2015-16 school year, data for grades 3-8 is unavailable. In addition, our district does not have a district level benchmark to gauge progress, nor do we have a platform to accommodate any assessments of this nature. While the district uses STAR for screening purposes it is not used collectively at the district level for decision making purposes, rather it is used to track individual student growth, screen, and progress monitor.

Wilson County continues to show success in science in grades 3-8.  We gained 4 percentage points during the 14-15 school year for science in grades 3-8.  Our current achievement is at 81.9% for grades 3-8.  Value-added scores remain at a 3 or above in all grade levels.  With an overall growth standard at a Level 5.  The standards and assessment have remained constant with little to no change in Science for grades 3-8.

Currently, the only data we have for the 2016-2017 TN Ready assessment is raw score data.  For each grade level, we have compared ourselves to the district as well as the state.  We noted the following:

3rd Grade Science:  Our raw score data is below the district and state.

4th Grade Science:  Our raw score data is below the district but above the state.

5th Grade Science:  Our raw score data is below the district and state.

6th Grade Science:  Our raw score data is below the district and state.

7th Grade Science:  Our raw score data is below the district but above the state.

8th Grade Science:  Our raw score data is below the district but above the state.

Discuss the progress and challenges of students who are economically disadvantaged, students with disabilities, and English learners. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

While our Tier 1 teachers make Science classes engaging for our ED students, their attendance is hindering their learning process.  To help with this, our Chronic Absence Team works with teachers to develop guidelines for them to follow to help encourage attendance rates.

We have made great progress with our 8th grade science growth.  School-wide, we are at a Level 5.  Discovery Ed has been an important tool in reaching this success.

One challenge with our SWD is that the SWD teacher is not in the room to help the regular classroom teacher and students.  Our teachers follow the student's IEP's, but having another person in the room would greatly help our SWD.   Another challenge is their attendance.

We have seen progress with our 8th grade growth for SWD.  The exceptional learning teacher assists with helping students understand the material and get caught up when they are behind.   Students are required to complete the work.

Our ELL population continues to grow in Wilson County.  RTI presents a challenge when it comes to staffing and meeting the individual needs of all students with the present staff. An additional Special Education program coordinator was hired in 2015-16. A district-wide RTI coordinator has been added to the instructional staff to assess and monitor RTI K – 12. Tier I core instruction is a main focus for all.

Another challenge faced with our ELL population is the yearly changes with the staff assigned to work with those students.  Many times, the educator who works with the students for one year isn't the same one to work with them the next year.  The next educator to work with these students is left to assess the students for deficits and build relationships which can take time away from building on previous progress.

 

 

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. Other data points may be inserted as needed.

STAR 360:

 Early Lit: Average growth PC was above a 9+ growth for all teachers.

  Reading:

         K- Has no percentage increase or decrease recorded.

         1st Grade- Has an average of 26 PR growth and a 15 NCE growth

         2nd Grade- PR growth of 17 and a NCE growth of 9.2.

        3rd Grade- PR Growth of 7 and a NCE growth of 4 

Math:

    No Star Data for Kindergarten

    1st, 2nd 4th, 6th, 7th and 8th grades showed growth in the PR and NCE Category.

    1st and second grades had the largest growth for all grade levels at a 10 growth for 1st and 22 growth for 2nd. 

    3rd grade showed neither an increase or decrease in the PR category and a -0.1 in the NCE Category

    4th showed a 3 PR growth and a 1.7 NCE growth.

    5th grade showed a decline of 2 in PR category and -1 NCE growth.

    6-8 showed a growth of 2-4 PR and a 1-2 growth for NCE.       

 

Algebra I - Data Tables

After analyzing data for all students, provide a summary of the progress and challenges, and identify underlying causes for each. Cite specific examples and address racial/ethnic subgroups where relevant. (Include all local data analyzed as part of the comprehensive needs assessment.)

Currently, the only data we have for the 2016-2017 TN Ready assessment is raw score data.  For our Algebra students, we have compared ourselves to the district as well as the state.  We noted the following:

Tuckers Crossroads’ raw score average was above the District Middle School and District High School raw score average.  We were also above the State raw score average.

We attribute these accomplishments to the fact that students enrolled in Algebra 1 are motivated and academically ready for the course.  We evaluate the data on our students to determine the appropriate placement in the course.  We also have a highly qualified teacher who utilizes multiple strategies to teach the course.

With our student population being small, we have a small number of students enrolled in the course. 

Discuss the progress and challenges of students who are economically disadvantaged, students with disabilities, and English learners. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

We only had 11 students enrolled in Algebra 1 during the 2016-2017 school year.  Only one of those students was Economically Disadvantaged, and she was the 3rd highest scoring student in the class.  She answered 34 out of the 52 questions correctly.  There were no students with disabilities or English learners enrolled in the course.

Student Discipline - Expulsions (by grade level)

 

Review student attendance and chronic absenteeism data. Discuss progresses and challenges with student attendance, especially if chronic absenteeism rates exceed 10% (overall or by school, grade level or subgroup), and identify specific steps to be taken to ensure that students have opportunities to learn.

Chronic absentee rates are well below the ten percent rate at only 5.05%.  We contribute this success in part to our computer generated calling system to alert parents that their child is absent.  Teachers were given a report to build awareness of past chronically absent students.  Students who have chronic absences and their parents were contacted by the teacher.  The SIS secretary is also aware of absences and communicates with faculty and the truancy department.  Our school has also developed a chronic absentee committee to focus and improves student attendance.  Teacher website and online lesson plans are available for all students to be aware of assignments and deadlines.  Tuckers Crossroads won the Attendance banner the majority of the 2016-2017 school year.

 

Review student discipline data. Discuss progress and challenges with student discipline. If suspension and/or expulsion rates exceed state average by 25% (i.e. out-of-school suspension rates above 7.75% or expulsion rates above .25%), describe the steps to be taken to reduce lost instructional time and/or disparate impact. - Note: 2015-16 statewide suspension rate was 6.2% and the statewide expulsion rate was .2%.

Our out-of school suspension rate and expulsion rate are well below the state.  Every effort is made to redirect students before implementing suspension, but we do follow the code of conduct set by the school board.  Our school has put forth a positive effort to create a safe learning environment.  We have implemented the Positive Behavior Intervention and Support System to decrease behavioral issues.  We have also attended and are working to implement strategies from Ron Clark Academy and a Larry Bell Seminar.  The majority of our teachers have attended Poverty Training Inservice.

