Appendix H-SCHOOL COVER SHEET - Transformation Model

Transcription

Appendix H-SCHOOL COVER SHEET - Transformation Model
School Name: Woodmore Elementary School
Address: 800 Woodmore Lane
Chattanooga, Tenn. 37411
District Point of Contact (POC)
Name & Position: Le Andrea Ware- Innovation
Zone Director
Phone#: 423-209-8421
Email Address: [email protected]
School Number: 0245
Title I Status:
__X__ School-wide Program
_____ Targeted Assistance Program
_____Title I Eligible School
Year the school entered Priority status: 2011
Principal's Name SY 2012-13:
(Indicate TBD if unknown at this time.)
Cheri Grant
Waiver Request(s):
Phone # 423-493-0394
__X___ Not Requested for this School
_____ Requested for this School
Email Address: [email protected]
Amount the LEA is requesting from SY 2012-13 School Improvement Funds for the next three
years for this school*:
* Each year--not to exceed $2 million
Pre-Implementation Activities Year 1
Year 1: SY 2013-14 excluding preimplementation
Year 2: SY 2014-15
Year 3: SY 2115-16
Three Year Total Budget
$21,888
$390,702
$400,000
$400,000
$1,212,590
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TDOE SIG Application
Appendix H
School Level Descriptive Information
1. School Comprehensive Needs Analysis:
Using the analysis of the data in the areas below, provide a summary and conclusion for each of the areas as indicated.
Using the needs assessment, each LEA is required to select an intervention for each school.
School Name: Woodmore Elementary
Intervention Model
Provide a minimum of two years of data where indicated.
Provide a summary and conclusion of the analysis of each area.
1. Student Profile Data
Total student enrollment
2010-11
421
2011-12
367
Grade level enrollment
Pre-K:
K
1st
2nd
3rd
4th
5th
39
72
61
69
63
57
58
42
60
49
53
59
54
46
African American
Hispanic
White
Other
Economically Disadvantaged
Mobility (%) - Entrants, Withdrawals
Attendance %
414
1
17
2
96%
230 M
204 F
E: 25%
94.0%
340
4
22
0
96.35%
185 M
182 F
25%
94.5%
Suspensions (#)
18
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Transformation
Student enrollment is compiled based on the 20th day count each month throughout the school year.
Student enrollment has steadily declined over the past three years. The largest decline occurred from the
2010-11 to the 2011-12 school years with a loss of 96 students. The loss was partially due to several
students exercising NCLB Choice to attend a partnering school because of Woodmore’s classification as
an “on notice” school. In spite of the “on notice” designation and the opening of a charter school within
three miles of the school, enrollment is up by 33 students for the 2012-13 school year. The enrollment
increase this school year also may be due to the closing of the Harriett Tubman Housing Projects.
Woodmore’s increased student enrollment reflects a district trend of increased enrollment in elementary
schools.
The average daily attendance for students increased slightly from 2010-11 to 2011-12, however the number
of suspensions tripled, and there was 1 expulsion.
A Behavior Specialist is needed to promote positive student behavior and improve overall culture and
climate that ultimately impacts student achievement. An in-house transition plan must be developed and
implemented to address the school’s high mobility rate and to ensure that all in-coming students are
placed appropriately and getting the supports they need to transition successfully and achieve
academically.
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Appendix H
Expulsions (#)
0
AP, IB, and Dual Enrollment (#)
Graduation Rate
2. Staff Profile Data
Principal
Length of time in position
N/A
N/A
N/A
N/A
Provide a summary and conclusion of the analysis of each area.
Cheri Grant. Ms. Grant has 22 years of experience in education. She recently completed the HCDE Principal’s Leadership Academy,
taught in the middle and high school urban schools for ten years, she served as a district instructional technology coordinator and a
federal programs coordinator, and she served as an assistant principal for two years in a Title I elementary school. She is also
currently completing the coursework for a doctorate degree.
1
Ms. Grant has been Principal of Woodmore Elementary for 2 months.
Teaching Staff
Number of years of experience in
profession
1. 1 to 3
10
38.5%
2. 4-10 years
7
26.9%
3. 11-20 years
4
15.4%
4. 21+ years
5
19.2%
There are 10 teachers who have 1 to 3 years, 7 teachers who have 4 to 10 years, 4 who have 11 to 20 years and 5 who have more than
21 years of experience in the teaching profession.
Approximately 39% of the certified teaching staff only has 1-3 years of teaching experience. This statistic is indicative of the fact that
a lack of highly effective leadership coupled with a high-needs student population at Woodmore has led to challenging working
conditions, and most tenured teachers have opted to work in other district schools. This has contributed to a high percentage of
teachers at Woodmore with little classroom experience. The newer teachers have demonstrated a lack of content knowledge, and
limited capacity for effective instructional strategies and classroom management. The non-tenured teachers have also shown a limited
understanding of effectively using common, formative, and summative assessments and data analysis, to improve their teaching
practice. They also lack cultural competency and struggle to teach high-poverty students, which is essential in a school with a
population of over 96% economically disadvantaged students. Establishing school-wide basic procedures and routines has been
attempted, but gaining teacher buy-in and implementation has been difficult. Furthermore, due to a high rate of teacher turnover,
efforts to increase teacher capacity and leadership have been difficult to sustain.
Teacher incentives are needed to attract and retain highly qualified and effective teachers, who will commit a minimum of 3 to 5
years at Woodmore. Meaningful, job-embedded professional development opportunities are needed to increase teacher capacity in
curriculum, instruction, assessment, and teaching in the urban culture, which ultimately impacts student achievement.
Teaching Staff
Number and % of experience in the
school
1. 1 to 3
13
46%
2. 4-10 years
10
36%
3. 11-20 years
3
11%
4. 21+ years
2
.07%
Part of the decision to pursue the transformation model was due to the fact that nearly half the teachers are already new to the
building. Having so many new staff offers an opportunity to build a strong culture and climate for learning; however, there are still
areas of deficiency in the new and existing teaching staff that will require professional development to improve. Efforts to increase
teacher capacity and leadership have been difficult to sustain due to the high rate of teacher turnover.
As indicated above, to mitigate high turnover incentives are needed to attract and retain highly qualified and effective teachers,
who will commit a minimum of 3 to 5 years at Woodmore. Meaningful, job-embedded professional development opportunities are
needed to address the areas of weakness in the teaching staff, including behavior management, use of common, formative, and
summative assessments, data analysis, content knowledge, and instructional strategies.
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Appendix H
Teacher attendance rate
2010-2011
93.8%
Teacher evaluation data by levels
3. Student Achievement Data
2011-2012
96.3%
2011-2012
Level
1
Level
2
Level
16
3
Level
4
4
Level
8
5
2010-2011
(without MAAS)
State Report Card
Results:
Math = 35 F
Reading = 31 F
Soc. Studies = 30 F
Science = 29 F
2011-2012
(without MAAS)
State Report Card
Results:
Math = 35 F
Reading = 30 F
Soc. Studies = 30 F
Science = 29 F
Teacher attendance has improved over the past few years. The Teacher Incentive Fund
was established by the district for 13 schools, including Woodmore, as a bonus for
improved student growth scores and a teacher attendance rate of 95%. Sponsored by
community partners, monthly incentives were provided to teacher with perfect
attendance.
Teacher attendance will continue to be a priority to ensure students have access to
high quality instruction every day.
Project Coach began with the 2011-12 SY and the traditional method of teacher
evaluations occurred during the 2010-11 SY. Therefore, the teacher composite data
differs.
The teachers that were outliers in regards to the TVAAS Effectiveness Listing for
2012 Results for the 4th and the 5th grade teachers did not align with the Project Coach
results:
*1 Teacher scored a 2 in Science, a 1 in Social Studies, and a 3 in Math. This teacher
was rated as Effective with Project Coach.
*1 Teacher scored a 4 in Math, 2 in Reading, 3 Science, and a 3 in Social Studies. This
teacher rated as Improvement Necessary with Project Coach.
*The other 4 teachers scored 5’s, 4’s, and 3’s for each subject and they were rated as
Effective with Project Coach.
There appears to be some misalignment between Project Coach teacher evaluation
scores and the Teacher Effectiveness Scores as calculated by the state. There will be a
concerted effort to ensure appropriate alignment of effectiveness scores for all
teachers.
The 2 year Success Rate of 14.5% is declining. The school is in the bottom 5% of the
middle and elementary schools in the state of Tennessee and has been identified as a
high priority school. Woodmore is ranked 1261 of the 1356 state elementary and
middle schools.
Annual Measurable Objectives: Grades 3-5 met their Math achievement targets but did
not meet their Reading/Language Arts targets. Meeting the AMO’s will not be
adequate to move Woodmore out of the bottom 5%.
There is a need for intensive interventions and overall improvement of instruction to
move students to proficiency. There is also a need for content-specific professional
development on instructional strategies to build teachers’ capacity in content
knowledge and pedagogy.
Reading/Language Arts
“Every test taker” (ETT) category
15.5%
15.6%
The proficient and advanced ETT students of 2010-11 was 15.5and increased by.1% in
2011-12. This is not a significant gain and is an unacceptably low number of students
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Appendix H
demonstrating mastery of the material.
Intensive intervention is needed to increase the number of students who score
Proficient and Advanced. Based on review of the data, strategies must include
strategically-planned professional development that meets the needs of our teachers,
an instructional framework for curriculum maps and learning units, and extended
learning time and expanded opportunities for students. The school would also
greatly benefit from a full-time literacy and math coach, and a Family Partnership
Specialist.
Subgroups:
African American
Hispanic*
White*
PROF/ADV
14.9%
PROF/ADV
15.0%
15.3%
15.2%
Students with Disabilities
21.9%
41.7%
Gender
PROF/ADV
Females: 10.3%
Males: 19.4%
PROF/ADV
Females: 8.5%
Males: 23.1
Gifted* -not a subgroup
100%
33.3%
Hispanic*-not a subgroup
0%
0%
White*- not a subgroup
40.0%
33.7%
85.1% of the A.A. subgroup scored below proficient in 2010-11 and 85.1% scored
below proficient in 2011-12. There was no change in the % of A.A. students scoring
proficient in 2011-12.
84.7% of the ED subgroup scored below proficient in 2010-11 and 84.8% scored
below proficient in 2011-12. That is a .1% decrease in the student who scored
proficient or advanced in 2011-12.
41.7% of SWD scored proficient/advanced while only 15.6% of the total students
scored proficient/advanced for 2012 SY.
78.1% of the students with disabilities scored below proficient in 2010-11 and 58%
scored below proficient in 2011-12. That is a 19.8% increase of students with
disabilities. Students scoring proficient in 2011-12. The % of students scoring
proficient/advanced on the MAAS had a 19.8% increase from 2010-11 to 2011-12.
The percentage of males and females scoring below proficient was significant for the
past two years. The percentage of females scoring proficient/advanced dropped 1.8%
in Reading/LA and the percentage of boys scoring proficient/advanced increased by
3.7%. The percentage of males scoring proficient/advanced is almost triple the % of
females scoring proficient/advanced.
There are not 30 students to make a subgroup for gifted, but it is relevant to note that
there was a significant decrease of 67.7% in the gifted students scoring
proficient/advanced.
Even though this subgroup does not equal 30 students, it is important to note that there
was a 6.3% decrease in the number of students scoring proficient/advanced.
School performance on value-added
Reading/Language Arts student
achievement
2011 (3 yr. avg.)
Status: F
Mean Gain: -4.0
2012 (3 yr. avg.)
Status: F
Mean Gain: -3.3
There is a need to provide an intense intervention program for all students to
increase proficiency in reading/language arts for the subgroups.
Although growth is noted at 4th and 5th grade, these value added results are still
indicative of the concern that students are not receiving the quality of instruction to
consistently garner a year of growth annually.
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Appendix H
2011 (yr. & grade)
4th Grade: -2.4
5th Grade: -3.0
2012 (yr. & grade)
4th Grade: 1.6
5th Grade: 2.3
There is a need to continue professional development for teachers in providing highquality, rigorous instruction in reading/language arts.
14.2%
22.5%
The proficient/advanced ETT students of 2010-11 increased by 9.2% in the 2011-12
SY.
Mathematics
“Every test taker (ETT) category
To continue on an upward trend in math test scores, there is a need to continue
professional development for teachers in providing high-quality, rigorous
instruction in math, as well as additional targeted interventions for students.
