Appendix H-SCHOOL COVER SHEET - Transformation Model

Transcription

Appendix H-SCHOOL COVER SHEET - Transformation Model
School Name: Orchard Knob Elementary
Address: 2000 E. 3rd St.
Chattanooga, Tenn. 37404
District Point of Contact (POC)
Name & Position: Le Andrea Ware – Innovation
Zone Director
Phone#: 423-209-8421
Email Address: [email protected]
School Number: 0194
Title I Status:
__X___ School-wide Program
_____ Targeted Assistance Program
_____ Title I Eligible School
Year the school entered Priority status: 2009
Principal's Name SY 2012-13:
LaFrederick Thirkill
Waiver Request(s):
_____ Requested for this School
Phone 423-493-0385
Email Address:
___X_ Not Requested for this School
[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
$92,061
$397,337
$ 400,000
$ 400,000
$ 1,289,398
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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.
SchooName:
Intervention Model
Provide a minimum of two years of data where indicated.
1. Student Profile Data
2010-11
Provide a summary and conclusion of the analysis of each area.
2011-12
Total student enrollment
Grade level enrollment
459
532
PreK 3
PreK 4
K
1st
2nd
3rd
4th
5th
Number of students in each subgroup
(List applicable subgroups below)
16
43
83
83
68
57
61
48
16
45
92
86
83
73
70
67
African American
Economically Disadvantaged
Male
Females
442
453
273
213
500
471
312
246
22%
93.6%
52
0
N/A
26%
95.1%
44
0
N/A
N/A
N/A
Mobility % - Entrants, Withdrawals
Attendance %
Suspensions
Expulsions
Dual enrollment and/or Advance
Placement enrollment
Graduation Rate
2010-11
2011-12
2012-13
Enrollment by Grade Level
Total P3 P4
K
1
459
16 43 83
83
532
16 45 92
86
585
9 51 107 100
2
68
83
93
3 4 5
57 61 48
73 70 67
87 72 66
Many significant changes occurred from 2010-11 to 2011-12 with student enrollment. Due to a district
rezoning plan, approximately 150 students from a neighboring school were given the option to transfer to
the school. The mobility percentage represents the number of projected student enrollment based on the
rezoning proposal. The average student enrollment increased by approximately 73 students. Therefore, the
new administration saw an immediate increase in student enrollment from the previous year. The most
significant gains were in grades K, 2,3, and 5. Although the rezoning was optional for parents and families
in the 2011-12 school year, it was mandatory for the 2012-13 year. As a result, we began this school year
with a continued increase in the student population. Student enrollment increased again this school year
from 532 to 585 currently. The enrollment numbers also reflect students in the “P3 section,” who are in a
pre-K program that is not housed in the building.
One implication of the high mobility rate includes students frequently entering school far below grade
level and having difficulty catching up on missed materials. As a result, additional interventionists are
needed to immediately assess students’ math, reading, writing, and comprehension knowledge and skills
upon enrollment in order to deliver a personalized approach that is driven by data to address student
needs.
Some of the pre-implementation strategies include providing incentives for student attendance and
behavior. As a result the percentage of student attendance increased from 93.6% of the 2010-11
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Appendix H
population to 95.1% of the 2011-12 population. Suspensions decreased from 52 in 2010-11 to 44 in 201112. Due to increased student numbers in grades 1 and 3, two additional teachers were added to the faculty
for the 2012-13 school year. Our ELL students increased from 6 in 2011-12 to 36 in 2012-13.
Based on the increasing student population, there is a need to increase the support staff. Paid trained
interventionists and educational assistants are needed to ensure that our lowest performing students are
receiving additional support. There is also a need to provide more opportunities for after-school tutoring
by teachers and or SES providers with a proven track record of success with high-poverty students. In
addition there is a need to provide transportation for students who are participating in after-school
programs. Moreover, there is a need to provide additional support through Title 1 funded interventionists
for the increased number of ELL students. We currently have one teacher who would be responsible for
providing services to all 36 students.
2. Staff Profile Data
Provide a summary and conclusion of the analysis of each area.