 

Describe the school's progress and challenges in providing safe, supportive and healthy environments and the steps to be taken to ensure that all students are provided with such a learning environment.

We provide a safe, supportive and healthy environment through multiple clubs and activities.  Healthy Hornets club for students is an active support club to promote health and safety.  The club meets weekly and is attended by students of all grade levels.  Some of the activities include healthy eating, exercise, and general wellness.  The Healthy Hornets team has had the opportunity to listen to multiple community leaders to learn about all aspects of their health.   Another aspect of Healthy Hornets is placing school wide challenges and events to further promote health school wide.

Kindergarten Fair night is another free of charge opportunity for incoming kindergarteners.  This provides families the opportunity to meet with community professionals including doctors and dentists.  The family resource is another outlet that is available for families in our community.  We are also supported by local civic organizations and churches to provide food for students over the weekend through the backpack program.

All students are provided with information about bullying.  Lessons are taught by our guidance counselor and supported by our teachers for every grade level at least twice a month.  She is available to confidentially discuss student concerns when they arise.  The school enforces the district policy for bullying of any type.  STARS counselors are also available to support students.  Faculty members are trained in crisis intervention processes to support students.  

Internet safety training was required for all teachers and administered to students within the first month of school.

Another important factor in our school safety is having a School Resource Officer and crossing guards to support safety of all students inside and outside the building.  We have a trained safety team and plan in effect in the event of an emergency situation.  All students are involved in drills to be aware of expectations in the event of an emergency on our campus.   Also, school visitors are submitted for a background check through the Raptor system before being allowed access to our school building.  

Tuckers Crossroads School continues to meet the needs of our community and students.

How are new teachers supported in the school? What strategies are currently in place to generate growth among new hires?

Since the dates don't reflect the appropriate year, staff characteristics are listed below:
Principal--Years in postion:  2 for the 16-17 year
Teaching Staff Certified--# of Teachers: 36
1-3 years:  6/16.7%
4-10 years:  11/30.6%
11-20 years:  12/33.3%
21+ years:  5/13.9%

DISTRICT:
New teachers are supported through our New Teacher Induction Program (NTIP).  Our NTIP consists of several components.  The main component is mentoring.
Teachers are selected to be Teacher Leader-Mentors based on the following criteria.  If they are chosen, they receive district-level training on their role and a stipend of $250.00 per mentee per semester.

Requirements to be a mentor:
-    Holds or is eligible for a Professional Educator License
-    Has at least one year of experience with Wilson County Schools
-    Demonstrates effective teaching practice: 
               Has an individual growth composite score or 3 or higher for the past three years
               Has an Overall Level of Effectiveness of 4 or 5 for the past three years
               Works cooperatively as a team member in his/her department and school
               Actively participates in PD opportunities and PLC meetings
               Has a professional commitment to Wilson County Schools, to his/her home school, and to continued personal professional development
               Reflects on and can articulate about the craft of teaching
-    Completes the online application
-   Approved by the building administrator

New teachers are paired with a mentor if they have less than a semester of teaching experience.  They will receive daily one-on-one support, opportunities to observe and be observed, and be given feedback and strategies to use in their classroom to help them be successful.  District-level support is also available to the new teachers in the form of subject-level and data coaches, as well as availability of the Coordinator of Teacher Effectiveness if needed.

The NTIP promotes growth for our new teachers by providing them with monthly professional development sessions.  These are two hour small-group sessions broken down into elementary, middle school, and high school teachers.  Topics covered include effective classroom management, communication strategies, planning, use of data, boundaries, time management and resources, and professional growth and reflection.

District Instructional Coaches visit with our teachers to assist with planning, scope and sequence, classroom instructional strategies, classroom management, and any other area needed/identified by administration.

SCHOOL:
For teachers who are new to the school but have experience, an in-house mentor is assigned to the teacher to provide support throughout the year.  Our school instructional coach meets with new teachers, experienced and first-year, to assist with planning, scope and sequence, instructional strategies, classroom management, and any other area needed/identified by administration.  Administrators reach out to the coaches as well as Christina Harris for assistance in providing feedback on refinement areas.

 

What retention practices, incentives, or growth opportunities are in place, specifically for teachers who have demonstrated strong performance over time?

The district’s efforts to retain teachers are strengthened by the teacher evaluation system we use.  We use the Tennessee Educator Acceleration Model (TEAM).  It holds our teachers to high standards through observations, feedback, data, and professional development.  It gives our trained administrators the tools they need to support our teachers and help them improve their instruction, which in turn improves our student achievement.

Teachers are rewarded for their performance on the TEAM evaluation and for student achievement through our strategic compensation plan.  This year, our compensation plan will look at 13-14, 14-15, or 15-16 TEAM data (we will use best of the 3 years).  Teachers base salaries increased as follows:

·        overall effectiveness score of a 1 - $200.00
·        overall effectiveness score of a 2 - $200.00
·        overall effectiveness score of a 3 - $400.00
·        overall effectiveness score of a 4 - $700.00
·        overall effectiveness score of a 5 - $900.00

Teacher of the Year recognition is also awarded as an incentive for strong performance. Nominees are selected and voted upon by colleagues. The winner receives recognition via the local paper and through the Wilson County Bank & Trust at 8th grade graduation.

 

What procedures are in place to ensure that low income and minority students are not being taught at a higher rate than other students by ineffective, inexperienced, or out-of-field teachers. Include steps to be taken in order to address these disparities and ensure equitable access to highly-effective teachers.

All of our teachers are highly qualified and receive training to ensure the highest level of teaching.  Professional development is provided based on need.

Additional Areas

RTI2

Describe the school's progress in implementing RTI2 across all grades. Identify areas of strength and weakness, identify root causes and discuss actions needed.

This is our fourth year of full implementation of RTI2.  We are continuing to see a more onboard attitude regarding focusing on skills during RTI2 time. Due to our school being school-wide, our Title teachers (now called Interventionists) will be working with all grade levels in T2/T3 Reading and picking up as many math T2/T3 RTI2 groups as possible.  We also have a full-time Interventionist that will be working with T2/T3 students in all grade levels for Reading/Math.  When our exploratory teachers have an opening in their schedules, they are assisting with RTI2 time or assisting in the classrooms during Tier 1 instruction.  Teachers are continuing to record data on each student in their class and monitor the progress of mastering the focused skill (s).

Areas of strength:

*More interventionists working with our T2/T3 students during RTI2 (we are not having to use a lot of our teachers for T2/T3 grouping).

*Title Interventionists working with all grade levels.