Subgroups:
African American
PROF/ADV
14.2%
PROF/ADV
22.9%
Hispanic*-not a subgroup
0
0
85.8% of the A.A. subgroup scored below proficient in 2010-11 and 77.1% scored
below proficient in 2011-12, which is an increase of 8.7% of students scoring
proficient/advanced in math.
The percentage of white students scoring prof/adv did not change.
White*- not a subgroup
16.7%
16.7%
13.6%
22.2%
20.6%
50%
Gender
19.7 M & 7.7 F
19.0 M 7.7 F
Gifted
School performance on value-added Math
student achievement
100%
2011 (3 yr. avg.)
Status: C
Mean Gain: -0.3
83.3%
2012 (3 yr. avg.)
Status: A
Mean Gain: 2.8
2011 (yr. & grade)
4th Grade: 0.5
5th Grade: 0.4
N/A
2012 (yr. & grade)
4th Grade: 3.3
5th Grade: 12.8
N/A
ACT scores (if applicable)
The percentage of economically disadvantaged students scoring prof/adv increased by
8.6% in math.
The percentage of students with disabilities scoring prof/adv increased by 29.4% in
math.
There is a gender achievement gap in math between the males and the females. 11.3
more males scored prof/advanced in math
Due to the recruitment of high quality math instructors, Woodmore garnered a
substantial increase in math score from 2011 to 2012. It is imperative that Woodmore
continues to recruit highly effective teachers and offer support, incentives and the
professional development opportunities to retain quality educators in every classroom.
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Appendix H
Graduation rate (if applicable)
N/A
N/A
4. School Culture and Climate
TELL Survey Analysis
An analysis of TELL survey data revealed that although 96.4% of the staff agreed that they work in a school environment that is safe
(compared to a rating of 91.1% for the county and 96% for the state), only 62.1 % of staff agreed that Woodmore was a good place to
work and learn (as compared to a rating of 81.1% for the district and 85.3 % for the state). Similar disparities were reflected in the
areas of community support and involvement, instructional practices and support, managing student conduct, teacher leadership and
school leadership. Although 70% of the staff agreed that the school maintains clear, two-way communications with parents/guardians
and the community, only 28.6% agreed that parents/guardians were influential decision makers in the school. While 78.6% agreed
that students at the school understand expectations for their conduct, only 32.1% agreed that students at Woodmore follow the rules of
conduct. Further, only 46.6% agreed that school administrators consistently enforce rules for student conduct. Regarding instructional
practices and support, teacher leadership, and school leadership, only 48% agreed that teachers have autonomy to make decisions
about instructional delivery; only 57.1% agreed that teachers have an appropriate level of decision making in the school; and only
60.7% agreed that they feel comfortable raising issues and concerns that are important to them. Woodmore staff did agree
overwhelmingly (96.6%) that school leadership facilitates using data to improve student learning and that professional development
offerings are data driven (96.3%).
The locally based Ochs Center for Metropolitan Studies, a provider of The State of Chattanooga Region Reports, noted the following
in its most recent (2010) reports on housing and public safety:
Woodmore was one of five areas experiencing the largest number of foreclosures (219) in the period between 2006 and
2009
The Woodmore/Dalewood region is listed in the top five with the highest increases in robbery, up 193.5 % since 2005.
Burglaries in the region were up 75.8%
Aggravated assaults were up 60.8% since 2005
Vandalism was up 11.2%
The good news in the report was drug offenses, down -56.7%.
School Safety
Woodmore has a school safety plan in place which covers various safety drills. During the school year, we had 2 fire drills each
month. We also have school lockdown drills and tornado drills throughout the school year. Teachers are strategically placed
throughout the building during student arrival and dismissal to ensure the safety of all children during this high peak transitional time
of the day.
There is a need to continue to ensure perimeter and internal security, decrease suspensions/expulsions, and add a Behavioral
Specialist position for individualized interventions and small group intensive support.
Student Health Services
The 2010 State of the Region Health Report, shed light on challenges of Woodmore students’ birth and maternal demographic
characteristics:
Percentage of pre-term births (2nd highest) 15.0%-17.2%
Highest percentage of low birth rate, 12.9%-17.4%
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Appendix H
Delayed or no prenatal care, second highest, 35.2%-40%
Infant Health Risk Factor Scores, highest, 174-206
% of Pre Teen Moms 10-19, 18.5%
% of Single Mothers, 59.8%
% with no high school diploma, 29.4%
We have a full-time nurse, however, due to the large number of students with medical needs, we would benefit from additional
community health services.
Woodmore Elementary faces a number of challenges in its efforts to provide ongoing mechanisms for family and community
engagement. While the housing and public safety reports provide a window into the lives of families, there is a need for staff to
better understand the challenges our families struggle with, as represented in the above data.
Perfect student attendance is recognized on a quarterly basis at a school wide assembly. Parents are invited to attend. Each Friday
students are allowed to wear jeans if they had perfect attendance and good behavior for the week.
Attendance Support
Although Woodmore has met or exceed the state’s minimum attendance rate of 93% for the past two years, there is still a need to
focus on increasing student internal motivation and external incentives to encourage students to attend school and to be on time each
day.
Social and Community Support
Parent Support
Woodmore has several community partners that assist our school: Kiwani’s Club (Kids Club and funds for school improvement
projects), New Monumental Baptist Church (volunteers, back packs, school supplies, and school advocates), Hamilton County Foster
Grandparent Program (provide 5 grannies), Girls Inc. (after school programs), Girl and Boy Scouts, Urban League Tutoring (after
school programs), Macllean Foundation (reading software and carpet), Greater Community Foundation Grant (applied for $20,000 for
capital improvements), Scenic City Chorus (risers, volunteers, funds for projects, renovations, food, and supplies), and Dr. Thomas
Rumph (donations), County Commissioner Beck (donation). Some of these supports are ongoing, but some have recently made a
commitment to school improvement initiatives at Woodmore Elementary.
One of our goals is to increase the amount of parent support that we receive. Parent surveys are distributed each year during
enrollment and then again after the first quarter of school. Our partnerships support us with volunteers, painting, decorating,
performances, funds for student activities, student programs, back packs for all students, school supplies, and student incentives for
academic achievement and positive behaviors.
5. Rigorous Curriculum- Alignment of
curriculum with state standards across
grade levels
There is a need to increase the cohesiveness of parent and community support. A Family Partnership Specialist would serve to
ensure that all partnerships operate cohesively supporting school improvement goals.
Woodmore’s goal is to provide a rigorous curriculum which is aligned with state standards across all grade levels using the backwards
unit design framework, Understanding by Design. Currently, we are implementing the Hamilton County Department of Education
Math Framework and Literacy Framework, which is aligned with state standards across grade levels. We have begun formulating a
school wide Professional Learning Community.
There is a need to provide continued professional development in the effective implementation of a rigorous curriculum as well as
the Common Core State Standards.
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Appendix H
Curriculum Intervention Programs
Our primary curriculum intervention program is our Response to Intervention (RTI) math and literacy effort that occurs throughout
the school day.
In addition to our Response to Intervention (RTI) math and literacy efforts throughout the school day, the following programs are
offered:
Title I - After School reading and math programs
Saturday iWrite (writing) Academy and Reading Academy
Urban League reading and math tutoring program in which 150 students are currently enrolled from 3:00-5:30 pm.
Despite these programs, there is a need to offer additional academic interventions that are aligned to the needs presented by the
data to increase student performance, and to strengthen our school-wide literacy focus.
Enrichment programs include:
Title I - After School Spanish, chess, and drama programs
Saturday School – behavior intervention program
Enrichment Programs
Dual enrollment (if applicable)
There is a need to offer additional enrichment programs to expand extracurricular opportunities to students, increase student
engagement, and serve as incentives for students to attend school.
N/A
Advanced Placement (if applicable)
N/A
6. Instructional Program
Provide a summary of existing status and current needs
Planning and implementation of research
based instructional strategies.
Grade level teachers have common planning time to create lesson plans, discuss common, formative, and summative assessments, and
to discuss best practices/strategies. 200 minutes per week is allotted, but most grade levels use only 120 of those minutes a week for
team planning. Team planning has moved away from the traditional lesson planning to discussions about how to differentiate and
how to utilize common, formative, and summative assessment data to inform instruction. Grade level team meeting notes are
collected and reviewed monthly. Feedback is provided to each team in regards to the team planning expectations. Most teachers
implement district required instructional strategies (habits of mind and habits of interaction, think/pair/share, cooperative grouping),
but teachers need more opportunities to read the most recent research and literature, attend state and national conferences in regards to
research based instructional strategies, and therefore be able to think outside of the box and stretch their thinking, skills, and craft as a
teacher. A true Professional Learning Community has not been established.
Teachers must be trained, supported, and held accountable for implementing research-based instructional strategies that meet the
learning needs of all of their students.
Use of instructional technology
There are 6 interactive white boards in the school. Only a few teachers have a laptop and of those laptops, most no longer work. There
is a multimedia projector and a document camera in each classroom. The multimedia projectors will be installed this school year.
Teachers use technology tools to analyze student data, conduct basic Internet searches, to create lesson plans, etc. Students use
computers to practice curriculum skills using purchased software programs and some websites. Students are not utilizing technology
as a learning tool to create and synthesize gathered information. Teachers are not using technology as an integration resource tool.
The wireless points within the building need to be replaced (9 out of 12 access points do not work). The IT department has tried to fix
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Appendix H
the wireless points three times since July. There are not any handheld response units for students to use that provide the teacher
immediate summative and formative assessment information. Currently, there is not an online assessment tool to collect, organize,
and report student data in the core subjects.
Use of data analysis to inform and
differentiate instruction
There is a need for new, functional computers in the school to expand the opportunities for teachers to incorporate technology
into their instruction to meet each students’ learning needs.
Teachers are beginning to utilize data to inform instruction. We are at the beginning stage of using data because unless required, most
teachers are not collecting formative and summative data on a regular basis nor are they collaborating with their team to create
common, formative, and summative assessments. Teachers are beginning to understand how to read the student data, but then using
the data is proving to be a difficult next step. Teachers need to be provided the resources (time, stipends, access to best practices, and
a true PLC) to learn how to effectively collect, collaborate, and use data to inform their instruction.
Intensive professional development is needed to facilitate teacher understanding and implementation of using data to inform their
curriculum maps, their daily lesson plans, and to meet individual student needs.
Number of minutes scheduled for core
academic subjects.
The guide for the instructional program is the master schedule. Between 315 (5 hours 15 min.) – 335 (5 hours 35 min) minutes are
allotted in the master schedule for the core academic subjects. The full school day is 8:00am-3:00pm, for a total of 7 hours (420
minutes).
The master schedule provides the following daily components for grades K-5:
2 hours (120 minutes) Literacy Block/Social Studies
2 hours (120 minutes) Math Block (30 minutes RTI)
30 minutes of Science
40 minutes for Related Arts
45-65 minutes for Focus Groups (Literacy RTI & enrichment)
30 minutes for Lunch
20 minutes for Recess
Literacy Block
There are 7 dimensions to the HCDE Literacy Framework that are incorporated in the literacy framework each day: read aloud (20-30
minutes), shared reading (10-15 minutes), guided reading (15-25 minutes), monitored independent reading (20-30 minutes), writer’s
workshop (30-45 minutes), word study (20 minutes), and work stations (the duration of small group guided reading). The Optimal
Learning Model of the Gradual Release of Responsibility is the model for instruction.
Math Block
HCDE created the Teaching for Understanding Mathematics Framework. The Framework is research-based and consists of the
following components: Student Learning, Conceptual Understanding and Computational/Procedural Fluency, Components of an
Effective Classroom (Classroom Culture, Instruction, Assessment, Content Knowledge, and Curriculum). The Core Ideas are
statements that clearly define each of the five domains. Domain Characteristics, Habits of Mind and Interaction, Planning Units and
Lessons, Teaching and Professional Learning are also intertwined components of the framework.
Social Studies is integrated into the literacy block using informational text. Science has 30 minutes of each instructional school day. A
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Appendix H
combination of informational text, textbooks, and Internet resources are used to meet the state science standards.