Principal
Length of time in position
Mr. LaFrederick Thirkill has been principal at Orchard Knob Elementary for 15 months.
Teaching Staff
Number of years experience in
profession
1. 1 to 3
2. 4-10 years
3. 11-20 years
4. 21+ years
22
8
2
59.4%
21.6%
5.4%
4
10.8%
In 2012-13 35% of the 37 teachers were new to the school, and 16.2% of the current teaching staff are first year teachers.
Considering that 58.8% of the current teaching staff have 1-3 years of experience, pre-implementation of job-embedded professional
development has been provided in the areas of planning, delivery of instruction in literacy and math, classroom management,
assessment, and data analysis. New and continued PD is needed in the areas of literacy, math, and science to meet the diverse needs of
the increased student population. Based on the 2011-12 TCAP data regarding the number of students scoring below proficient and
advanced, further PD is needed in best practice of data analysis, assessment, and teaching strategies for all subject areas.
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Appendix H
Teaching Staff
Number and % of experience in the
school
1. 1 to 3
2. 4-10 years
3. 11-20 years
4. 21+ years
30
6
81.1%
16.2%
1
2.7%
Teacher attendance rate
Due to the need to secure teachers for several vacancies, some created by the release of ineffective teachers, Orchard Knob
Elementary acquired a majority of teachers new to the profession. The advantage of having 81.1% of teachers new to the school has
provided the administration the opportunity to address and set new expectations for the climate and culture of the school. Additionally
the new teachers are eager to learn and willing to share learning through modeling, coaching, and leading job embedded professional
development. The disadvantage of having 81.1% of teachers new to the school is that practices do not become institutionalized and
there is a requirement to retrain year after year. To support teachers new to the building, there is evidence of a need to provide ongoing professional development in the areas of data analysis, planning and preparation, and the delivery of instruction and using best
practices in the core academic subject areas. Furthermore, there is a need to provide mentors and additional resources to assist new
teachers with academic and behavioral management.
2010-2011
2011-2012
96.1%
94.5%
Teacher attendance is high with a most recent rate of 94.5%. Most absences
(45%) were due to professional development. Overall Orchard Knob
Elementary is pleased with the teacher attendance rate and will continue to
foster a supportive environment to promote the teacher attendance goal of 95%
or better.
Teacher evaluation data by levels
2011-2012
Level 1: 0
Level 2: 2
Level 3: 3
Level 4: 13
Level 5: 21
Orchard Knob Elementary uses the state approved HCDE Project COACH model to
evaluate teachers annually. This new evaluation system monitors teacher performance
in 6 domains: Planning and preparation for learning, classroom management, delivery
of instruction, monitoring, assessment and follow up, family and community
engagement and professional responsibilities. The administration will focus on giving
effective feedback and support in all domains to positively impact student achievement
and ensure alignment with TVAAS effectiveness results.
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Appendix H
3. Student Achievement Data
2010-2011
2011-2012
Provide a summary of existing status and current needs.
% P/A
% P/A
11%
14%
From 2011 to 2012 all test takers in Reading/LA scoring; Below Basic decreased from
48% to 40%; Basic increased from 41% to 46%; Proficient increased from 10 % to
12%; Advanced increased from 1% to 2%.
Reading/Language Arts
“Every test taker” (ETT) category
Proficient/ Advanced
The data from the 2010-11 assessment of Literacy and Language Arts indicated a need
for more focused school wide (PreK-5) approach to address planning and delivery of
instrtuctional best practices.
Subgroups: %
% P/A
% P/A
11%
14%
African American
11%
13%
Special Education
11%
14%
Males
10%
11%
12%
17%
Females
From 2011to 2012 all subgroups increased the number of students scoring proficient or
advanced. All subgroups decreased the number of students scoring below basic in
Reading/LA. The pre-implementation strategies included ensuring that as many students
as possible were enrolled in after-school tutoring and academic support sessions
provided through Title I Funds and community partnerships.