Areas of weakness:

*Moving the enrichment/on-watch students.  We noticed that these two groups did not see much growth on STAR and after looking at where the teachers were placed, we realized that we were utilizing a lot our teachers to help with the T2/T3 groups.  Our action step is that more teachers are now able to work with their enrichment/on-watch students (instead of helping with T2/T3 groups) during RTI2 time in order to help move these students by using project-based learning, diving deeper with the standards, book novel studies, etc.

*Lack of staff.  While we have three interventionists, there are times the T2/T3 numbers are too high that we have to pull a teacher to help with the grouping.  This is only happening in Middle School, but because she is helping with T2/T3, she is not able to help push her enrichment/on-watch students for growth.  It would be nice to have another interventionist at our school to help with grouping students and the numbers. 

Technology Access and Use

Discuss the level of access that students have to technology as part of the instructional program and how well staff integrate technology into the instructional program. Identify areas of strength and weakness, identify root causes and discuss actions needed.

Access for technology is one-to-one, which started in the 2016-2017 school year. Multiple programs have been used in the classroom including Achieve 3000, Smarty Ants, Discovery Education, Moby Max, and Code.org. Google classroom has become very widely used for assignments and information pertaining to each class. Google Forms has been used for making weekly assessments online for students to take. Our technology leader has led many technology trainings on these programs throughout the year. Tech Cafe has been a huge help for those needing extra practice or one-on-one time with programs in technology. Our strength is definitely in the area of the one-to-one access to technology for students. This has allowed for different kinds of learning in the classroom and has helped in the organization process, for students, by having assignments and information online instead paper. The tech trainings and different options for technology in the classroom has helped our teachers feel more prepared in presenting new programs to students and has given more options for differentiation than before. One of our weaknesses has been the lack of technology for teachers. When a device stops working, the funds our school has are low or nonexistent to replace them.  Some of the devices teachers heavily depend on for instruction are projectors and Ladibugs, and when they stop working it is difficult at times to find the funds to replace them.  Not every teacher in the building has access to either of these technology devices, so the technology they are able to use is very limited.  Currently, we are working with the technology department to split the cost of the projectors.  For the other devices, we will assess needs and reach out to our business partners and PTO for assistance.

Professional Development

Describe the prior year professional development activities and how effectively these activities addressed teacher needs and student learning.

Tuckers Crossroads continues to realize the need for Professional Development to be specific and address teacher needs to positively impact student learning.  Our on site Instructional Coach works closely with teachers and administrators to develop PD opportunities that will specifically help the needs of our staff.  This is done through surveys at the end of each school for the upcoming school year.  One area our teachers requested more training on was differentiation.  Tuckers Crossroads sent a group of teachers to the Mid-Cumberland Differentiation and Scaffolding training in November.  This group presented on differentiation and scaffolding to the faculty during a faculty meeting. 

Another area of professional development request was for motivating and student engagement.  Tuckers Crossroads sent a group of teachers to the Ron Clark Academy to see effective student motivation in action and how to have positive student engagement.

Tuckers Crossroads is a part of the Read To Be Ready initiative and working with the State of Tennessee to roll this into our Kindergarten through third-grade classes.  Last year we worked on creating and implementing Interactive Read Alouds and Shared Readings in our K-3 classes.  These K-3 teachers attended Professional Development two days (on PD days the county set aside) and have met with their Read To Be Ready Coach several times throughout the year. 

Discuss the focus of professional development for teachers, paraprofessionals, and other school leaders that will build capacity and positively impact student academic achievement.

Tuckers Crossroads will continue to be actively involved in the Read To Be Ready initiative, and will have training several times throughout the year.  This training will continue to help build solid Tier 1 Reading classes in our school.

We will be sending another group of teachers and an administrator to the Ron Clark Academy during the 2017-2018 school year.  Being able to see first hand how to motivate students and have positive student engagement is a must for teacher buy-in. 

We also want to have Tara Brown, the Connection Coach, come talk to our school.  She helps teachers understand the importance of building relationships with students.

A team of teachers and an administrator also attended a Larry Bell session on how to build positive relationships with students and increase student achievement at the same time.

Parent and Family Engagement

Describe the parent and family engagement activities that have occurred in the prior year and how the activities have impacted student achievement.

Monthly 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 and hosting games in their classrooms.  Parents donate items for the homeroom baskets for the silent auction.  Parents contact businesses for donations and PTO communicates needs to our school families through eBlast from our secretary.  Fund from the Fall Festival is used for Teacher classroom requests.  The turn out for this activity provided a positive for our students. 

TXR held its second annual Spring Market.  Activities for this event included a "garage sale", vendor fair, concessions and a car wash.  Our families were able to donate items for the "garage sale" and that was a great way for all families to participate.  This event also allowed TXR to reach out to local businesses as well as small business owners to donate items or rent booth spaces. 

We also have a Sports Booster Club that meets monthly to discuss ways to support our sports programs.  As a fundraiser, they sell school t-shirts and use that money to help individual sports as needed.  The TXR Community sees the role athletics play in many students lives and our All Sports Booster Club makes playing a sport possible for many students.

Tuckers Crossroads held a Literacy Night for grades K-8.  Teachers and students dressed up as their favorite character from a book they had read. 

For upcoming Kindergarten students, we held a Kindergarten Fair Night.  We had someone from the Health Department, Pediatrician's office, eye doctors office, etc. set up a table in the cafeteria during it to discuss issues and answer any questions parents might have. 

Parent/Teacher Conferences were scheduled by the school and parents are able to discuss student progress with teachers.  If an ESL parent would like to attend conferences, we have access to an interpreter.  

We also held Parent Workshops for parents to come talk to teachers about concerns, standards, etc.  Our invitations are in Spanish for our ESL students and parents. 

Describe the strategies used to implement effective parent and family engagement activities that are meaningful and aligned with student academic achievement. If applicable, address activities specifically designed to engage the parents and families of English learners.

Tuckers Crossroads held a Literacy Night for grades K-8.  Teachers and students dressed up as their favorite character from a book they had read. 

 

For upcoming Kindergarten students, we held a Kindergarten Fair Night.  We had someone from the Health Department, Pediatrician's office, eye-doctor's office, etc. set up a table in the cafeteria during it to discuss issues and answer any questions parents might have. 

Parent/Teacher Conferences were scheduled by the school and parents were able to discuss student progress with teachers. 