7. Assessments
Use of formative, interim, and summative
assessments to measure student progress
Various types of assessments, including teacher-developed tests, common formative and summative assessments and district
benchmark assessments are used throughout the year to gauge student progress and provide data to drive instructional planning. The
following calendar represents the instructional assessment schedule at Woodmore Elementary School:
2012-2013
August 1-18
Aug. 13-Sept. 17
K-HCDE/Read 20 Assessment 1
Grades 1st-5th Fountas & Pinnell BEG. Benchmark Reading Level Assessments
Aug. 27-31
Grades 1st- 5th Writing Assessment 1
Sept. 10-14
Baseline Math & Science Assess/TCAP Practice Test
Sept. 17-21
Reading & Language Arts Baseline Assess/TCAP Ready
Sept. 18-20
Grades 1st & 2nd SAT 10 Assessment
Oct. 1-3
Oct. 15-25
Oct. 15-Dec. 15
Dec. 3-Jan. 28
K-5th HCDE Math Quarterly Assessment 1
Grades 3rd- 5th Constructed Response Assessment 1
Grades 1st-5th Fountas & Pinnell MID. Benchmark Reading Level Assessments
Dec. 11-13
Feb. 11-22
Grades 3rd-5th Constructed Response Assessment 2
Feb. 4-14
Grades K-5th HCDE Writing Assessment 2
Feb. 5
5th Grade TN Writing Assessment
March 5-7
April 1-12
Grades K-5th HCDE Writing Assessment 3
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Appendix H
April 22-26
Grades 1st-5th TCAP Assessment
April 29-May 17
April 29-May 17
Grades 3rd-5th Constructed Response Assessment 3
May 7-9
K-2nd Math Quarterly Assessments
Despite a comprehensive assessment schedule, there is limited use of assessment data by teachers to drive their instruction. There is
a need for targeted professional development to teachers who struggle in this area, as well as ongoing support from
administrators, mentor teachers and coaches, and accountability for using the data to drive instruction.
Timeline for reporting student progress to
parents
8. Parent and Community Support
Social and community services to
students and families
Parent support to students and school
Parent Conferences are mandatorily scheduled in October and February of each year. Also, parents are aware that they or the teacher
can schedule a conference at any time. Progress Reports are completed once per 9 weeks (October, January, March, and May).
Teachers maintain a Parent Contact Log and these logs are monitored by the school administrators quarterly. Students who attend
parent conferences with their parents receive a dress down pass to use whenever they want.
Provide a summary of existing status and current needs.
Woodmore receives moderate supports from the community to our students and families. Currently, our primary support comes from
local churches, the county commissioner, Kiwani’s Club, McClellean Foundation, the Scenic City Chorus, Girls Club of America, and
the Urban League.
There is a desperate need to increase community services to students and families so that our students and their families’ basic
needs are met and students can come to class ready to learn.
Parental involvement has traditionally been low at Woodmore, however, this year there was a slight increase. At Woodmore’s Family
Literacy Night, there were approximately 80 parents in attendance. The Fall Festival had approximately 150 parents and students in
attendance. We are using BlackBoard Connect, newsletters, the website, monthly calendars, the school marquee, and notes sent home
with the children to inform parents of school support activities.
Despite the promising results of these strategies, there is still a desperate need to identify and increase parent support to students
and the school.
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Appendix H
2. School Improvement Plan
Attach an electronic copy of the school’s comprehensive plan for school improvement that will be implemented in conjunction with the
Transformation Model. (Label as Attachment School Name School Improvement Plan)
You may use the “streamlined” improvement plan developed in Fall 2011, “Revised Tennessee School and District Improvement Planning document
or one of your choosing.
13
Appendix H
Transformation Model
School Name: Woodmore Elementary
Rationale for selection of intervention model: Explain how the LEA will use the turnaround intervention model to address the root causes of the school’s low-performance as
identified in the school’s needs assessment.
Woodmore Elementary School will implement the transformation model to address the root causes of low-performance at the school. With many staff members at Woodmore
brand new to the teaching profession, we strongly believe that with the right professional development, supports, culture of feedback, and level of accountability, our staff can
become highly effective teachers. The transformation model’s emphasis on preparing teachers in effective instructional strategies and using data to drive their decision-making
in the classroom is the right fit for our needs. At the elementary school level, it is critical that we get our students up to grade level in the core academic subjects so that they
have the opportunity to excel in middle and high school. Our low Math, ELA/Reading and Science test scores speaks to the need for our staff to know our students as individual
learners, to have the skills and tools to bring them quickly up to grade level, and the systems to monitor performance and correct the course as necessary. This process will
require strong leadership, a reformed culture of high expectations, and a safe learning environment with a system to incentivize positive behavior. The transformation model
emphasizes these elements by replacing the principal, implementing a rigorous evaluation system, coupled with rewards for high-performers, providing staff with meaningful
professional development, and promoting a culture of data and continuous improvement. Coupled with the support from the iZone, Woodmore’s School Improvement Plan
provides a framework for successful implementation of the transformation model.
If the LEA has begun in whole or in part a turnaround intervention model within the past two years, and wished to continue, describe the actions that have been taken up to the
present that are relative to the turnaround requirements. Cite evidence of the impact of the model on the school to date.
Woodmore Elementary School hired a new principal in July 2012. Since then, the following areas have been impacted: (a) job-imbedded professional development has
improved through use of the literacy and mathematics coaches to assist teachers in implementing the district literacy and mathematics frameworks; (b) teachers are beginning to
create and use formative and common assessments to inform instruction; (c) according to a November 2012 parent survey, 97% of parents believe the school actively
communicates with them; and (d) based on responses to a November 2012 student survey, 95% of students feel that teachers have high expectations for them.
Annual Goals for Reading/Language Arts on State assessments for “all students” group and for each subgroup.
SY 2013: The percentage of students scoring proficient and advanced on the Reading/Language Arts section of the TCAP state assessment will increase a minimum of 10
percentage points from the SY 2012-2013 baseline percentage. (The following percentages are based on the SY 2011-2012 TCAP results and will be updated upon receipt of
the SY 2012-2013 TCAP results and approval of the School Improvement Grant. The goals exceed the Annual Measureable Objective (AMO) Achievement and Gap Closure
Targets as set by the Tennessee Department of Education (TDOE) and the Hamilton County Department of Education (HCDE).
percentage points from the percentage obtained in SY 2013-2014.
percentage points from the percentage obtained in SY 2014-2015.
14
Appendix H
Woodmore Elementary
Reading/Language Arts
% Proficient/Advanced
SY '11-'12
2013
2014
2015
All Students
13.3%
23.3%
33.3%
43.3%
Grade 3
Grade 4
Grade 5
9.5%
21.8%
20.5%
19.5%
31.8%
30.5%
29.5%
41.8%
40.5%
39.5%
51.8%
50.5%
African-American
Hispanic
White
Asian
12.9%
13.5%
n/a
n/a
22.9%
23.5%
32.9%
33.5%
42.9%
43.5%
Limited English Proficiency
n/a
13.1%
24.1%
23.1%
34.1%
33.1%
44.1%
43.1%
54.1%
Female
Male
7.3%
11.5%
17.3%
21.5%
27.3%
31.5%
37.3%
41.5%
Quarterly Milestone Goals for Reading/Language Arts on interim assessments for “all students” group and for each subgroup for ( to be updated annually upon renewal
of the grant)
Four interim assessments will be used to monitor student progress toward annual achievement goals:
The HCDE District Literacy Quarterly Benchmark Assessment will be utilized to determine students’ performance levels and mastery of Reading/Language Arts
standards. The goal is for all students in grades 3, 4, and 5 to demonstrate a minimum of a 2.5 percentage point gain on each Reading/Language Arts quarterly
benchmark assessment.
Study Island and Pearson Success Net interim benchmark assessments will be utilized to monitor student achievement in Reading/Language Arts. The goal is for all
students in grades 3, 4, and 5 to demonstrate a minimum of a 2.5 percentage point gain on each Reading/Language Arts quarterly assessment.
The Fountas and Pinnell Benchmark Assessment System will be utilized to evaluate and monitor students’ reading ability. The assessment will be administered at the
15
Appendix H
beginning, midpoint, and end of the school year. The goal is for all students to demonstrate a minimum growth of 3 months in their reading ability per assessment
round.
Annual Goals for Mathematics on State assessments for “all students” group and for each subgroup.
SY 2013: The percentage of students scoring proficient and advanced on the Mathematics section of the TCAP state assessment will increase a minimum of 10 percentage
points from the SY 2012-2013 baseline percentage. (The following percentages are based on the SY 2011-2012 TCAP results and will be updated upon receipt of the SY 20122013 TCAP results and approval of the School Improvement Grant. The goals exceed the Annual Measureable Objective (AMO) Achievement and Gap Closure Targets as set
by the Tennessee Department of Education (TDOE) and the Hamilton County Department of Education (HCDE).
points from the percentage obtained in SY 2013-2014.
points from the percentage obtained in SY 2014-2015.
Woodmore Elementary
Mathematics
All Students
SY '11-'12
20.6%
2013
30.6%
2014
40.6%
2015
50.6%
Grade 3
Grade 4
Grade 5
30.2%
18.1%
20.5%
40.2%
28.1%
30.5%
50.2%
38.1%
40.5%
60.2%
48.1%
50.5%
African-American
Hispanic
White
Asian
19.5%
19.9%
n/a
n/a
29.5%
29.9%
39.5%
39.9%
49.5%
49.9%
n/a
19.2%
34.5%
29.2%
44.5%
39.2%
54.5%
49.2%
64.5%
Female
Male
18.3%
12.8%
28.3%
22.8%
38.3%
32.8%
48.3%
42.8%
16
Appendix H
Quarterly Milestone Goals for Mathematics on interim assessments for “all students” group and for each subgroup for (to be updated annually upon renewal of the
grant).
Three interim assessments will be used to monitor student progress toward annual achievement goals:
The HCDE District Mathematics Quarterly Benchmark Assessment will be utilized to determine students’ performance levels and mastery of Mathematics standards.
The goal is for all students in grades 3, 4, and 5 to demonstrate a minimum of a 2.5 percentage point gain on each Mathematics quarterly benchmark assessment.
Study Island and Pearson Success Net interim benchmark assessments will be utilized to monitor student achievement in Mathematics. The goal is for all students in
grades 3, 4, and 5 to demonstrate a minimum of a 2.5 percentage point gain on each Mathematics quarterly assessment.
Annual Goals for Science on State assessments for “all students” group and for each subgroup.
SY 2013: The percentage of students scoring proficient and advanced on the Science section of the TCAP state assessment will increase a minimum of 10 percentage points
from the SY 2012-2013 baseline percentage. (The following percentages are based on the SY 2011-2012 TCAP results and will be updated upon receipt of the SY 2012-2013
TCAP results and approval of the School Improvement Grant.)
from the percentage obtained in SY 2013-2014.
from the percentage obtained in SY 2014-2015.
Woodmore Elementary
Science
All Students
SY '11-'12
16.9%
2013
26.9%
2014
36.9%
2015
46.9%
Grade 3
Grade 4
Grade 5
27.9%
10.9%
9.1%
37.9%
20.9%
19.1%
47.9%
30.9%
29.1%
57.9%
40.9%
39.1%
African-American
Hispanic
White
17.0%
0.0%
16.7%
27.0%
10.0%
26.7%
37.0%
20.0%
36.7%
47.0%
30.0%
46.7%
17
Appendix H
Asian
n/a
n/a
15.8%
18.2%
25.8%
28.2%
35.8%
38.2%
45.8%
48.2%
Female
Male
9.8%
24.4%
19.8%
34.4%
29.8%
44.4%
39.8%
54.4%
Quarterly Milestone Goals for Science on interim assessments for “all students” group and for each subgroup for (to be updated annually upon renewal of the grant).
MasteryConnect will be utilized to select common interim benchmark assessments and determine students’ performance levels and mastery of Science standards. The
goal is for all students in grades 3, 4, and 5 to demonstrate a minimum of a 2.5 percentage point gain on each Science quarterly benchmark assessment.
Annual Goals for attendance rate in elementary schools.
SY 2013: The student attendance rate for Woodmore Elementary School will meet or exceed 95%
SY 2014: The student attendance rate for Woodmore Elementary School will meet or exceed 95%.
SY 2015: The student attendance rate for Woodmore Elementary School will meet or exceed 95%.
These student attendance goals exceed the attendance rate requirement established by the Tennessee Department of Education (TDOE).
Quarterly Milestone Goals for student attendance rate.
The school-wide attendance rate will meet or exceed 95% each quarter.