In conjunction with the school wide focus on Literacy/LA, additional intensive
professional development targeting new teachers will be provided through ongoing job
embedded training on a weekly basis. There is a continued need to provide professional
development in the areas of curriculum and instruction, for all teachers, focused on
Reading/LA. Due to the increased student population, there is a need to continue
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Appendix H
tutoring and extended learning opportunities. In addition to the cost for transportation
for students, there is a financial need for paid staff. While Title Funds help to assist,
SIG fund will be requested to supplement the cost of extended learning opportunities
for teachers and students.
School performance on value-added
Reading/Language Arts student
achievement
2011 (3 yr. avg.)
Status: C
Mean Gain: -0.1
2012 (3 yr. avg.)
Status: B
Mean Gain: 0.5
2011 (yr. & grade)
4th Grade: 4.8
5th Grade: -6.9
2012 (yr. & grade)
4th Grade: 2.7
5th Grade: -2.1
BB/B/PA%
BB/B/PA%
43/40/17%
37/44/19%
Though the value added scores show improvement from 2011 to 2012, to continue
improvement and see more substantial gains in subsequent years, there is additional
need to continue providing on-going professional development in the areas of data
analysis, planning and preparation, and the delivery of instruction, using best practices
in the core academic subject areas.
Mathematics
“Every test taker” (ETT) category
Below Basic (BB)
Basic (B)
Proficient/ Advanced (PA)
All tested in Math scoring; Below Basic decreased from 43% to 37%; Basic increased
from 40% to 44%; Proficient increased from 13% to 17%; Advanced decreased from
4% to 2%.
The improvement in student performance in each bracket is evident of a more focused
approach to provide professional development to equip the new teaching staff to be
effective in the classroom. Orchard Knob Elementary will continue to provide intensive,
differentiated support to all teachers to continue to expedite student learning.
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Appendix H
Subgroups: %
PA%
PA %
18
23
African American
16
22
Special Education
11
22
19
23
16
21
2011 (3 yr. avg.)
Status: A
Mean Gain: 1.8
2012 (3 yr. avg.)
Status: A
Mean Gain: 5.7
2011 (yr. & grade)
4th Grade: 8.8
5th Grade: 9.8
2012 (yr. & grade)
4th Grade: 3.8
5th Grade: -3.2
Males
Females
School performance on value-added Math
student achievement
From 2011 to 2012 all subgroups increased the number of students scoring proficient
and or advanced in Math. Some pre-implementation strategies included ensuring that
many students were enrolled in after-school tutoring and academic support sessions, and
that teachers were implementing strategies from in-house workshop on Best Practices in
Teaching Math. As a result, all subgroups decreased the number of students scoring
below basic.
Due to the number of new teachers this current school year, there is a continued need to
provide professional development in Best Practices in Teaching Math, Curriculum and
Instruction, and Data Analysis. Due to the increased student population, there is a need
to continue and expand tutoring and extended day learning. In addition to the cost for
transportation for students, there is a financial need for paid staff.
Though the value added scores show improvement from 2011 to 2012, to continue
improvement and see more substantial gains in subsequent years, there is additional
need to continue providing on-going professional development in the areas of data
analysis, planning and preparation, and the delivery of instruction, using best practices
in the core academic subject areas.
ACT scores (if applicable)
N/A
Graduation rate (if applicable)
N/A
4. School Culture and Climate
Provide a summary of existing status and current needs.
TELL TN Survey
Prior to the current staff and administrative team, 83% of the staff participated in the 2010-11 Tennessee Teaching, Leading and
Learn Survey (TELL TN). On the TELL TN- 69 % of the teachers felt that the school was a “good place to work and learn,” below
the average of 81% for other Hamilton County Schools. The OKES staff also participated in the Multi-Dimensional Education Inc.
survey, in which the school scored a Grand Mean of 3.5 on a scale of 1-5 for Dimension 7: School Climate (see graph below).
Overall, the data revealed that parents felt much better about the school than did staff and students.