We also held Parent Workshops for parents to come talk to teachers about concerns, standards, etc.  Our invitations are in Spanish for our ESL students and parents.  Our ESL teacher is involved with helping to plan our Parent Workshops.  If we know that an ESL parent is coming, we have access to an interpreter and can have them here at our workshops.  We also have some educational games in Spanish (Reading and Math) that we show during our Parent Workshops.  If there is any paperwork that is provided during our Parent Workshops, we have the ability to have them translated for our ESL parents as well. 

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

Based on the TN Ready raw scores available to us, we feel that the RTI2 process is working.  We attribute this to:
-Small group instructional strategies
-Extra tutoring through McKinney Vento and Title 1
-PLC’s
-Academic support by related arts teachers and educational assistants
-Teacher/Staff buy-in

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

 

Priority Need

Content/Topic Focus - (such as RLA, math climate, ACT, etc.)

 

Grade Level Focus - (single grade or range of grades)

 

Primary Student Focus - (such as all students or subgroup(s))

 

Professional Development

RLA and Math

K-8

all students

Research-based resources

RLA and Math

K-8

all students

Professional Development

Culture, Climate, and Relationships

K-8

all students

Professional Development

Understanding and Using Data to Grow Students

K-8

all students

Assurance

 * The strategies developed and implemented within and through this plan will specifically address the priority needs identified.

1) District-Level: Increased Academic Achievement: Reading/Language Arts (required) - School-Level: Increased Academic Achievement: Reading/Language Arts (required)

Description:

District-Level: (1) For the 2017-18 school year, the district will achieve a level 3 TVAAS score or higher in literacy. (2) For the 2017-18 school year, the district will maintain or improve the percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced) relative to other districts in the state in ELA. (3) For the 2017-18 school year, the district will maintain or improve the percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced) in the four gap subgroups.

Performance Measure:

District-Level: The percentage of students on-track and mastered in the aggregate and for each subgroup, as measured by TNReady.

1.1) District-Level: Standards-aligned core instruction - School-Level: Standards-aligned core instruction

Description:

District-Level: Align evidence-based curriculum, instruction and assessment with the State's challenging academic content standards. Revise scope and sequence guides to reflect changes to the revised ELA standards.

 ActionStepIcon 1.1.1) Revised Scope and Sequence

Description:

The district will revise all scope and sequence guides for ELA to align with the revised ELA standards which go into effect for the 2017-18 school year. Teachers have access to the scope and sequence that is on the elementary and middle school websites. These documents are live documents that provide teachers with resources and strategies for the standards.

Benchmark Indicator:

Lesson Plans STAR 360 results indicating effectiveness of Tier 1 instruction Achieve 3000 data

Person Responsible:

Anna Raines

Estimated Completion Date:

5/24/2018

Component

Item Name

School-wide Plan

Strengthening Academics

 ActionStepIcon 1.1.2) Teacher Leaders

Description:

Teacher Leaders attended summer training on the revised standards and are available to assist with implementing the changes, offering effective strategies, and providing guidance.

Benchmark Indicator:

Teacher Leader Documentation of activities

Person Responsible:

Anna Raines

Estimated Completion Date:

5/24/2018

Component

Item Name

School-wide Plan

Strengthening Academics

 ActionStepIcon 1.1.3) Instructional Coaches

Description:

District Instructional Coaches provide resources and assistance to teachers. Instructional Coaches observe teachers and provide feedback. Administrators provide Instructional Coaches with guidance on needs of teachers.

Benchmark Indicator:

Instructional Coach Report

Person Responsible:

Anna Raines

Estimated Completion Date:

5/24/2018

Component

Item Name

School-wide Plan

Strengthening Academics

 ActionStepIcon 1.1.4) Reflection/Refinement of Classroom Practices

Description:

The Lead Team and Teacher Leaders will meet to analyze the data and determine areas of focus that are working and not working. We will meet with subject-specific teachers to develop a plan of action for improving growth and achievement.

Benchmark Indicator:

Agenda Plan of Action TVAAS/TNReady Data

Person Responsible:

Anna Raines

Estimated Completion Date:

5/24/2018

 1.2) District-Level: Targeted interventions - School-Level: Targeted interventions

Description:

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

 ActionStepIcon 1.2.1) STAR 360

Description:

Benchmark assessments will occur 4 times per year, and this will identify students with suspected deficits.

Benchmark Indicator:

STAR 360 Growth

Person Responsible:

Joan Oxley

Estimated Completion Date:

5/24/2018

Component

Item Name

School-wide Plan

Opportunities for All Students

 ActionStepIcon 1.2.2) easyCBM

Description:

After students are identified from STAR 360, those students falling below the 25th percentile will be assessed on easyCBM's benchmark.

Benchmark Indicator:

easyCBM data reports

Person Responsible:

Joan Oxley

Estimated Completion Date:

5/24/2018

Component

Item Name

School-wide Plan

At-Risk Students

 ActionStepIcon 1.2.3) Smarty Ants and Achieve 3000

Description:

Smarty Ants (K-2) and Achieve 3000 (2-8 for us) are platforms that deliver daily differentiated instruction for non-fiction reading and writing that is precisely tailored to each student's Lexile Reading Level. This is geared for ELA, Literacy in Content Areas, and Intervention. Maximum growth is achieved when students complete a minimum of 8 learning activities each month.

Benchmark Indicator:

Monthly data reports

Person Responsible:

Anna Raines

Estimated Completion Date:

5/24/2018

Component

Item Name

School-wide Plan

Quality Learning

 ActionStepIcon 1.2.4) PASS/PWRS/Spelling Inventory/Fluency Reads

Description:

All kindergarten students are administered the PASS test. Those below the 25th percentile are administered PWRS. Third grade and up take the spelling inventory if they are below the 25th percentile on easyCBM. Our third grade teachers plan on administering PWRS and the spelling inventory to help guide their Tier 1 grouping for growth. They are also administering fluency reads, and the teachers will receive more training on this from our school instructional coach.

Benchmark Indicator:

test data from each assessment

Person Responsible:

Joan Oxley

Estimated Completion Date:

5/24/2018

 ActionStepIcon 1.2.5) Title 1 Tutoring

Description:

Provide after-school tutoring for ED students with a highly effective teacher to help close the gaps on TNReady. This tutoring will be two days a week for one hour a day. This will be a small group and teacher will work on skills students need to be successful on TNReady.

Benchmark Indicator:

TNReady

Person Responsible:

Joan Oxley

Estimated Completion Date:

4/23/2018

 ActionStepIcon 1.2.6) McKinney Vento Tutoring

Description:

After school tutoring for any students that qualify as McKinney Vento. This tutoring will be two days a week for one hour a day and will be a small group. Teachers will focus on skills the students are deficient.