Administrators and teachers will use the HCDE Dashboard (IBM Cognos) to monitor student attendance.
18
Appendix H
Transformation Model Requirements
Action Steps for Model Requirements.
LEA Design and Implementation of the
Intervention Model for Each Year of Grant
Note: Pre-implementation activities for Year One must be
included in the chart at the end of this model.
Implementation
Timeline
Name and Position of
Responsible Person(s)
Requirements for the Transformation Model (LEA must implement actions 1-11.)
A transformation model is one in which the LEA must implement each of the following strategies to develop and increase teacher and school leader effectiveness:
1. Replace the principal who led the school prior to In Spring 2012, the HCDE iZone conducted a rigorous
July 2012
Rick Smith, HCDE
commencement of the transformation model
selection process to identify, recruit, and place proven
Superintendent
effective administrators in Woodmore Elementary school.
Cheri Grant was selected as the new principal to lead the
transformation model at Woodmore Elementary.
2. Use rigorous, transparent, and equitable
Teacher and leader evaluation is a critical component of
Ongoing 2013-2016
Stacey Stewart, Assistant
evaluation systems for teachers and principals thatschool reform. Research has consistently shown that teachers
Superintendent of Human
a. Take into account data on student growth (as
are the primary drivers of student learning and achievement
Resources
defined in this notice) as a significant factor as well (Marzano, 2007).
as other factors such as multiple observation-based
Le Andrea Ware,
assessments of performance and ongoing collections Tennessee Educator Acceleration Model
Innovation Zone Director
of professional practice reflective of student
By state law, the Tennessee Educator Acceleration Model
Monthly observation
achievement and increased high-school graduations (TEAM) is utilized to evaluate teacher and principals. TEAM cycle for all teachers
Karen Hollis, Urban
rates
requires a minimum of 50% of the evaluation be tied directly
Elementary Operations
b. Are designed and developed with teacher and
to student achievement for teachers and administrator. 35% is
Director
principal involvement
generated from the student growth TVAAS data with the
other 15% being the selected AMW (Achievement
Cheri Grant, Principal
Measurement Worksheet). TVAAS is available for all core
content teachers. Non-content specific teachers and
Andrea Johnson, Assistant
administrators have their scores derived from school-wide
Principal
data.
The other 50% of the evaluation measure for teachers is based
on HCDE’s Project COACH model. Hamilton County
received permission from the state department of education to
implement its own teacher developed evaluation instrument.
Project COACH was designed in collaboration with multiple
stakeholders including teachers, LEA, union reps, and
administrators. COACH operates from a supportive
standpoint where administrators work collaboratively with
teachers to improve teacher effectiveness. Tenured teachers
19
Appendix H
Implementation
Timeline
are observed a minimum of 6 times per year and non-tenured
teachers, 8 mini-observations per year. Closely monitored are
the following domains that are directly tied to student
achievement: Planning and Preparation for Learning,
Classroom Management, Delivery of Instruction,
Monitoring, Assessment and Follow-up. A mid-year
conference is followed by a summative review. Scores are
then converted to the TEAM state scale.
3. Identify and reward school leaders, teachers, and
other staff who, in implementing this model, have
increased student achievement and high-school
graduation rates and identify and remove those who,
after ample opportunities have been provided for
them to improve their professional practice, have not
done so
A critical component and resource to recruit and retain highly
effective teachers for Woodmore is the participation in the
strategic compensation models developed through the
Tennessee-Teacher Incentive Fund Grant (TN-TIF).
Currently, Woodmore participates in the TN-TIF grant. The
strategic compensation models, designed for elementary,
middle, and high schools, provide individual, team, and
building performance awards for teachers and principals
based on the following criteria:
SY 2013-2014
Dr. Kirk Kelly, Director of
Accountability and Testing
Le Andrea Ware,
Penny Murray, Human
Resources Coordinator
There is a need to supplement the existing HCDE Teacher
Incentive Fund (TIF) to allow WES administrators and
Success Rate teachers to receive monetary incentives for
signing/retention, achieving the annual goals as stated in the
SIG, and attaining a TVAAS Effectiveness Level 4 or 5.
Principal
Grade K Teachers
Amount Description
$
5,000 Fountas & Pinnell: 80% of students at Level C
500 Individual Teacher Attendance = 97%
TIF
TIF*
$5,500
$
Funding
# Funded
Source Each by SIG
n/a
20
Appendix H
Implementation
Timeline
Grade 1 Teachers
Amount Description
$
5,000 Fountas & Pinnell: 80% of students at Level H
TIF
TIF*
$5,500
$
Funding
# Funded
Source Each by SIG
n/a
Grade 2 Teachers
Description
Local Gain Scores: Rank in top 20% in Reading
Local Gain Scores: Rank in top 20% in Math
Individual Teacher Attendance = 97%
Funding
# Funded
Source Each by SIG
TIF
n/a
TIF
TIF*
$5,500
Amount
$ 2,500
$ 2,500
$
500
Grade 3 Teachers
Description
Local Gain Scores: Rank in top 20% in Reading
Local Gain Scores: Rank in top 20% in Math
R/LA Grades 3-5 (achieve SIG goal)
Math Grades 3-5 (achieve SIG goal)
Science Grade 3-5 (achieves SIG goal)
Signing and Retention Bonus
Funding
# Funded
Source Each by SIG
TIF
TIF
SIG
3
SIG
SIG
TIF*
SIG
$13,500
Amount
$ 2,500
$ 2,500
$ 1,000
$ 1,000
$ 1,000
$
500
$ 5,000
September 2013-May
2014
Grade 4 Teachers
Description
R/LA: Level 4 or 5 (TVAAS)
Math: Level 4 or 5 (TVAAS)
Funding
# Funded
Source Each by SIG
TIF
TIF
SIG
3
SIG
SIG
TIF*
SIG
$13,500
Amount
$ 2,500
$ 2,500
$ 1,000
$ 1,000
$ 1,000
$
500
$ 5,000
21
Appendix H
Implementation
Timeline
Grade 5 Teachers
Amount Description
2,500
2,500
1,000
1,000
1,000
500
5,000
R/LA: Level 4 or 5 (TVAAS)
Math: Level 4 or 5 (TVAAS)
TIF
TIF
SIG
SIG
SIG
TIF*
SIG
$13,500
$
$
$
$
$
$
$
Funding
# Funded
Source Each by SIG
3
Literacy Coach
Funding
# Funded
Source Each by SIG
$
$
$
SIG/LEA
SIG/LEA
TIF*
5,000 Signing and Retention Bonus
3,000 R/LA Grades 3-5 (achieve SIG goal)
$8,500
Amount Description
1
Numeracy Coach
Funding
# Funded
Source Each by SIG
$
$
$
SIG/LEA
SIG/LEA
TIF*
5,000 Signing and Retention Bonus
3,000 Math Grades 3-5 (achieve SIG goal)
$8,500
Amount Description
1
Principal
Funding
# Funded
Source Each by SIG
$ 12,000 Signing and Retention Bonus
SIG/LEA
$12,000
Amount Description
1
Assistant Principal
Amount Description
SIG
$10,000
$ 10,000 Signing and Retention Bonus
Funding
# Funded
Source Each by SIG
1
22
Appendix H
Implementation
Timeline
Additional criteria for receiving full TIF award includes:
Attendance: 95% or better
Must be employed (unless retired or promoted) in the
incentive eligible position at the scheduled time of
payout. Teachers who leave the District before the
time of the payout will be deemed ineligible for a
payout.
Employees must be in “good standing” (all
licensures and certifications are up-to-date).
Employees must be supervised and evaluated by the
principal or supervisor of the campus where they are
serving students. Performance evaluation ratings for
teachers must be highly effective or effective in
order to receive a pay-out. Teachers receiving a
rating of improvement necessary or does not meet
standards will be ineligible for an award payout.
It is the goal of the HCDE iZone to ensure Woodmore
Elementary school is equipped with effective and highly
effective teachers through the following process. Tenured
teachers are observed a minimum of 6 times per year and nontenured teachers, 8 mini-observations per year. Closely
monitored are the following domains that are directly tied to
student achievement: Planning and Preparation for
Learning, Classroom Management, Delivery of
Instruction, Monitoring, Assessment and Follow-up. A
mid-year conference is followed by a summative review.
Scores are then converted to the TEAM state scale.
In order to retain a highly effective teaching staff:
All tenured and non-tenured iZone teachers will be
23
Appendix H
Implementation
Timeline
evaluated annually.
All Woodmore teachers will be required to maintain a
minimum annual overall effectiveness score of 3 or
above.
All Woodmore teacher will show a 60% increase of staff
at effectiveness level 4 or 5 to by year three.
Teachers scoring a 3, 4 or 5 will receive a satisfactory
evaluation and continued iZone employment
Tenured or non-tenured Woodmore teachers who fail to
score a 3, 4 or 5 after receiving ample opportunities for
improvement, will receive an unsatisfactory evaluation
and will be reassigned to a non-iZone school or
recommended for district dismissal.
Project COACH and TVAAS Alignment: Administrators
will receive intensive training in effectively evaluating and
supporting teachers to ensure Project COACH results are
appropriately aligned with TVAAS results.
School-wide Professional Development Plans (PDP):
Due to the bottom five percent status of Woodmore
Elementary, administration and teachers are required to
collaboratively develop a school-wide professional
development plan.
Performance Improvement Plan (PIP): It is expected that
all iZone teachers maintain an effectiveness level of 3 or
above. Throughout the year, ample opportunities will be
provided to certified staff members to improve their
professional practice.
June – July, 2013
August-September 2013
24
Appendix H
Implementation
Timeline
Following year one, teachers receiving an effectiveness level
below 3 will be placed on a monthly PIP that is
August 2013- May 2014
collaboratively developed with the administration. Failure to
improve practice or maintain an effectiveness level of 3 or
higher will result in removal from the school, ineligible status
to serve in any iZone school and possibly dismissal from
HCDE.
4. Provide staff with ongoing, high-quality, jobembedded professional development (e.g., regarding
subject-specific pedagogy, instruction that reflects a
deeper understanding of the community served by
the school, or differentiated instruction) that is
aligned with the school’s comprehensive
instructional program and designed with school staff
to ensure they are equipped to facilitate effective
teaching and learning and have the capacity to
successfully implement school reform strategies
Woodmore Elementary will participate in the iZone
Leadership Network, the monthly iZone New Teacher
Induction Program, quarterly meetings of second year
teachers, and quarterly meetings of mid-career teachers. The
principal and assistant principal will meet with other iZone
principals and assistant oprincipals to learn together, share
what’s working, develop solutions to problems, and focus on
the following topics:
(a) Coaching teachers to use best practices;
(b) Providing effective feedback;
(c) Managing time and scheduling;
(d) Building and nurturing professional learning
communities;
(e) Analyzing school level data; and
(f) Urban management.
In addition to providing a mentor teacher, professional
development and support for first year teachers will include:
(a) Common Core State Standards; (b) best instructional
practices; classroom management and organization; (c)
Hamilton County’s literacy and mathematics curriculum; (d
differentiated instruction and diverse learning styles; and (e)
Sheltered Instruction Observation Protocol (SIOP).
Woodmore Elementary will also pursue the following
professional development opportunities for all staff, with a
special focus on improving math instruction, improving
literacy school-wide, and creating a data-driven, positive
Ongoing 2013-2016
Le Andrea Ware,
Karen Hollis, Urban
Elementary Operations
Director
Jamie Parris and Stacy
Roddy- HCDE Math
Directors
Kathy Pagano & Julie
Legg- HCDE Literacy
Directors
Sarah Lane and Ranita
Teresa Custer, Content
Instructional Coaches
Summer 2013
Approved vendors/external
providers for professional
development opportunities
25
Appendix H
Implementation
Timeline
school culture:
1. Creating Professional Learning Communities (PLC)
(http://www.allthingsplc.info/). Solution Tree Purchases:
PLC at Work Webinar Series
Professional Learning Communities at
Work Institute
Online Courses (can opt for grad. Credit)
A Professional Learning Community is defined as educators
committed to working collaboratively in ongoing processes of
collective inquiry and action research to achieve better results
for the students they serve. Using this definition, the iZone
school cluster will focus on 6 characteristics of PLC’s:
Shared Mission, Vision, and Goals
A Collaborative Culture with a Focus on Learning
Collective Inquiry into Best Practice and Current
Reality
Action Orientation (Learning by Doing)
A Commitment to Continuous Improvement and
Results Orientation.