Multi-Dimensional Ed. Survey
Olweus Bullying Prevention
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Appendix H
In 2011-12, fourteen new teachers began teaching at the school. In 2012-13 nine teachers were replaced in an effort to continue to
address the climate. Parent training and academic support classes were created and are continuing this current year. Teachers are
provided support from administration in building relationships with parents. In 2011-12 the new principal began leading school-wide
assemblies in the gym every morning prior to instruction where students are reminded daily to “think before you act, think before you
speak, and to treat others the way you want to be treated”. Students and teachers were recognized for attendance, character, birthdays,
and special events. Students were allowed to participate in leading part of the morning assembly. Students are now given an active
voice in choosing incentives for perfect attendance and student achievement.
OKE will also enhance in-house strategies to recognize teachers and teams for successes and accomplishments that foster school
improvement. By including teachers in the decision making process, OKE will collect feedback from teacher and support teams to
generate a toolbox of favorable and effective strategies and activities to promote excellence and positively recognize all staff
members.
In addition there is an ongoing need to support parents through providing access to the parenting classes provided by our new partner,
First Things First. Lastly, there is an ongoing need to further enhance the culture and climate of the school by providing more
opportunities for parents and other stakeholders to become more aware of the positive attributes of the school and students.
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Appendix H
Students also participated in a survey for the Olweus Bullying Prevention Program. Data from the Olweus Program was used to
modify and adjust the rules and procedures of the Anti-Bullying Program. When asked the following question, the data indicated a
need to address internal thinking about bullying.
A.
16.0
Students who have bullied other students “2-3 times a month” or more. (Round 1 was recorded
on 4-23-2010 and Round 2 was recorded on 5-25-2011.)
18.2 28.4
13.0
20.6
12.8
8.0
11.0
Round 1
6.0
0
1.0
Girls
Boys
0Round 2
Sum
To address these and other concerns regarding the climate, the administration, teachers, and students revised the anti-bullying clause
and enforced the consequences with zero-tolerance for bullying. Parents, teachers, and students are held to high accountability and
standards regarding appropriate conduct and behavior while at school. In addition to the administrative team, there is a behavioral
specialist in place to mediate student infractions.
Due to the number of new and novice teachers, there is a continued need to provide professional development in the area of
Classroom Management, Effective Instruction, Cultural Diversity. Pre-implementation strategies this year, based on the data, include
matching young male students in grades 3-5 with community partners who provide counseling services and self -motivating strategies
during lunch and recess. There is an ongoing need to provide similar services to more of our female students in grades 3-5. There is
also a need to increase the availability of the Guidance Counselor to five days a week, instead of the current two and a half days, to
provide more service and instruction to individual students and grade levels.
5. Rigorous Curriculum- Alignment of
curriculum with state standards across
grade levels
Teachers use both the TN state standards as well as the Common Core State Standards to develop, adjust, and assess delivery of
instruction in grades K-5. New and on-going support for teachers are provided by district level professional development, and job
embedded professional development provided during common grade level planning. Teachers also use MasteryConnect.com to
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Appendix H
C
Curriculum Intervention Programs
access rigorous lessons that are aligned with the CCSS in grades K-5. Because both the district and teachers are beginning the
journey of using the Common Core State Standards, there is a need to provide on-going professional development for teachers and
administration.
Teachers use whole group, small group, and individual Guided Reading instruction within a balanced literacy framework for
instruction. The rigor in the instruction is evident through the student’s scores on the Fountas and Pinnell benchmark assessments. In
Math, teachers use the Habits of Mind and Interaction from Best Practices in Math to address students meta cognition during math
instruction. Special Education teachers support students using both the inclusion and pullout models for instruction. Two other paid
interventionists support students in grades K-2 identified at risk on pre and post assessment data and teacher recommendations.
Current pre-implementation strategies include ensuring that all students in grades K-5 provided 30 additional minutes for RTI
Monday through Thursday and 2 additional hours each Friday during the current school year.
Due to the increased student population and subgroup of ELL students, there is a need to hire additional interventionists to support
students in grades 3-5 in Reading/LA and Math. There is also a need to continue professional development for teacher in the Best
Practices for Teaching Math, Guided Reading, and Literacy Instruction to see substantial gains in student achievement. Additionally
there is a cost for substitutes so that teachers can attend in-house and other locations for additional training. Additional resources and
software to provided researched based intervention will also be needed.