Benchmark Indicator:

TNReady

Person Responsible:

Anna Raines

Estimated Completion Date:

4/23/2018

 StrategyIcon 1.3) District-Level: Effective teachers - School-Level: Effective teachers

Description:

District-Level: Support all teachers through job embedded professional development activities, mentoring programs, induction programs, etc. This will include RLA teacher leaders for each building.

 ActionStepIcon 1.3.1) Mandatory Professional Development

Description:

Teachers who are new to the district are required to attend professional development sessions offered by the district.

Benchmark Indicator:

Professional Development transcript

Person Responsible:

Anna Raines

Estimated Completion Date:

4/20/2018

Component

Item Name

School-wide Plan

Quality Learning

 ActionStepIcon 1.3.2) Teacher Leaders

Description:

Teacher Leaders attended summer training on the revised standards and are available to assist with implementing the changes, offering effective strategies, and providing guidance.

Benchmark Indicator:

Teacher Leader Documentation of activities

Person Responsible:

Anna Raines

Estimated Completion Date:

5/24/2018

Component

Item Name

School-wide Plan

Strengthening Academics

 ActionStepIcon 1.3.3) Instructional Coaches

Description:

District Instructional Coaches provide resources and assistance to teachers. Instructional Coaches observe teachers and provide feedback. Administrators provide Instructional Coaches with guidance on needs of teachers.

Benchmark Indicator:

Instructional Coach Report

Person Responsible:

Anna Raines

Estimated Completion Date:

5/24/2018

Component

Item Name

School-wide Plan

Strengthening Academics

 ActionStepIcon 1.3.4) PLC Redirection

Description:

Teacher Leaders will assist all teams with implementing a more effective and focused PLC time. An agenda with guiding questions, student data, and student work will be a focus.

Benchmark Indicator:

Agendas

Person Responsible:

Melanie Mundy

Estimated Completion Date:

5/24/2018

 ActionStepIcon 1.3.5) Ron Clark Academy

Description:

TXR will send a group of ten teachers and both administrators to visit the Ron Clark Academy in order to increase student engagement, ensure academic rigor, and create a climate and culture that leads to success. The groups will be divided into two groups with one group attending in December and the other group attending in January. After both groups attend, we will meet together with the group that went last year to discuss ideas we can implement at TXR.

Benchmark Indicator:

PLC Agenda

Person Responsible:

Anna Raines

Estimated Completion Date:

5/24/2018

 GoalIcon 2) District-Level: Increased Academic Achievement: Mathematics (required) - School-Level: Increased Academic Achievement: Mathematics (required)

Description:

District-Level: (1) For the 2017-18 school year, the district will achieve a level 3 TVAAS score or higher in math. (2) For the 2017-18 school year, the district will maintain or improve the percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced) relative to other districts in the state in math. (3) For the 2017-18 school year, the district will maintain or improve the percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced) in the four gap subgroups.

Performance Measure:

District-Level: The percentage of students on-track and mastered in the aggregate and for each subgroup, as measured by TNReady

 StrategyIcon 2.1) District-Level: Standards-aligned core instruction

Description:

District-Level: Align evidence-based curriculum, instruction and assessment with the State's challenging academic content standards. Revise scope and sequence guides to reflect changes to the revised math standards.

 ActionStepIcon 2.1.1) Revised Scope and Sequence

Description:

The district will revise all scope and sequence guides for ELA to align with the revised ELA standards which go into effect for the 2017-18 school year. Teachers have access to the scope and sequence that is on the elementary and middle school websites. These documents are live documents that provide teachers with resources and strategies for the standards.

Benchmark Indicator:

Lesson Plans STAR 360 results indicating effectiveness of Tier 1 instruction Achieve 3000 data

Person Responsible:

Anna Raines

Estimated Completion Date:

5/24/2018

Component

Item Name

School-wide Plan

Strengthening Academics

 ActionStepIcon 2.1.2) Teacher Leaders

Description:

Teacher Leaders attended summer training on the revised standards and are available to assist with implementing the changes, offering effective strategies, and providing guidance.

Benchmark Indicator:

Teacher Leader Documentation of activities

Person Responsible:

Anna Raines

Estimated Completion Date:

5/24/2018

Component

Item Name

School-wide Plan

Strengthening Academics

 ActionStepIcon 2.1.3) Instructional Coaches

Description:

District Instructional Coaches provide resources and assistance to teachers. Instructional Coaches observe teachers and provide feedback. Administrators provide Instructional Coaches with guidance on needs of teachers.

Benchmark Indicator:

Instructional Coach Report

Person Responsible:

Anna Raines

Estimated Completion Date:

5/24/2018

Component

Item Name

School-wide Plan

Strengthening Academics

 ActionStepIcon 2.1.4) Reflection/Refinement of Classroom Practices

Description:

The Lead Team and Teacher Leaders will meet to analyze the data and determine areas of focus that are working and not working. We will meet with subject-specific teachers to develop a plan of action for improving growth and achievement.

Benchmark Indicator:

Agenda Plan of Action TVAAS/TNReady Data

Person Responsible:

Anna Raines

Estimated Completion Date:

5/24/2018

 StrategyIcon 2.2) District-Level: Targeted interventions - School-Level: Targeted interventions

Description:

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

 ActionStepIcon 2.2.1) STAR 360

Description:

Benchmark assessments will occur 4 times per year, and this will identify students with suspected deficits.

Benchmark Indicator:

STAR 360 Growth

Person Responsible:

Joan Oxley

Estimated Completion Date:

5/24/2018

Component

Item Name

School-wide Plan

Opportunities for All Students

 ActionStepIcon 2.2.2) easyCBM

Description:

After students are identified from STAR 360, those students falling below the 25th percentile will be assessed on easyCBM's benchmark.

Benchmark Indicator:

easyCBM data reports

Person Responsible:

Joan Oxley

Estimated Completion Date:

5/24/2018

Component

Item Name

School-wide Plan

At-Risk Students

 ActionStepIcon 2.2.3) Excel Math

Description:

This is a progress monitoring tool for math in grades 1-8.

Benchmark Indicator:

Data Reports

Person Responsible:

Joan Oxley

Estimated Completion Date:

5/24/2018

Component

Item Name

School-wide Plan

At-Risk Students

 ActionStepIcon 2.2.4) Title 1 Tutoring

Description:

Provide after-school tutoring for ED students with a highly effective teacher to help close the gaps on TNReady. This tutoring will be two days a week for one hour a day. This will be a small group and teacher will work on skills students need to be successful on TNReady.