Approved vendors/external
providers for professional
development opportunities
Book: Revisiting Professional Learning Communities at
Ongoing 2013-2016
Work: New Insights for Improving Schools (DuFour, DuFour,
& Eaker, 2008).
2. Utilizing Best Practices in Math through the Teacher
Development Group –(http://www.teachersdg.org/):
Implementing Best Practices in Math with TDG as an iZone
school cluster, will give us research-based lens for assessing
the extent to which teaching practices foster meaningful,
appropriate, and mathematically productive student
26
Appendix H
Implementation
Timeline
engagement in worthwhile mathematical content and a plan
for implementing evidence-based teaching practices that
produce increased and equitable mathematical understanding
and achievement by all students.
The following teacher goals will be established to improve
math instruction:
Learn proven practices that promote problem
solving, invention, discourse, inquiry, challenge, and
achievement by all students.
Experience and learn questioning strategies that
foster understanding, intellectual autonomy, and
mathematical argumentation, justification, and
generalization.
Gain research-based tools that support intensive
reflection about our students’ learning as a basis for
instructional planning and decision-making.
Sharpen our “critical eye” for classroom materials
that: promote understanding and sense making by all
students, foster a respectful, mathematically
rigorous, and intellectually engaging classroom
culture, emphasize worthwhile mathematical tasks,
and support deepened teacher content knowledge.
Learn to enhance and implement mathematics
lessons and tasks to maximize learning.
Design a personal Best Practices Action Plan for
refining mathematics teaching practices to better
align with the high-quality teaching defined by
research.
2 Day Fall Session
2 Day Spring Session
27
Appendix H
Implementation
Timeline
3. Readers and Writers Workshop with 6 + 1 Trait
Writing as a supplement.
Readers and Writers Workshop will help teachers to improve
students’ reading and writing by providing students tools for
selecting and comprehending literature. Over the course of
the year, students will read many books and will be
encouraged to do as good reader's do in exploring different
genres, authors, and texts. The program emphasizes the
interaction between readers and text. Students learn to ask
questions, make connections with prior knowledge and
previously read texts, and ask questions to clarify faulty
comprehension they recognize has occurred.
The program includes peer conferences and teacher
conferences with students but emphasizes students'
independence and allows them to become successful readers
outside of the classroom. The writing method of instruction
focuses on the goal of fostering lifelong writers. It is based
upon four principles: Students will write about their own
lives; they will use a consistent writing process; they will
work in authentic ways and it will foster independence.
Each grade level has specific units of study tailored to meet
developmental and curricular needs. Students have a large
amount of choice in their topic and style of writing.
The teacher acts as a mentor author, modeling writing
techniques and conferring with students as they move through
the writing process. Direct writing instruction takes place in
the form of a mini-lesson at the beginning of each workshop
and is followed by a minimum of 45 minutes of active writing
time. Each workshop ends with a sharing of student work.
Woodmore will supplement the Writers Workshop with 6+1
28
Appendix H
Implementation
Timeline
Trait Writing, which is a research-based model of teaching
and assessing writing. It gives teachers and students a
common vocabulary for talking about writing across the
disciplines and helps to create consistent expectations for
what good writing looks like.
The 6+1 Trait Writing analytical model for assessing and
teaching writing is made up of 6+1 key qualities that define
strong writing: Ideas, the main message; Organization, the
internal structure of the piece; Voice, the personal tone and
flavor of the author's message; Word Choice, the vocabulary a
writer chooses to convey meaning; Sentence Fluency, the
rhythm and flow of the language; Conventions, the
mechanical correctness; and Presentation, how the writing
actually looks on the page. 6+1 Trait Writing Model of
Instruction & Assessment can help teachers implement the
writing standards included in the English Language Arts
Common Core State Standards (CCSS).
4. ASCD Capacity Building using the Teacher Leader
Model – Understanding by Design (UbD) is the framework
for designing curriculum units. ASCD will partner with the
school to evaluate and create a plan to build leadership and
content capacity using UbD as the framework. UbD
encompasses differentiated instruction to meet the needs of all
students.
5. Implement such strategies such as financial
incentives, increased opportunities for promotion and
career growth, and more flexible work conditions
that are designed to recruit, place, and retain staff
with the skills necessary to meet the needs of the
student in a transformation school
Woodmore will increase its capacity for continuous school
improvement by providing on-going professional learning
opportunities, allocating sufficient support resources for
proper implementation, and evaluating and sustaining
implemented programs and strategies. Together, these
strategies will help Woodmore to support and retain quality
teachers who will collaborate in order to make better data-
3 days – July 2013
2 days per month –
October and November,
2013
2 days per month –
January, February and
April, 2014
Entire Faculty
Beginning January 2013
Spring 2013; Summer
2013; SY 2013-2014
(ongoing)
Andrea Johnson, Asst.
Principal
29
Appendix H
Implementation
Timeline
driven decisions, maximize classroom instructional time,
become more effective teacher leaders, increase their content
and pedagogical knowledge, better understand, appreciate,
and hold high expectations for all students, and increase
meaningful parental/community involvement.
Additionally, to meet its goal of attracting and retaining high
quality teachers who are successful with Woodmore’s student
population, there is a need for school stakeholders to assess
the cultural norms that affect school improvement (i.e.,
collegiality, high expectations, trust and confidence, tangible
support, professional development, appreciation and
recognition, celebration, involvement in decision-making,
protection of what is important, traditions, and honest, open
communication), reinforce the positive parts of the school‘s
culture, reshape or eliminate the negative, and sustain the
transformed elements to ensure continuous school
improvement.
Actions:
Woodmore Elementary will emphasize the following areas as
they work to recruit, place, and/or retain quality staff to
ensure continuous school improvement and increased student
learning:
Teacher Selection Process
To staff the building with the highest quality educators who
have the highest potential to be successful with Woodmore’s
student population, interview teams will conduct a
competency-based selection process:
Recruitment and public relations: Woodmore will work
with local college teacher preparation academies to target
prospective qualified teachers; will continue to
30
Appendix H
Implementation
Timeline
communicate through local media outlets, newsletters,
and websites (iZone, school, national), sharing quality
program information, successes, and information
concerning school improvement; and elicit input and staff
involvement on public relations.
Interview Teams: Involving key stakeholders (i.e.,
administrators, content specific coaches, department
chairs, community members, content teachers) in the
recruiting and hiring process will ensure best fits for the
iZone schools. The interview team will utilize the
Teachers for School Turnaround: Competencies for
Success model (as outlined in Public Impact).
o Achievement
o Impact and Influence
o Initiative and Persistence
o Teamwork
o Belief in Learning Potential
The interview team will also request model lesson
demonstrations from prospective new hires, if needed, in
order to assess their instructional delivery and content
knowledge.
Support and Guidance
Once high quality staff are hired, the iZone and Woodmore
administrative teams will provide the resources and guidance
necessary for staff to feel supported and valued through the
following process
Administrative Support: Woodmore administrators will
continue to maintain a safe and orderly environment and
ensure that maximum instruction time will occur in
classrooms, operate under an open-door policy with
strong lines of communication and value input and
involvement from the staff in the decision-making
31
Appendix H
Implementation
Timeline
process, provide feedback in a timely manner, seek to
address the individual professional needs of the staff, and
provide staff with the appropriate tools for promoting
engaging instruction to occur in the classroom.
Mentors: New teachers and teachers identified as needing
assistance will be partnered with a lead teacher mentor to
ensure support in all phases of the professional growth
process.
Support Personnel: The district content-specific coaches,
family partnership specialist, and district-provided
interventionists will work in their respective roles to
ensure improved student achievement; relevant parent
and community involvement; increased professional
learning; and frequent monitoring and analysis of data.
Professional Development: Professional development
will be focused first and foremost on increasing the
effectiveness of teachers’ math and literacy instructional
strategies, including data-driven planning to support
differentiated instruction. Woodmore teachers must be
prepared to meet the learning needs of every child in their
classroom. These activities will provide the opportunity
for continued development of a community of learners;
will provide the content-specific and school-wide
instructional support that ensures the effective, continued,
successful implementation of the school improvement
design model; promote teachers in their career growth
(National Board Certification; career advancement) and
offer opportunities to expand their professional
knowledge; and offer time for collaboration to occur
while building a sense of unity toward achieving
common goals, support the consistent implementation of
a school-wide positive behavior management system.
32
Appendix H
Implementation
Timeline
Teacher Leaders: Woodmore will provide and encourage
opportunities for leadership positions (i.e., committee
chairpersons, team leaders, department chairpersons,
Leadership Team) to increase involvement of more staff
members in school improvement decision-making and
implementing the action plans with the appropriate
professional learning and administrative support.
Time for Observations: Opportunities will be provided in
order for teachers to observe in-house model classrooms
and best practices in instruction.
Teacher Incentives: This transformation model will allow
certified teachers to receive monetary incentives for
achieving the annual goals as stated in the SIG. (Indicator
3-Financial Incentives)
The state approved evaluation system (Project COACH
and TEAM) will ensure a fair and thorough evaluation
process through self-assessment and reflection, multiple
observations, feedback, data analysis of student
performance, and assessment of other duties and
responsibilities. The system will promote a culture of
ongoing feedback, improvement, and support.
Resources
Classroom Materials and Supplies: In order for maximum
student learning to occur to promote school
improvement, Woodmore will be furnished with the
proper materials and supplies through SIG funds as
evidenced through a needs assessment.
33
Appendix H
Implementation
Timeline
Technology: Through SIG funds, the school will be
equipped with up-to-date computers that will allow
teachers to enhance and further differentiate instruction
increase student engagement and prepare students for
twenty-first century skills.
Parental and Community Involvement
Partnerships with Businesses: iZone schools will support
teachers through increasing the meaningful involvement
of business partners in the educational process (i.e.,
providing job shadowing, work-based learning, and
apprenticeships for students; volunteering for school
programs and activities; offering expertise as classroom
speakers; providing supplemental funding for student
incentives; providing information to teachers about entrylevel job requirements).
Family Partnership
Specialist, TBD
Parental Support: Woodmore will support teachers
through increased, relevant parental involvement through
a full-time Family Partnership Specialist who will
establish and maintain open lines of communication,
coordinate volunteer opportunities, and provide learning
opportunities to aid parents to better serve their children
and support teachers in the educational process.
Culture and Climate
Sense of Community: Teachers will develop positive
working relationships with co-workers through
collaborative activities and professional development
opportunities that promote and/or require teamwork. A
sense of belonging, partnerships, and loyalty will enhance
continued school improvement efforts and teacher
retention.
Grade Level
Teachers
34
Appendix H
Implementation
Timeline
Recognitions and Celebrations: Woodmore will continue
to demonstrate their awareness and commitment to
teachers by utilizing motivational tools/strategies to
recognize staff members‘ accomplishments and/or their
successful programs and to celebrate school improvement
successes (i.e., hospitality committee, teacher of the
week, teacher of the year, personal awards/recognitions)
Building Positive Student Relationships: Teachers will be
provided with learning opportunities to increase their
ability to engage students and get them excited about
learning; build rapport, respect and positive classroom
atmospheres; and guide students to become independent
learners.
Growth opportunities: Teachers will also be provided
leadership and flexible growth opportunities via: Serving
as leadership fellows, Mentors, Content Experts, and
Department Heads.
A transformation model is one which the LEA must implement each of the following comprehensive instructional reform strategies.
6. Use data to identify and implement an
Woodmore is data rich, however, the skills to understand,
May 2013 – June 2014
instructional program that is research-based and
interpret and use the data are lacking. We want to streamline
“vertically aligned” from one grade to the next as
and strengthen our data operations by forming a data team:
well as aligned with State academic standards
Weekly meetings
1. The data team will be formed consisting of the following
staff members: principal, AP, grade level chairs (K-5),
Summer 2013
guidance counselor, Family Partnership Specialist, iZone
Director, iZone Curriculum and Instruction Supervisor, and
the iZone Data Analyst.
Weekly
2. A Data Room will be identified and organized specifically
to gather, disaggregate, understand, and create curriculum
maps and units of learning.