Enrichment Programs
More than 50% of the students were enrolled in after-school tutorial programs in 2011-12. Students participated in after-school
tutoring programs by SES providers from October through April, Saturday Writing Academy, and Robotics lab. Students were
selected to SES programs based on Parental choice. Teachers recommended students for the Robotics lab. A part-time teacher of the
Gifted provides enrichment to identified students one day per week for 40 minutes. Pre-implementation strategies include providing
an extra hour of both Literacy and Math instruction on each Friday from 1 to 3pm.
There is a continued need to provide extended day services to all students, especially students scoring below basic in all subject areas.
There is also a need to provide transportation for students participating in extended learning opportunities.
Dual enrollment (if applicable)
N/A
Advanced Placement (if applicable)
N/A
6. Instructional Program
Planning and implementation of research
based instructional strategies
Orchard Knob Elementary implements various research based instructional strategies. Students receive 90 minutes of instruction in
Reading/LA and Math; 60 minutes in Writing, Science, and Social Studies. All teachers are provided five days of common time for
collaborative planning, as recommended in “Professional Learning Communities” (DuFour and Marzano). Each team meets with
Administration weekly to review and discuss academic data and instruction. In addition, each team meets one day a week with the
Math and Literacy Coaches to participate in job-embedded PD in the areas of Literacy and Math. The staff began to implement
strategies from both the “Daily 5” and the “C.A.F.E. Menu” by Boushey and Moser, during literacy instruction. Teachers were
provided PD and support in using, “The Next Steps In Guided Reading” by Jan Richardson.
Also, related to literacy instruction, the staff is beginning the first year implementing the “Units of Study in Writing” by Lucy
Calkins. Teachers are expected to provide opportunities for writing and writing instruction in all academic subjects and across the
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Appendix H
curriculum. Teachers have already completed 2 of 3 full days of PD and support, provided by a paid consultant from The Teacher’s
Development Group.
Many of the new staff participated in PD based on the Best Practices in Math Instruction provided by a district paid facilitator. The
school began the practice in 2010-11 and teachers new to the school in 2011-12 only received one school year of training. There is
also a need to continue professional development in Best Practices for Math Instruction.
Use of instructional technology
Use of data analysis to inform and
differentiate instruction
Number of minutes scheduled for core
academic subjects
Orchard Knob Elementary has fair access to technology to innovate classroom instruction. The school is equipped with a wireless
signal and an Apple computer lab and an additional mobile Mac lab. All instructional classrooms for grades 2-5 are equipped with
Promethean Smart Boards. Teachers also have access to ELMO projectors for use during instruction. All students receive 50 minutes
of computer instruction per week. Students also use classroom computers for instructional learning centers, and for extended support
and learning opportunities. Students continue practice and learning with the use of computer based instructional programs such as
Study Island for support in all subject areas. Teachers use MasteryConnect.com to collect and use pre-screened assessments and
lessons that are aligned with the Common Core Standards.
Due to the aging technology, there is a need to update, service, and repair existing computers and equipment in classrooms, the
physical, and mobile labs. There is also a need to purchase Smart Boards for all classrooms in grades K-1 and replace old and
purchase new computers for classroom learning centers. Some pre-implementation strategies for addressing academic needs of
Special Education students are currently being addressed through the use of iPads in Math and Literacy instruction. The Special Ed.
Dept. from the district has partnered with Orchard Knob Elementary to provide 10 iPads and Professional Development for staff that
will be using them. Teachers will need additional training on the use of programs that will be installed on the iPads.
The school has employed, for 2012-13, a Data Coach to assist teachers with collecting, analyzing, and using data to improve student
achievement. In addition to the annual state assessment and writing exam, all teachers use regular and on-going benchmark data for
Reading/LA and quarterly assessments in Math to monitor and modify instruction to address student achievement.
Teachers are currently beginning the journey of use the Bubble Cam from MasteryConnect.com to retrieve instant student data to
better guide the delivery of instruction. There is also a need to provide additional training to better use the software and analyze the
data collected. In addition to the newly implemented job embedded PD provided by the data coach, there is a current need to provide
more and on-going PD for teacher in the areas of data use and analysis. In addition, teachers meet with the principal each Friday to
review, discuss, and analyze data. Grade level chairs meet monthly with the Data Team to review, analyze, select, and implement
research based strategies to address instruction.