Benchmark Indicator:

TNReady

Person Responsible:

Joan Oxley

Estimated Completion Date:

4/23/2018

 ActionStepIcon 2.2.5) McKinney Vento Tutoring

Description:

After school tutoring for any students that qualify as McKinney Vento. This tutoring will be two days a week for one hour a day and will be a small group. Teachers will focus on skills the students are deficient.

Benchmark Indicator:

TNReady

Person Responsible:

Anna Raines

Estimated Completion Date:

4/23/2018

 StrategyIcon 2.3) District-Level: Effective teachers

Description:

District-Level: Support all teachers through job embedded professional development activities, mentoring programs, induction programs, etc. This will include math teacher leaders for each building.

 ActionStepIcon 2.3.1) Mandatory Professional Development

Description:

Teachers who are new to the district are required to attend professional development sessions offered by the district.

Benchmark Indicator:

Professional Development transcript

Person Responsible:

Anna Raines

Estimated Completion Date:

4/20/2018

Component

Item Name

School-wide Plan

Quality Learning

 ActionStepIcon 2.3.2) Teacher Leaders

Description:

Teacher Leaders attended summer training on the revised standards and are available to assist with implementing the changes, offering effective strategies, and providing guidance.

Benchmark Indicator:

Teacher Leader Documentation of activities

Person Responsible:

Anna Raines

Estimated Completion Date:

5/24/2018

Component

Item Name

School-wide Plan

Strengthening Academics

 ActionStepIcon 2.3.3) Instructional Coaches

Description:

District Instructional Coaches provide resources and assistance to teachers. Instructional Coaches observe teachers and provide feedback. Administrators provide Instructional Coaches with guidance on needs of teachers.

Benchmark Indicator:

Instructional Coach Report

Person Responsible:

Anna Raines

Estimated Completion Date:

5/24/2018

Component

Item Name

School-wide Plan

Strengthening Academics

 ActionStepIcon 2.3.4) PLC Redirection

Description:

Teacher Leaders will assist all teams with implementing a more effective and focused PLC time. An agenda with guiding questions, student data, and student work will be a focus.

Benchmark Indicator:

Agendas

Person Responsible:

Melanie Mundy

Estimated Completion Date:

5/24/2018

 ActionStepIcon 2.3.5) Ron Clark Academy

Description:

TXR will send a group of ten teachers and both administrators to visit the Ron Clark Academy in order to increase student engagement, ensure academic rigor, and create a climate and culture that leads to success. The groups will be divided into two groups with one group attending in December and the other group attending in January. After both groups attend, we will meet together with the group that went last year to discuss ideas we can implement at TXR.

Benchmark Indicator:

PLC Agenda

Person Responsible:

Anna Raines

Estimated Completion Date:

5/24/2018

 GoalIcon 3) District-Level: College and Career Ready Students (required) - School-Level: College and Career Ready Students (required)

Description:

District-Level: (1) For the 2017-18 school year, the district with maintain a graduation rate of at least 95%. (2) For the 2017-18 school year, the district will increase the percentage of students scoring at or above 21 on the ACT by .5%. (3) For the 2017-18 school year, the district will increase the average composite ACT score by 0.2 points to a 21.

Performance Measure:

District-Level: (1) The percentage of students who graduate from high school each year with a regular diploma or an approved alternate diploma in the aggregate or in each subgroup, as determined. (2) The percentage of students scoring at least a 21 on the overall composite of the ACT. (3) The average composite ACT scores of all students.

 StrategyIcon 3.1) District-Level: ACT preparation - School-Level: ACT preparation

Description:

District-Level: Provide opportunities for students to develop the skills and knowledge necessary to score a composite score of 21 or higher on the ACT. This will include

 ActionStepIcon 3.1.1) Enrichment 8th Grade ACT Focus

Description:

During RTI2 time, 8th grade enrichment students engage in answering actual ACT questions. A national test date ACT test was purchased by Mrs. Raines along with a study book that has three tests. The facilitator of this group has students attempt to solve questions and goes over how to accurately solve the questions.

Benchmark Indicator:

Daily student work Data collected on accuracy of answers

Person Responsible:

Melanie Mundy

Estimated Completion Date:

5/24/2018

Component

Item Name

School-wide Plan

Well-rounded Education

 ActionStepIcon 3.1.2) Pre-AP ELA and Math

Description:

Students were assessed at the end of the year, and a rubric was used to determine placement into Pre-AP courses. Students who didn't qualify were allowed to enroll into the courses with signed parent permission and student understanding of the expectations to remain in the courses.

Benchmark Indicator:

Progress Reports Report Cards

Person Responsible:

Anna Raines

Estimated Completion Date:

5/24/2018

Component

Item Name

School-wide Plan

Well-rounded Education

 StrategyIcon 3.2) District-Level: Postsecondary opportunities

Description:

District-Level: Continue to offer opportunities for all students to access early postsecondary coursework while still enrolled in high school and make informed decisions regarding postsecondary and career options. These offerings will consist of Advanced Placement courses, Dual Enrollment courses with neighboring colleges and universities, and Dual Credit opportunities.

 ActionStepIcon 3.2.1) Pre-AP ELA and Math

Description:

Students were assessed at the end of the year, and a rubric was used to determine placement into Pre-AP courses. Students who didn't qualify were allowed to enroll into the courses with signed parent permission and student understanding of the expectations to remain in the courses.

Benchmark Indicator:

Progress Reports Report Cards

Person Responsible:

Anna Raines

Estimated Completion Date:

5/24/2018

Component

Item Name

School-wide Plan

Well-rounded Education

 GoalIcon 4) District-Level: Safe and Healthy Students (required) - School-Level: Safe and Healthy Students (required)

Description:

District-Level: For the 2017-18 school year, students will have equal access to a safe learning environment that promotes academic achievement, limits the amount of lost instructional time and ensures that all students have the opportunity to learn.

Performance Measure:

District-Level: (1) The number of disciplinary actions taken against students. (2) The percentage of expulsions reported. (3) The student attendance rate and chronic absenteeism rate.

 StrategyIcon 4.1) District-Level: Behavioral interventions and supports - School-Level: Behavioral interventions and supports

Description:

District-Level: Develop and support programs and initiatives that address identified behavior needs and provide appropriate student supports.