Annually in June,
December, and February
Le Andrea Ware,
Innovation Zone
Curriculum and Instruction
Supervisor – TBD
Brent Webb, Innovation
Zone Data Analyst
Cheri Grant, Principal,
35
Appendix H
Implementation
Timeline
Principal
3. Data will be analyzed by grade level on a weekly basis.
4. Vertical data analysis will occur 3 times per year: June,
December, and February. Data will consist of but not limited
to the following collection points: TCAP, TVAAS, District
Quarterly Assessments in Math and Reading, Fountas &
Pinnell Benchmarking (3x per year), CRA (3x per year),
Writing Assessment, Think Link (Discovery Education
Assessment), Read 20 (K), SAT 10 (1st & 2nd), Common,
Formative, and Summative Assessments.
Zina Buckley, Guidance
Counselor
TBD, Family Partnership
Specialist
Fall 2013
5. Literacy Focus:
To ensure a school-wide focus on literacy, the Literacy
Coach, with the support of the iZone Curriculum and
Instruction Supervisor, will develop a school-wide literacy
plan, work with teachers across grades and disciplines to
implement it, and monitor its implementation. To develop the
plan, the Literacy Coach will assess needs from staff and
student surveys, and will develop the plan will SMART goals.
Over the course of the year, the Literacy Coach will establish
indicators and track progress against the goals. The literacy
plan will be aligned to the SIG and SIP plans and leverage
strategies from both. Related professional development will
be planned and the Literacy Coach will frequently model
literacy strategies, provide extra support to teachers who are
struggling to implement the plan, and invite them to observe
September 2013-May
teachers who are able to integrate literacy into their regular
2016
classroom practice exceptionally well.
Additional Activities - Data Gallery Walks, professional
development led by administrators and coaches
(Understanding and Using Data); Present ongoing data to
district administrative team; and attend and present each year
at the Title I State and National conference, ASCD or other
September 2013May 2016
Literacy Coach, Sarah
Lane
iZone Curriculum and
Instruction Supervisor,
TBD
Principal
Grade level Lead Teachers
Literacy Coach
Mathematics Coach
36
Appendix H
Implementation
Timeline
national conferences.
7. Promote the continuous use of student data (such
as from formative, interim, and summative
assessments) to inform and differentiate instruction
in order to meet the academic needs of individual
students
The data team will help educators tailor their instruction to
ensure that students absorb as much as they can from
classroom lessons, with a special focus on school-wide
literacy and math. Using data effectively is more important
than ever to ensure that every student is prepared for the rigor
of the Common Core State Standards. The data team will
assist the Principal and Assistant Principal in planning
opportunities to guide teachers through how to differentiate
instructions in order to meet the academic needs of all
students. The Principal and Assistant Principal will be
responsible for training, supporting and monitoring teachers’
implementation of the new instructional strategies.
Ongoing data assessment
(see above); Daily
support and monitoring
to teachers
Le Andrea Ware,
Brent Webb, Innovation
Zone Data Analyst
Principal
A transformation model is one which the LEA must implement each of the following strategies to increase learning time and create community oriented schools.
8. Establish schedules and implement strategies that Woodmore will extend the school day on selected extended
SY 2013-2014
Le Andrea Ware,
provide increased learning time as defined in the SIG days, strategically chosen to provide extra learning time prior (ongoing)
final requirements.
to state testing periods.
Innovation Zone Project
Extended Learning Opportunities for All Students- 300
Manager-TBD
Hours
Extended Day Schedule:
o Woodmore will implement an extended day schedule
on selected days. Students will attend 32 days of
Principal
extended school time for an additional minimum of
1.5 hours per day.
External Partners
Restructured School Master Schedules:
o Woodmore will restructure schedules to add in 90
hours per year to core classes.
Woodmore Student After school and Summer Options
o Sessions will be conducted for Transition Camps,
37
Appendix H
Implementation
Timeline
Intervention/Credit Recovery or Enrichment.
Extended Professional Learning Opportunities for
Teachers: 116 Hours
iZone Mini-Retreat – 16 hours- June 24-25;
Time: 8-4p.m. (2 days)
Summer Collaborative Planning – 28 hoursTime: 8-3 (4 days)
o Credit recovery, assessment, pacing,
alignment, mapping
Quality Circles – 18 hours- 1 hour bi-weekly
after school sessions
Content Teams – 36 hours – weekly after school
sessions
Department Teams – 18 hours – bi-weekly
sessions
9. Provide ongoing mechanisms for family and
community engagement
Woodmore will utilize a Family Partnership Specialist to
promote parental and community involvement that actively
involves parents in their child’s learning, and positively
improves external perceptions through external partnerships.
Adopting a community school approach, the specialist will
serve as a liaison and advocate for parents, students, and
school administration, coordinate volunteer activities, form a
link and facilitate commitment and communication between
school and home and school and community.
May 2013 – May 2016
on-going throughout
school year.
Principal
Zena Buckley, Guidance
Counselor
Family Partnership
Specialist-TBD
The Family Partnership Specialist will work to better
understand the needs and challenges facing Woodmore
families and pursue partnerships that meet these needs so that
students come to school ready to learn. This individual will
design activities and partnerships for students, parents and
targeted community groups that work on improving the
school culture and climate, such as making aesthetic changes
to the building that make the school facility welcoming to
Manager - TBD
Designated Teachers
PTA President & Teachers
38
Appendix H
Implementation
Timeline
families and as conducive to learning as possible. The Family
Partnership Specialist will also work to secure commitment
from community partners to provide funds, volunteer hours
and expertise to support whole school/community
transformation efforts.
District- funded Literacy
and Mathematics Coaches,
TBD
PTA President
Woodmore will continue to connect with the community at
large by hosting after school programs operated by outside
agencies. Some of these agencies are struggling to maintain
separate facilities and welcome space and resource sharing.
August 2013- May 2014
School Secretary
Fall 2013 – May 2016
iZone staff
Other Parent/Community Engagement Opportunities:
Parents will have access to constantly monitor their
children’s academic progress using Power School.
The PTA will continue to organize monthly meetings in
which students perform (music, drama, speech, Spanish,
poetry) that engage and entices parental participation.
Literacy and Math Parent & Students Nights will be held
annually to involve the parents in hands-on learning with
their children co-facilitating the instruction.
Saturday Family Workshops: Collaboration with
community partners such as Chattanooga College to
provide professional development/training opportunities
for parents: resume writing, computer technology,
personal finance, etc.
Partnership with Leadership Chattanooga Group: 6 to 8
team members “adopt” the school for the year
Utilize the school marquee as our first line of
communication with parents, students, and the
September 2013 39
Appendix H
Implementation
Timeline
community. Similarly, use the iZone website, grade level Ongoing
newsletters, personal communication from teachers, and
Connect Ed auto-calling as methods of communicating
with families on a frequent basis.
A transformation model is one which the LEA must implement each of the following strategies to provide operational flexibility and sustained support.
10. Give the school sufficient operational flexibility All certified staff members will reapply for existing positions. Ongoing 2013-2014
Le Andrea Ware,
(such as staffing, calendars/time, and budgeting) to
The school administrative team, with the support of the iZone
implement fully a comprehensive approach to
director, will select new staff
and steering committee
substantially improve student achievement outcomes
and increase high school graduation rates
HCDE has committed to providing the resources needed to
support the iZone transformation, including altering those
Manager-TBD
policies that could impede the success of School Improvement
initiatives. Highlights include:
Brent Webb Data Analyst
Support the hiring of additional support/resource
personnel necessary to sufficiently implement the school
improvement plan in each school (Behavioral Specialist
and Family Partnership Specialist).
The District will grant approval to allow iZone schools
to utilize the expertise and resources of the educational
organizations and improvement consultants to provide
on-site training in the delivery of effective researchbased instructional strategies and programs.
Principal
The District will continue to allow the alignment of
additional funding sources (including School
Improvement Grant funds, if approved) to implement
school improvement initiatives (i.e., technology
enhancement, hiring of additional personnel to support
program implementation, extended learning
opportunities, summer programs, professional
development, data assessment and analysis).
40
Appendix H
Implementation
Timeline
The District and Board of Education support continued
partnerships with parents, local businesses, postsecondary institutions, and service organizations to
strengthen the commitment to and engagement in all
iZone schools.
The District will continue to (1) ensure all hired teachers
are properly certified in their area of instruction, and (2)
document that teachers maintain satisfactory yearly
performance evaluations as set forth in the approved
evaluation system.
The District will support the process of allowing the
flexibility to hire, retain and/or remove staff as specified
in the SIG transformational and turnaround models,
upon approval, by rewarding and retaining teachers who
increase student achievement, identifying and
supporting those who are in need of improvement, and
removing from all iZone schools, teachers who, after
being provided ample opportunities to improve their
professional practice, have failed to do so.
Other “above and beyond” district supports for iZone schools
include:
Priority hiring timelines
Omission from district placements of displaced
teachers
Reduced pupil/teacher ratios
Structured autonomy regarding operational matters
such as accessibility to funding for school needs and
opportunities for faculty and staff
41
Appendix H
Implementation
Timeline
Finalize MOU relating to SIG requirements, if
approved, regarding teacher expectations, work hour
requirements and compensation
11. Ensure that the school receives ongoing,
intensive technical assistance and related support
from the LEA, the SEA, or a designated external
lead partner organization (such as a school
turnaround organization or an EMO)
The iZone Director and her team are responsible for
Ongoing
coordinating the work of all central office divisions to ensure July 2013-2016
that Woodmore is fully supported and any needs that arise are
addressed as efficiently and effectively as possible. This
cross-divisional coordination is accomplished through two
venues: monthly iZone Steering Committee Meetings and the
Superintendent’s weekly cabinet meetings.
Le Andrea Ware,
and iZone Steering
Committee
The iZone Steering Committee is led by the iZone Director
and is comprised of the heads of the Elementary Education,
Monthly
Secondary Education, and Human Resources Divisions, as
well as the leaders of the Federal Programs and Special
Education Departments. The members of the committee have
committed to a standing schedule of monthly meetings that
are exclusively focused on iZone-related issues. These
steering committee meetings provide the iZone Team with the
opportunity to regularly focus and coordinate the work of the
various divisions on the needs of the school. The steering
committee also serves as a forum where the Director can
bring iZone-related issues or questions to other senior district
leaders for guidance and advice, as well as to build consensus
around iZone plans or changes.
As a senior member of the HCDE district staff, the iZone
Director also participates in the Superintendent’s weekly
cabinet meetings. At these meetings, the Director provides the
Superintendent and her fellow cabinet members with updates Weekly
on iZone successes and challenges and seeks the
Superintendent’s input on various policy issues.
42
Appendix H
Implementation
Timeline
The iZone district office will frequently monitor leading
indicators and provide appropriate, timely, and ongoing
guidance and support to ensure continuous progress of school
improvement efforts.
Permissible Strategies for the Implementation of the Transformation Model
A transformation model is one which the LEA may implement any of the following required strategies to:
(Strategies #12-26 are not required.)
Develop and increase teacher and school leader effectiveness
Provide comprehensive instructional reform strategies
Increase learning time and create community oriented schools
Provide operational flexibility and sustained support.
12. Providing additional compensation to attract and See indicators 3 and 5.
retain staff with the skills necessary to meet the
needs of the students in a transformation school
13. Instituting a system for measuring changes in
The leadership team will create a plan to assess our School
instructional practices resulting from professional
Reform Progress using the following belief statement adapted May-June 2013
development
from Eaker and Keating (2012):
Leadership Team
Belief: “Our primary assumption is that the professional
learning community model offers our best hope for ensuring
high levels of learning for all students” (Eaker & Keating,
2012, p. 8).
We must gain a deep, rich understanding of what professional
learning communities are, how they differ from traditional
September 2013
schools, and how they work. We must proactively lead the
work of reculturing the school into a high-performing
professional learning community, and we must lead with
passion and persistence (Eaker & Keating, 2012, p. 8)!
Overview of steps:
Employ a part-time Data Coach via Title Funds
The Data Coach will serve as the analyst of all benchmark,
Leadership Team
43
Appendix H
Implementation
Timeline
formative, and summative assessment results. S/he will
provide the data in an accessible format to the school
leadership team for use in professional learning communities
and to plan professional development. The Statistician will
also collect data through surveys to follow-up on whether
teachers are adopting instructional strategies according to the
professional development opportunities offered.
Provide systematic and organized use of student and
teacher benchmark and formative assessment data
for use in professional learning communities so that
they may use it to drive instruction tailored to meet
the needs of all student.