The number of minutes scheduled for core subjects is currently insufficient to meet the level of student needs. In 2011-12, all students
received 90 minutes of instruction in Reading/LA and Math; 60 minutes in Writing, Science, and Social Studies. Pre-Implementation
strategies to increase academic learning time for students in 2012-13 include an additional 30 minutes Monday through Thursday to
address areas to strengthen in Math, Reading/LA, Science and or Social Studies. Moreover, all students receive an additional 120
minutes of core academic instruction every Friday from 1-3pm, as identified from student data.
There is a need to provide extended learning time and day in core academic subjects to all students.
7. Assessments
Use of formative, interim, and summative
assessments to measure student progress
The use of formative, interim, and summative assessments is currently adequate to measure student progress, though teachers need
additional PD to be able to use this data effectively to inform instruction. Students are assessed through annual standardized state
academic and writing exams. Students are also assessed quarterly in Mathematics and 3 times a year in Literacy with the Fountas and
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Appendix H
Pinnell “Continuum of Literacy Learning.” Additionally, teachers daily use Common Formative Assessments through
MasteryConnect.com and strategies from “Teach Like a Champion,” by Jossey and Bass, Study Island, and Lexia Reading software
to monitor student progress and achievement.
Timeline for reporting student progress to
parents
Additional PD is needed in all areas inf the use of various types of instructional strategies, assessment and data analysis.
Teachers use parent/teacher conferences, progress reports and report cards to report student achievement. Teachers also report student
progress to parents through daily reports, phone calls, and emails. The district’s mandated schedule includes quarterly reports to
parents. Immediate communication is provided to parents for improper student behavior, suspensions, and expulsions.
Orchard Knob Elementary will further utilize the daily academic, attendance and discipline reports in HCDE’s Cognos -Dashboard
system as well as classroom notes or agendas to keep parents well informed throughout the academic process.
8. Parent and Community Support
Social and community services to
students and families
The school established a new partnership with The Parent College located within the Chattanooga Medical and Dental College in
2012-13 to provide additional academic instruction and student support strategies to parents, during after school hours, in the areas of
Reading/LA and Math. The school is continuing partnerships established in 2011-12 with YMCA- receive donations for school
uniforms, Creative Discovery Museum, Bi-Lo Groceries- to support school initiatives, The Chattanooga Food Bank-to provide
weekend snack packs, Wal-Mart-donations of uniforms, East Chattanooga Advisory Council- to address community and school
safety and health concerns, Baylor School-providing service projects for school beautification, Silverdale Academy-provide
assistance to students and families gifts at Christmas, Outdoor Chattanooga- to establish and maintain safe routes to school,
Metropolitan Ministries-to support athletic sponsored events, Pilgrim Congregational Baptist-providing T-shirts for the Student
Ambassador Program, PTA- to provide support to teachers, parents, and students. Other partnerships continuing from the previous
year are; Men on Board, Chattanooga Urban League-After school tutoring, Junior Achievement-Leadership Training, Hamilton Co.
Health Dept.-Dental and Medical Screenings, and La Paz of Chattanooga- Support for our Hispanic families. The school board
member regularly supports initiatives at Orchard Knob Elementary.
Due to the increasing number of Hispanic students, the educational and socio-economic status of the families we serve, the
community status of being a “food desert”, high crime, the presence of gang activity in the community, there is an ever present
urgent need to continue to provide access to resources, training, education, and services to meet the needs of the students and
families we serve.
Although, Orchard Knob Elementary has several avenues to involve parents, the school will collect information from parents and
explore strategic ways that will allow the school to move beyond the school walls in an effort to increase parental involvement for all
families.
The leadership team at Orchard Knob Elementary will continue to work with business and community partners to foster an ongoing
cohesive approach to ensuring wraparound support for continuous school improvement.