 ActionStepIcon 4.1.1) Implementation of PBIS---Positive Behavior Interventions and Supports

Description:

A PBIS team will meet during the year with Mrs. Mundy to set school goals and procedures for implementing a school-wide PBIS system. Meetings throughout the year will focus on the effectiveness of the system, and modifications will be made as needed.

Benchmark Indicator:

Meeting notes Discipline Reports

Person Responsible:

Melanie Mundy

Estimated Completion Date:

5/24/2018

Component

Item Name

School-wide Plan

Opportunities for All Students

 ActionStepIcon 4.1.2) Chronic Absenteeism Team

Description:

A Chronic Absenteeism Team will review the absence data on students who frequently miss school and fall into the chronic absence label. Meetings and phone conversations will be held with parents to see supports we can put in place to help ensure students are at school.

Benchmark Indicator:

Attendance Reports Meeting notes

Person Responsible:

Melanie Mundy

Estimated Completion Date:

5/24/2018

Component

Item Name

School-wide Plan

At-Risk Students

 GoalIcon 5) District-Level: Kindergarten Readiness (required) - School-Level: Kindergarten Readiness (required)

Description:

District-Level: For the 2017-18 school year, students entering kindergarten will have the cognitive, language and literacy, social and emotional and physical skills necessary to effectively transition to kindergarten and meet early literacy milestones.

Performance Measure:

District-Level: (1) The percentage of students identified as kindergarten ready as defined and measured by a kindergarten screener (Brigance). (2) The percentage of students scoring at the proficiency level on the last STAR assessment.

 StrategyIcon 5.1) District-Level: Early learning opportunities - School-Level: Early learning opportunities

Description:

District-Level: Provide opportunities for students to access early learning opportunities that appropriately support their academic, social, and emotional development. The district will continue to participate in the Read to be Ready Initiative which focuses on grades K-3.

 ActionStepIcon 5.1.1) Read to be Ready Instructional Coach

Description:

We have an in-house R2BR Instructional Coach, Joan Oxley, who works with teachers in grades K-3. All of our K-3 classes are self-contained, and Mrs. Oxley assists these teachers with strategies for R2BR implementation and continuation.

Benchmark Indicator:

STAR 360 Reading Growth Smarty Ants and Achieve 3000 Growth reports (increased Lexile Levels) easyCBM data reports

Person Responsible:

Joan Oxley

Estimated Completion Date:

5/24/2018

Component

Item Name

School-wide Plan

Strengthening Academics

 

School-Wide Plan

1) Opportunities for All Students

Describe how strategies will provide opportunities for all children, including each of the subgroups (ED, major racial & ethnic groups, SWDs and ELs) to meet challenging state academic standards.

 

Our curriculum and intervention programs are researched based and utilize both scientific and written strategies while making sure to follow IDEA. Benchmark assessments, using STAR 360, Achieve 3000, and other formative assessments will identify specific areas of need.  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 T2 intervention during our RTI2 time.  Regardless if our students are T2, T3, On-Watch, or Enrichment students, during RTI2 time, the teachers or interventionists are Highly Qualified.  Coordinating with Pre-K and Headstart to transition to Kindergarten and offering strategies to help at home is beneficial to help our upcoming Kindergarten students be successful.  Title 1 remains school-wide.  We utilize our Title 1 staff (1 full-time Instructional Coach and 2 full-time interventionists) and our full-time RTI2 interventionist during RTI2 times.  Our SPED staff works with students in both RTI2 and in inclusion settings.  The ELL teacher works with ELL students throughout the day.  We offer after-school tutoring through Title 1 (for ED students), McKinney Vento (for the ED students) and through Kid's Club.  The students in after-school tutoring 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 Irk help.  Teachers will often pull students who are behind in work from the gym in the mornings as well in order to help them be proficient.  Our Middle School teachers work with students during lunch to help them with missing work.  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, Achieve 3000, and  Smarty Ants. In order to increase the attendance rate of our SPEd and ED students our school 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.

District-Level: Increased Academic Achievement: Reading/Language Arts (required) - School-Level: Increased Academic Achievement: Reading/Language Arts (required)

StrategyIcon 1.2) District-Level: Targeted interventions - School-Level: Targeted interventions

ActionStepIcon 1.2.1) STAR 360

GoalIcon 2) District-Level: Increased Academic Achievement: Mathematics (required) - School-Level: Increased Academic Achievement: Mathematics (required)

StrategyIcon 2.2) District-Level: Targeted interventions - School-Level: Targeted interventions

ActionStepIcon 2.2.1) STAR 360

GoalIcon 4) District-Level: Safe and Healthy Students (required) - School-Level: Safe and Healthy Students (required)

StrategyIcon 4.1) District-Level: Behavioral interventions and supports - School-Level: Behavioral interventions and supports

ActionStepIcon 4.1.1) Implementation of PBIS---Positive Behavior Interventions and Supports

2) Strengthening Academics

Describe how the school will use methods and instructional practices that strengthen the academic program in the school.

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.  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 Count also offers on-site daycare for teachers.  By having these benefits, it allows for Tuckers Crossroads to be able to hire subject-matter experts in order to strengthen our academic program. 

We also utilize the county and school instructional coaches to provide professional development and assistance to faculty and staff.  Accessibility of personnel, T2/T3 fidelity checks, and coaches (Joan Oxley, Jennifer Ankney, and Stephanie Pugh) modeling examples for teachers in the classrooms.  Tuckers Crossroads is a part of the State's Read To Be Ready initiative to help strengthen our K-3 Reading classes.  These K-3 teachers work with our Read To Be Ready coach (Joan Oxley) in developing Interactive Read Alouds that are 1-2 grade levels above their grade level, coming up with questions that help the students move through the literal/craft and structure/analysis standards, and developing rigorous culminating tasks that incorporate writing.  They also work with their coach to develop Shared Reading that incorporates their foundational skills and reading fluency.  Our district set aside a full day for teachers to dive into the revised standards and look for possible resources.  We also employ weekly PLC meetings, monthly Data Team meetings, and PD opportunities.  We had a group of teachers attend the Ron Clark Academy in order to see how to effectively engage and motivate students in the classroom.  We are going to send another group of teachers to the Ron Clark Academy to help promote student engagement and motivation in the classroom.  We also want to bring Tara Brown to our school to speak to our teachers about building relationships with our students.