Ensure rigorous monitoring of school data (TCAP,
in-house, district, CRA, etc.) and provide it in an
accessible format to the Principal and Assistant
Principal in order for them to identify professional
development needs based on students assessment
results and teacher evaluations.
Conduct surveys of teachers post-professional
development opportunities to gauge, from the
teachers’ perspective, whether they are utilizing the
skills in which they were trained, as well as to gauge
their interest in future professional development
opportunities.
Data Coach, TBD
Principal
Clear communication of expectations and monitoring
The plan will be clearly communicated to create buy-in and
understanding, to focus all staff in the same direction to meet
common goals, and to shift the focus to creating a culture of
continual improvement, ongoing feedback and support, and
accountability. This process involves monitoring to check for
understanding and to hold teachers accountable for
implementation after professional development.
Principal
44
Appendix H
Implementation
Timeline
1. Analysis of Student Learning Data must be collaborative,
systematic, timely, directional, and flexible. The Data Team
must determine what the data means? Gather and analyze an
accurate snapshot of the current reality using TCAP, TVAAS,
district quarterly benchmarks, CRA’s, SAT10, literacy
benchmarks, Writing Assessments, and Think Link
Assessments (reading, math, and science). What are the
strengths and areas to stregthen? Who are the “bubble”
students? What students are below proficient and why?
School Data Team & All
Teachers
2. Using the data the Leadership Team will conduct Structural
Analysis. Structural analysis asks us to consider changes in
our structure such as policies, procedures, rules,
organizational charts, and role definitions. If a majority of
teachers are not making noticeable changes in their
instructional practices based on the professional development,
we need to consider what structures may be impeding their
progress.
Leadership Team
3. Analysis of Day-to-Day Operations – In addition to holding
teachers accountable for implementing strategies according to
professional development, the Leadership Team feels strongly
that we analyze whether day-to-day operations to ensure that
we are maintaining clear expectations and modeling
appropriately. We will consider such questions as:
What signals do we send that communicate what we
really care about in this school?
What trumps learning?
What behaviors are we modeling?
What do we check on for quality?
What are we willing to confront—with both students
and adults?
What questions are we struggling to answer?
Bi-weekly Leadership
What is the focus of our meetings? Do we have too
Team Meetings August
Leadership Team
45
Appendix H
many meetings? Are they productive?
Are we all on the same page, going in the same
direction, with the same overarching purpose?
Implementation
Timeline
2013- Ongoing
Annually, Spring
4. Perceptual Data Collection & Analysis
“Perceptions represent our reality.” Surveys will be conducted (Scheduled TELL
Survey)
of teachers, students, parents, and community partners and
will be used to identify possible misconceptions, as well as
areas that need attention. This data will help the school
leadership team respond to teacher needs and support their
work in teams. These surveys can provide quantifiable data
that can be used to track progress over time.
5. Analysis of Anecdotal Evidence or Story Telling
Stories transmit culture and recognize people and events.
Stories are powerful indicators of our individual and
collective experience. Patterns of comments can be a strong
indicator of perceptions within the district or school. During
Professional Learning Community meetings, teachers will be
asked to reflect on questions in a Reflective Journal Posting,
such as: In what ways has working in a professional learning
community affected the learning levels of your students? How
has working in a professional learning community affected
you professionally? What instructional strategies are you still
struggling to implement with fidelity?
Annually, Fall and
Spring (Student, Parent
& Community Surveys,
including Olweus
Bullying Prevention
Survey)
6. Analysis of Products and Artifacts – allow for the
monitoring of the quality of work that is being done
throughout the school. Products include: Team Norms, school Weekly PLCs
vision and values and commitments statements, SMART
goals, power standards, pacing guides, common formative
assessments, and plans to provide students with additional
Bi-weekly Leadership
time, support, and enrichment. The Leadership Team will
Team Meetings
analyze these products and artifacts through the lens of
whether teachers and staff members are implementing the
Specialist
Principal
Principal
All Teachers
Principal
46
Appendix H
Implementation
Timeline
instructional strategies and cultural norms that are taught
through professional development.
Leadership Team
14. Ensuring that the school is not required to accept Woodmore has adopted a rigorous selection process to
January - June 2013
a teacher without the mutual consent of the teacher
identify teachers that will have a major impact on the success
and principal, regardless of the teacher’s seniority
of students performing in the bottom five percent. The goal is
to provide an effective or highly effective teacher for every
classroom. A sound commitment from the Superintendent of
schools supports this goal through the agreement that the
iZone Director and principal will be granted autonomy
regarding new hires or transfers. Due to the fragile nature and
urgent state of Woodmore, no displaced teachers will be
assigned to Woodmore without the mutual consent of the
teacher and principal.
15. Conducting periodic reviews to ensure that the
Employ full-time Literacy and Math Coaches via Title I
curriculum is being implemented with fidelity, is
funding, and Implement 20 Day Plans
having the intended impact on student achievement,
and is modified if ineffective
SY 2013-2014
Literacy Coach
Develop a school-wide literacy plan. Lead ongoing and job
embedded professional development during common
planning times, after school, and summer institute. Model, coteach, mentor, and coach teachers in effective classroom
instruction strategies, and assessments. Coach and support
data-driven decision-making. Increase the quality of rigorous
turn-around and differentiated strategies, literacy strategies,
and common, formative, and summative assessments.
Math Coach
Lead ongoing and job embedded professional development
during common planning times, after school, and summer
institute. Model, co-teach, mentor, and coach teachers in
effective classroom instruction, strategies, and assessments.
Coach and support data-driven decision-making. Increase the
quality of rigorous turn-around and differentiated strategies,
math strategies, and common, formative, and summative
Le Andrea Ware, iZone
Director
Stacy Stewart, Human
Resources Superintendent
Mathematics and Literacy
Coaches, TBD
Leadership Team
SY 2013-2014
47
Appendix H
Implementation
Timeline
assessments.
16. Implementing a schoolwide “response-tointervention” model
20 Day Implementation Plans will be created. These 20 days Create Summer 2013
plans will specify the expectations in regards to curriculum,
instruction, and student learning outcomes. Formative,
20 Day intervals
common, and summative assessments will be developed and
utilized.
In collaboration with HCDE’s Lead Teacher for Exceptional SY 2013-2014
Education, Woodmore will develop a Response to
Intervention (RTI) program. The RTI design will include both
academic and behavioral systems and will be grounded in the
four key RTI elements: high quality curriculum, tiered
instruction/intervention, ongoing student assessment and
family involvement. The leadership team, behavior specialist,
Lead Teacher for exceptional education, math and literacy
coaches, and the Family Partnership Specialist will work
collaboratively providing individual expertise to create an
outstanding RTI program that includes universal screening of
all students, diagnostics, and progress monitoring with the
strategic purpose of maximizing instruction and driving
educational decisions.
Woodmore will utilize the Discovery Education Response to
Intervention online model, which provides progress
monitoring assessments and reports.
Vision: To build an exemplary model of an elementary fullSY 2013-2014
inclusion school setting in which all students participate in the
regular classroom setting 100% of the time.
17. Providing additional supports and professional
development to teachers and principals in order to
implement effective strategies to support students
with disabilities in the least restrictive environment
and to ensure that limited English proficient students An HCDE Lead Teacher for exceptional Education will be
acquire language skills to master academic content
assigned by the district to assist the faculty to develop a
systematic and structured approach, Universal Design for
Learning, to train the exceptional education teachers, regular
education teachers, related arts teachers, and administrators
on how a true inclusion program works. Effective co-
HCDE Lead Teacher for
Exceptional Education
Literacy and Mathematics
coaches, TBD
Leadership Team
Behavior specialist
Family Partnership
Specialist
Full time Literacy, Math,
& Inclusion Coaches
Systematically reflect,
revisit, examine and
analyze the student data
in order to create second
year implementation
plan.
48
Appendix H
Implementation
Timeline
teaching, acceptable modifications and appropriate
assessments will be modeled. This full-time position will
Quarterly milestone
follow a gradual release model after faculty capacity has been goals will be set,
built and is able to sustain the full inclusion model.
monitored, and modified
by the leadership team
Lead ongoing and job embedded professional development
and the model inclusion
during common planning times, after school, and summer
teacher
institute. Model, co-teach, mentor, and coach teachers in
effective classroom instruction strategies, and assessments.
Coach and support data-driven decision-making.
Serve on the leadership team in desegregating student data,
creating the student improvement plans with the core
teachers, monitoring individual student achievement, and
taking the lead in providing effective and timely on-going
modifications as needed.
ASCD Capacity Building framework will assist the school
leadership team in conducting a full evaluation of the student
and teacher data and assist us in implementing our
professional development plan using Understanding by
Design (UbD) is a framework for designing curricula that
enable all students to gain knowledge, skills, and enthusiasm
for learning. UbD provides rich supports for learning and
reduces barriers to the curriculum while maintaining high
achievement standards for all using the ‘backwards design.”
At the core of UbD lies differentiated instruction.
Enhancing Access to the General Curriculum
Addressing the Diversity of Students in Today’s
Classroom
Summer 2013
Reading Across the Content Areas
Strategies for Supporting Emergent Literacy
49
Appendix H
Implementation
Timeline
Improving Reading Comprehension Strategy
Inclusion Coach and 2
Inclusion Teachers
Mathematics
Meeting the Needs of Low-achieving Students
in Middle School Mathematics
Technology Integration and Accessibility
Using Technology to Teach a Diverse Student
Population
18. Using and integrating technology-based supports Technology-based Reading and Writing Supports:
and interventions as part of the instructional program With the purchase of new Dell computers, students will use
On-going 2013-2016
Lexia, which is a technology-based reading program that
provides personalized learning on foundational reading skills
and norm-referenced performance data. This program is
aligned with the Common Core Standards. This program will
be purchased by our iZone partners, The McClellan
July 2013
Foundation, Inc.
Leadership Team, Literacy
Coach, and Teachers
Lexia Reading advances reading skills development for
students pre-K through grade 4, and provides data-driven
action plans and highly scripted, direct instruction strategies
to help teachers differentiate for every student. Lexia
Reading provides a consistent, scalable system to develop
foundational reading skills and monitor progress toward yearend proficiency benchmarks.
Students work independently on developing their foundational
reading skills, allowing teachers to focus their time on the
students needing the most help. It helps all students progress
at their own pace, and provides teachers with the data and
strategies to help students when they struggle. Students will
use the program for between 20–60 minutes per week.
Administrators and teachers will regularly monitor student
progress by reviewing Lexia's customized reports and
instructional action plans. Teachers will use the targeted
50
Appendix H
Implementation
Timeline
Lexia Lessons for direct instruction on the skills with which
students are struggling. Lexia Skill Builders provides
independent, paper-and-pencil practice to help build
automaticity. Administrators and teachers will recognize
student accomplishments, as highlighted in the reporting
system, by presenting Lexia certificates of achievement. Also,
Lexia provides customizable professional development and
online training
Students will also use Readers and Writers Workshop with 6
+ 1 Trait Writing as a supplement.
Readers and Writers Workshop will improve students’
reading and writing by providing students tools for selecting
and comprehending literature. Over the course of the year,
Fall 2013-2016
students will read many books and will be encouraged to do
as good reader's do in exploring different genres, authors, and
texts. The program emphasizes the interaction between
readers and text. Students learn to ask questions, make
connections with prior knowledge and previously read texts,
and ask questions to clarify faulty comprehension they
recognize has occurred. The program includes peer
conferences and teacher conferences with students but
emphasizes students' independence and allows them to
become successful readers outside of the classroom. The
writing method of instruction focuses on the goal of fostering
lifelong writers. It is based upon four principles: students will
write about their own lives; they will use a consistent writing
process; they will work in authentic ways and it will foster
independence. Each grade level has specific units of study
tailored to meet developmental and curricular needs. Students
have a large amount of choice in their topic and style of
writing. The teacher acts as a mentor author, modeling writing
techniques and conferring with students as they move through
the writing process. Direct writing instruction takes place in
51
Appendix H
Implementation
Timeline
the form of a mini-lesson at the beginning of each workshop
and is followed by a minimum of 45 minutes of active writing
time. Each workshop ends with a sharing of student work.
Woodmore will supplement the Writers Workshop with 6+1
Trait Writing, which is a research-based model of teaching
and assessing writing. It gives teachers and students a
common vocabulary for talking about writing across the
disciplines and helps to create consistent expectations for
what good writing looks like. The 6+1 Trait Writing
analytical model for assessing and teaching writing is made
up of 6+1 key qualities that define strong writing
(http://educationnorthwest.org/traits).