Parent support to students and school
Orchard Knob Elementary is located in the heart of a high-crime, drug infested food desert. 98% of the families receive free or
reduced lunch. Less than 60% of the parents have a high school diploma.
During the 2011-12 school year, a Parent Volunteer Handbook and training program was created and implemented to address
procedures for effective parental involvement. The Family Partnership Specialist continues to coordinate parent involvement
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Appendix H
activities inside and outside of the school, provide training, and present opportunities for parents to volunteer. In addition, the math
and literacy coaches provide instruction and student support strategies to parents during the school day.
There is a current need to request SIG funds to supplement Title I. This will help Orchard Knob Elementary to attain adequate
financial support for teachers to provide after-school training and instruction to help parents better support student achievement.
There is also a need to explore local organizations or community grants to help provide transportation for parents to and from
evening classes at the school and community partner locations.
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
School Name: Orchard Knob 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 lowperformance as identified in the school’s needs assessment.
Under the transformation model, OKES will be able to better recruit, develop, and retain high performing teachers, and provide additional supports to teachers
and students to improve learning. The school’s teachers are new to the school, with 81.1% of teachers having under 4 years of experience. Through the district’s
iZone, the school’s teacher evaluation system will become more robust and high-performing teachers will be rewarded. OKES will better support teachers
through professional development and robust use of data to drive instruction. The iZone’s support and oversight will ensure that the school additionally receives
an extended school year and the opportunity to vertically align instructional strategies with other iZone schools to improve student learning.
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.
A new principal was chosen to lead the transformation of the school starting in 2011-12. In his first year, student attendance improved from 93.6% to 95.1%,
and the number of suspensions dropped from 52 to 44. Academic achievement saw gains as well: the percentage of students scoring proficient or advanced in
reading/language arts and math increased, and the percentage of students scoring below basic decreased among all subgroups.
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).
minimum of 10 percentage points from the percentage obtained in SY 2013-2014.
minimum of 10 percentage points from the percentage obtained in SY 2014-2015.
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Appendix H
Orchard Knob Elementary
Reading/Language Arts
% Proficient/Advanced
All Students
SY '11-'12
14.8%
2013
24.8%
2014
34.8%
2015
44.8%
Grade 3
Grade 4
Grade 5
12.4%
14.7%
16.4%
22.4%
24.7%
26.4%
32.4%
34.7%
36.4%
42.4%
44.7%
46.4%
African-American
Hispanic
White
Asian
15.1%
14.9%
n/a
n/a
25.1%
24.9%
35.1%
34.9%
45.1%
44.9%
Limited English Proficiency
Students with Disabilities
n/a
15.1%
21.7%
25.1%
31.7%
35.1%
41.7%
45.1%
51.7%
Female
Male
13.2%
11.8%
23.2%
21.8%
33.2%
31.8%
43.2%
41.8%
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 SuccessNet 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.
15
Appendix H
The Fountas and Pinnell Benchmark Assessment System will be utilized to evaluate and monitor students’ reading ability. The assessment will be
administered at the 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 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.
Mathematics
All Students
SY '11-'12
19.6%
2013
29.6%
2014
39.6%
2015
49.6%
Grade 3
Grade 4
Grade 5
27.4%
17.6%
11.9%
37.4%
27.6%
21.9%
47.4%
37.6%
31.9%
57.4%
47.6%
41.9%
African-American
Hispanic
White
Asian
20.1%
19.9%
n/a
n/a
30.1%
29.9%
40.1%
39.9%
50.1%
49.9%
16
Appendix H
n/a
20.0%
17.3%
30.0%
27.3%
40.0%
37.3%
50.0%
47.3%
Female
Male
14.2%
21.6%
24.2%
31.6%
34.2%
41.6%
44.2%
51.6%
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 SuccessNet 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.)