1) District-Level: Increased Academic Achievement: Reading/Language Arts (required) - School-Level: Increased Academic Achievement: Reading/Language Arts (required)

StrategyIcon 1.1) District-Level: Standards-aligned core instruction - School-Level: Standards-aligned core instruction

ActionStepIcon 1.1.1) Revised Scope and Sequence

ActionStepIcon 1.1.2) Teacher Leaders

ActionStepIcon 1.1.3) Instructional Coaches

StrategyIcon 1.3) District-Level: Effective teachers - School-Level: Effective teachers

ActionStepIcon 1.3.2) Teacher Leaders

ActionStepIcon 1.3.3) Instructional Coaches

GoalIcon 2) District-Level: Increased Academic Achievement: Mathematics (required) - School-Level: Increased Academic Achievement: Mathematics (required)

StrategyIcon 2.1) District-Level: Standards-aligned core instruction

ActionStepIcon 2.1.1) Revised Scope and Sequence

ActionStepIcon 2.1.2) Teacher Leaders

ActionStepIcon 2.1.3) Instructional Coaches

StrategyIcon 2.3) District-Level: Effective teachers

ActionStepIcon 2.3.2) Teacher Leaders

ActionStepIcon 2.3.3) Instructional Coaches

GoalIcon 5) District-Level: Kindergarten Readiness (required) - School-Level: Kindergarten Readiness (required)

StrategyIcon 5.1) District-Level: Early learning opportunities - School-Level: Early learning opportunities

ActionStepIcon 5.1.1) Read to be Ready Instructional Coach

 

3) Quality Learning

Describe how the school will increase the amount and quality of learning time.

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 T2 intervention during our RTI2 time.  Regardless if our students are T2, T3, On-Watch, or Enrichment students, during RTI2 time, the teachers or interventionists are either working on standards or skills the students are lacking.  Coordinating with Pre-K and Headstart to transition to Kindergarten and offering strategies to help at home is beneficial to help our upcoming Kindergarten students be successful.  Title 1 remains school-wide.  We utilize our Title 1 staff (1 full-time Instructional Coach and 2 full-time interventionists) and our full-time RTI2 interventionist during RTI2 times.  Our SPED staff works with students in both RTI2 and in inclusion settings.  The ELL teacher works with ELL students throughout the day.  We offer after-school tutoring through Title 1 (for ED students), McKinney Vento (for the ED students) and through 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 mornings as well in order to help them be proficient.  Our Middle School teachers work with students during lunch to help them with missing work.  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, Achieve 3000, and  Smarty Ants.  In order to increase the attendance rate of our SPEd and ED students our school 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.  Teachers and interventionists are able to request learning materials for their RTI2 instruction.

4) Well-rounded Education

Describe how the school will provide an enriched and accelerated curriculum to ensure that students have access to a well-rounded education.

Tuckers Crossroads will utilize the Tennessee State Standards to guide their instruction.  Our district purchased Achieve 3000 and Smarty Ants that will help deliver daily differentiated instruction for nonfiction reading and writing that's precisely tailored to each student's Lexile reading level.  In order for students to show growth with this program, they will need to finish eight lessons a month.  K-3 teachers will continue to work with their Read To Be Ready coach in creating rigorous Interactive Read Alouds and Shared Reading.  Teachers requested Time for Kids to be purchased, which will help bridge current events with Social Studies/Science, teachers are able to expose students to more informational text, and it ties in with the Reading standards. Teachers are also able to request other instructional materials to help aid them with teaching the state academic standards.  All students have opportunities to participate in related arts and in career based activities.  TXR students' in grades 3-8 standardized math and ELA test scores are screened each August for SEEK, which is our county's advanced academic program. Grade 2 students, STAR scores are used.  In the absence of state testing, we used STAR 360 scores.  Students must have a combined average of 90 or above in Math and ELA in order to be screened for SEEK.

3) District-Level: College and Career Ready Students (required) - School-Level: College and Career Ready Students (required)

StrategyIcon 3.1) District-Level: ACT preparation - School-Level: ACT preparation

ActionStepIcon 3.1.1) Enrichment 8th Grade ACT Focus

ActionStepIcon 3.1.2) Pre-AP ELA and Math

StrategyIcon 3.2) District-Level: Postsecondary opportunities

ActionStepIcon 3.2.1) Pre-AP ELA and Math

5) At-Risk Students

Describe how the school will address the needs of all children in the school, particularly the needs of those at risk of not meeting the challenging state academic standards.

All Tuckers Crossroads students will be assessed using our Universal Screener, STAR 360.  The Instructional Coach and Interventionists will look at that data to see who falls below the 25% in Reading and Math.  Once those students have been identified, then they will be given the easyCBM benchmark.  For the students that fall below the 25% on easyCBM, then the Instructional Coach will meet with the Tier 1 teachers to discuss concerns.  During the monthly Data Team meetings, students will be placed in T2 or T3 for RTI2 with the interventionists and progressed monitored every ten days.  The interventionists will be working on skills that the students are lacking. 

After school tutoring will be offered to ED students and students that are at-risk of meeting the state academic standards.  This tutoring will be paid for by Title 1 (for the ED students), McKinney Vento (for ED students), or by Kid's Club.  Teachers will hold weekly PLC's to discuss ways to help the at-risk students. Tuckers Crossroads realizes that the best way to help at-risk students is to look at their attendance.  With that in mind, school counselor works with IDEA and ED students and parents in getting students to come to school. Tuckers Crossroads will have several Parent Workshops that are geared for our ED parents, but open to all parents, to help encourage parental involvement; which will help the at-risk students meet the academic standards.

1) District-Level: Increased Academic Achievement: Reading/Language Arts (required) - School-Level: Increased Academic Achievement: Reading/Language Arts (required)

StrategyIcon 1.2) District-Level: Targeted interventions - School-Level: Targeted interventions

ActionStepIcon 1.2.2) easyCBM

GoalIcon 2) District-Level: Increased Academic Achievement: Mathematics (required) - School-Level: Increased Academic Achievement: Mathematics (required)

StrategyIcon 2.2) District-Level: Targeted interventions - School-Level: Targeted interventions

ActionStepIcon 2.2.2) easyCBM

ActionStepIcon 2.2.3) Excel Math

GoalIcon 4) District-Level: Safe and Healthy Students (required) - School-Level: Safe and Healthy Students (required)

StrategyIcon 4.1) District-Level: Behavioral interventions and supports - School-Level: Behavioral interventions and supports

ActionStepIcon 4.1.2) Chronic Absenteeism Team

 

Is the school consolidating funds in the school-wide pool from various sources in support of the Title I school-wide plan?

NO

If no, enter the Title I school allocation (must equal the amount identified in the district Consolidated Funding Application) and upload the Title I school budget in the Related Documents section of this school's plan.

218,117.99