These are: Ideas, the main message; Organization, the
internal structure of the piece; Voice, the personal tone and
flavor of the author's message; Word Choice, the vocabulary a
writer chooses to convey meaning; Sentence Fluency, the
rhythm and flow of the language; Conventions, the
mechanical correctness; and Presentation, how the writing
actually looks on the page. 6+1 Trait Writing Model of
Instruction & Assessment can help teachers implement the
writing standards included in the English Language Arts
Common Core State Standards (CCSS).
Science Supports:
Discovery Education Science, Inspire Students to think and
Act Like Scientists, – online access to science curricula
aligned to the Common Core State Standards. Virtual labs,
explorations, and literacy-building reading passages that take
them beyond theory; real time assessment that personalizes
learning and informs day-to-day instruction; interactive
demonstrations and investigations to demonstrate how
scientific models work; Short video segments bring key
scientific concepts to life with content from Mythbusters,
52
Appendix H
Planet Earth, Jeff Corwin, Sid the Science Kids, and Head
Rush.
Implementation
Timeline
Fall 2013-2016
STEM Connect by Discovery Education provides online
resources that help students connect science, technology,
engineering, and mathematics to the real world. Make
concepts come alive and provide students a clear vision for
how pursuing their interests can lead to future success. Guide
students interest in STEM careers with dozes of videos
highlighting important professions of today.
19. In secondary schools-(a) Increasing rigor by offering opportunities for
students to enroll in advanced coursework (such as
Advanced Placement or International Baccalaureate;
or science, technology, engineering, and
mathematics courses, especially those that
incorporate rigorous and relevant project-, inquiry-,
or design-based contextual learning opportunities),
early-college high schools, dual enrollment
programs, or thematic learning academies that
prepare students for college and careers, including by
providing appropriate supports designed to ensure
that low-achieving students can take advantage of
these programs and coursework
(b) Improving student transition from middle to high
school through summer transition programs or
freshman academies
(c) Increasing graduation rates through, for example,
credit-recovery programs, re-engagement strategies,
Technology-based Math Supports:
Students will use FASTT MATH, provided by the district,
which is a technology- based math program that helps to
identify and remediate those students who lack a conceptual
foundation of the operations and math fact quantities.
N/A
53
Appendix H
smaller learning communities, competency-based
instruction and performance-based assessments, and
acceleration of basic reading and mathematics skills;
or
(d) Establishing early-warning systems to identify
students who may be at risk of failing to achieve to
high standards or graduate
20. Partnering with parents and
parent organizations, faith- and community-based
organizations, health clinics, other State or local
agencies, and others to create safe school
environments that meet students’ social, emotional,
and health needs
Due to a historic lack of positive parental
involvement, a Family Partnership Specialist will
organize forums, programs, and activities that
parents and the community can be involved in and
focused on creating a safe school environment.
Local churches, PTA, guidance counselor, behavior
specialist, and STARS (Students Taking a Right
Stand) representative will assist with the school’s
efforts to decrease the number of bullying incidents
by conducting parent and community meetings that
will provide parents and students with the meaning
of bullying, signs of bullying, ways to prevent
bullying and how to intervene and/or report bullying
incidents.
Implementation
Timeline
Fall 2013- 2016
July 2013
Principal
Zina Buckley, Guidance
Counselor
Fall 2013
Specialist
TBD, Innovation Zone
Project Manager
Spring 2013
Olweus Bullying Prevention Program
implementation began with the 2012 school year.
Representatives from each grade level, including the
inclusion staff, and administrators have received
training from Karen Glenn, the student survey data
has been collected and presented to the faculty
(October). Woodmore plans to continue
implementation plans of the Olweus program to
improve the school culture, climate, and safety for all
students.
21. Extending or restructuring the school day so as
to add time for such strategies as advisory periods
54
Appendix H
that build relationships between students, faculty,
and other school staff
22. Implementing approaches to improve school
climate and discipline, such as implementing a
system of positive behavioral supports or taking
steps to eliminate bullying and student harassment
Implementation
Timeline
July 2013 - Ongoing
Title- I/HCDE- funded full-time Guidance Counselor (as
opposed to 2 days/week)
To work with individual students, small groups, and classes to
facilitate student opportunities for success both inside and
outside the school. Coordinate activities and programs that go
along with the school system’s adopted character trait
program. Provide training in the documentation in various
behavioral interventions. Provide training for parents to assist
their children at home with academics and the application of
behavioral and social interventions. Provide career and
college awareness opportunities.
Zena Buckley, Guidance
Counselor
Leadership Team
Students will have the ability to recognize their academic and
social needs and be able to receive assistance to improve
those needs. Students will be an active part of peer mediation
to help improve the school climate and become problem
solvers. Students will exemplify the taught character traits.
Parents will continuously help to improve their children’s
academics and use behavioral and social interventions. Will
have a liaison between the school and third party adolescent
agencies.
Employ a full-time Behavior Specialist
The Behavior Specialist will address the school’s needs to
strengthen the school culture by reviewing the discipline
Fall 2013-Spring 2014
policy and making any revisions necessary to decrease
disciplinary infractions, maximize instructional time, and
meet individual students’ behavioral needs. With the
Leadership Team, the Behavior Specialist will ensure that a
coherent discipline policy is enforced consistently across the
school and will develop a system for monitoring its
Summer 2013
implementation. All school staff will be trained in behavior
management and will be held accountable for consistently and
TBD, Behavior Specialist
Leadership Team
55
Appendix H
fairly enforcing the policy. The Behavioral Specialist will
also work closely with teachers, parents, guidance counselor,
and the school administration to develop individual behavior
plans for students in need of additional support and
intervention.
The Behavior Specialist will provide behavior management
consultation and support to students, staff, and families. As
necessary, this individual will coordinate the delivery of
services related to behavioral supports and will serve as a
liaison between the school and the home and between the
school and outside agencies. The Behavior Specialist will
meet regularly with teachers and families to discuss students’
progress.
Implementation
Timeline
Ongoing according to
student needs
All Faculty
Ongoing according to
students needs
Specialist
July 2013 – Ongoing
As part of the discipline policy planning, the Behavior
Specialist will develop a Positive Behavior Intervention
System to incentivize and recognize students’ positive
behavior. As part of this plan:
Students will be rewarded with Eagle Bucks when
they follow the school’s rules. Students will be able
to purchase items with their bucks and participate in
school-wide events. The school-wide discipline plan
will continue to be based on three expectations: Be
Respectful, Be Responsible, and Be Safe. These are
the three guiding expectations for all students at all
times and all places.
Leadership Team
All Faculty
Specialist
Woodmore has begun implementation Olweus
Bullying Prevention Program, June 2012. This
program is designed to improve peer relations and
make school safer, create a more positive place for
students to learn and develop. A team of grade level
representatives, inclusion teachers, and
administrators attended the June training. The anti56
Appendix H
Implementation
Timeline
bullying expectations and posters were made and
posted. The student survey was completed and
disseminated October 2012. All teachers, the
guidance counselor and the administrators have
received valuable training to implement this program Spring 2013
with fidelity. A follow-up student survey will take
place Spring 2013.
23. Expanding the school program to offer full-day
kindergarten or pre-kindergarten
24. Allowing the school to be run under a new
governance arrangement, such as a turnaround
division within the LEA or SEA
The Hamilton County Board of Education officially
established the HCDE Innovation Zone and appointed Le
Andrea Ware as the iZone Director. The iZone Director and
her team will provide the focused support, monitoring and
hands-on assistance for Woodmore that will now operate
under her direct supervision.
Ongoing 2013-2016
Le Andrea Ware, Innovation
Zone Director
25. Implementing a per-pupil school-based budget
formula that is weighted based on student needs
Pre-Implementation Activities:
Please note: The activity categories listed below are not an exhaustive or required list. Rather, they illustrate possible activities that the LEA may list, depending on the needs of
the school.
Pre-Implementation allows the LEA to prepare for full implementation of a school intervention model at the start of the 2013-2014 school year. To help in its preparation, an
LEA may use federal FY 2011 SIG funds in its SIG schools after the LEA has been awarded a SIG grant for those schools based on having a fully approvable application
consistent with SIG final requirements.
To help in its preparation, as soon as it receives the funds, the LEA may use part of its first-year allocation for SIG related activities in schools that will be served with federal FY
2011 SIG funds.
Activities must align to schools’ needs assessment and requirements of the intervention model; represent change; be reasonable, necessary, and allowable; be researched-based;
and be implemented prior to the beginning of the 2013-2014 academic school year.
Activity Categories with Sample Activities:
Family and Community Engagement: Hold community meetings to review school performance, discuss the school intervention model to be implemented, and develop school
57
Appendix H
Implementation
Timeline
improvement plans in line with the intervention model selected; survey students and parents to gauge needs of students, families, and the community; communicate with parents
and the community about school status, improvement plans, choice options, and local service providers for health, nutrition, or social services through press releases,
newsletters, newspaper announcements, parent outreach coordinators, hotlines, and direct mail; assist families in transitioning to new schools if their current school is
implementing the closure model by providing counseling or holding meetings specifically regarding their choices; or hold open houses or orientation activities specifically for
students attending a new school if their prior school is implementing the closure model.
Rigorous Review of External Providers: Conduct the required rigorous review process to select a charter school operator, a CMO, or an EMO and contract with that entity (see
C-5); or properly recruit, screen, and select any external providers that may be necessary to assist in planning for the implementation of an intervention model.
Staffing: Recruit and hire the incoming principal, leadership team, instructional staff, and administrative support; or evaluate the strengths and areas of need of current staff.
Instructional Programs: Provide remediation and enrichment to students in schools that will implement an intervention model at the start of the 2012-2013 school year through
programs with evidence of raising achievement; identify and purchase instructional materials that are research-based, aligned with State academic standards, and have databased evidence of raising student achievement; or compensate staff for instructional planning, such as examining student data, developing a curriculum that is aligned to State
standards and aligned vertically from one grade level to another, collaborating within and across disciplines, and devising student assessments.
Professional Development and Support: Train staff on the implementation of new or revised instructional programs and policies that are aligned with the school’s
comprehensive instructional plan and the school’s intervention model; provide instructional support for returning staff members, such as classroom coaching, structured
common planning time, mentoring, consultation with outside experts, and observation of classroom practice, that is aligned with the school’s comprehensive instructional plan
and the school’s intervention model; or train staff on the new evaluation system and locally adopted competencies.
Preparation for Accountability Measures: Develop and pilot a data system for use in SIG-funded schools; analyze data on leading baseline indicators; or develop and adopt
interim assessments for use in SIG-funded schools.
Pre-implementation activities:
To prepare for the implementation of the transformation model as detailed in this School Improvement Plan, the remainder of the school year and the summer of 2013 will be
focused primarily on Staffing, Professional Development, and preparing the Instructional Program.
Recruitment and selection: Leadership will project vacancies for next school year over the winter months, and will prioritize recruitment of highly effective teachers
who demonstrate the competencies and skill set that will make them a good fit for the school’s transformation plan and teaching needs. Leadership, with the support of
iZone staff, will also recruit and hire the Behavioral Management Specialist and Family Partnership Specialist as described in the plan. Prior to the receipt of the School
Improvement Grant, the leadership team will develop job descriptions for these positions and upon receipt of the grant, will advertise strategically with the support of the
iZone team.
Implementation of summer professional development for new and returning Woodmore staff: The Leadership Team will clearly communicate what it means to be
in the iZone and how the SIG plan impacts the staff and the school, including the introduction of professional learning communities, the new staff members and their
roles, and how they will be both supported and held accountable for successfully implementing specific instructional strategies.
58
Appendix H
Implementation
Timeline
Professional development planning: During Spring of 2013, the leadership team will plan for the following year’s professional development offerings. Based on the
school’s needs, the district will issue any required RFPs to approve vendors for professional development opportunities.
Leadership Training: All leaders will go through summer leadership training through the iZone on implementation of the teacher evaluation system, developing
leadership skills, and the supports they will receive as an iZone school.
Development of assessments, curriculum map development, pacing guides
Purchase of new computers for classroom instruction.
Extended Learning Planning: The Woodmore Leadership Team and iZone staff will plan to ensure that staff compensation is for the selected extended learning days
59
Appendix H

Appendix H-SCHOOL COVER SHEET - Transformation Model

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