Science
All Students
SY '11-'12
10.6%
2013
20.6%
2014
30.6%
2015
40.6%
17
Appendix H
Grade 3
Grade 4
Grade 5
12.3%
13.2%
6.0%
22.3%
23.2%
16.0%
32.3%
33.2%
26.0%
42.3%
43.2%
36.0%
African-American
Hispanic
White
Asian
10.7%
0.0%
0.0%
0.0%
20.7%
10.0%
10.0%
10.0%
30.7%
20.0%
20.0%
20.0%
40.7%
30.0%
30.0%
30.0%
0.0%
10.8%
5.0%
10.0%
20.8%
15.0%
20.0%
30.8%
25.0%
30.0%
40.8%
35.0%
Female
Male
8.5%
12.7%
18.5%
22.7%
28.5%
32.7%
38.5%
42.7%
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 used 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.
Study Island and Pearson SuccessNet interim benchmark assessments will be utilized to monitor student achievement in Science. 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 assessment.
Annual Goals for attendance rate in elementary schools.
SY 2013: The student attendance rate for Orchard Knob Elementary School will meet or exceed 95%.
18
Appendix H
These student attendance goals exceed the 93% attendance rate requirement established by the Tennessee Department of Education (TDOE).
Quarterly Milestone Goals for student attendance rate.
Administrators and teachers will use the HCDE Dashboard (IBM Cognos) to monitor student attendance.
The quarterly milestone goal for student attendance is 95%.
19
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
In Spring 2012, HCDE conducted a rigorous selection
Spring 2012
Rick Smith, Hamilton
prior to commencement of the transformation
process to identify and ensure proven effective
County Department of
model
administrators for Orchard Knob Elementary. Due to
Education Superintendent
having only served for 1 year and noted improvements
during this time, Mr. Lafrederick Thirkill will continue
as principal under the transformation model.
20
Appendix H
2. Use rigorous, transparent, and equitable
evaluation systems for teachers and principals
thata. Take into account data on student growth (as
defined in this notice) as a significant factor as
well as other factors such as multiple
observation-based assessments of performance
and ongoing collections of professional practice
reflective of student achievement and increased
high-school graduations rates
b. Are designed and developed with teacher and
principal involvement
Teacher and leader evaluation is a critical component of Ongoing July 2013school reform. Research has consistently shown that
May 2016
teachers are the primary drivers of student learning and
achievement (Marzano, 2007).
Tennessee Educator Acceleration Model
By state law, the Tennessee Educator Acceleration
Model (TEAM) is utilized to evaluate teacher and
principals. TEAM requires a minimum of 50% of the
evaluation be tied directly to student achievement for
teachers and administrator. 35% is generated from the
TVAAS data with the other 15% being the selected
AMW (Achievement Measurement Worksheet).
TVAAS is available for all core content teachers. Noncontent specific teachers and administrators have their
scores derived from school-wide data.
Le Andrea Ware, Innovation
Zone Director
Karen Hollis, Urban
Elementary Operations
Director
Innovation Zone –
Supervisor of Curriculum
and Instruction-TBD
LaFrederick Thirkill,
Principal
Vanessa Harris, Assistant
Principal
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 coaching stand point where
administrators work collaboratively with teachers to
improve teacher effectiveness. 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
21
Appendix H
scale.
3. Identify and reward school leaders, teachers,
and other staff who, in implementing this model,
have increased student achievement and highschool 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 strategy for recruiting and retaining highly
effective teachers for Orchard Knob Elementary School
is participation in the strategic compensation models
developed through the Tennessee-Teacher Incentive
Fund Grant (TN-TIF). Currently, Orchard Knob
Elementary participates in the TN-TIF grant. The
strategic compensation models provide individual, team,
and building performance awards for teachers and
principals based on the following criteria:
There is a need to supplement the existing HCDE
Teacher Incentive Fund (TIF) to allow Orchard Knob
Elementary 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.
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
Ongoing August
2013-16
* Payments are made
within 30 days of the
release of the TDOE
performance report
card.
Penny Murray, HCDE
Human Resources
Zone Director
TBD, Innovation Zone
Instructional Supervisor
Kirk Kelly, HCDE
Accountability and Testing
Brent Webb, Innovation
Zone Data Analyst
Principal
Principal
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
22
Appendix H
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
5
SIG
SIG
TIF*
SIG
$13,500
Amount
$ 2,500
$ 2,500
$ 1,000
$ 1,000
$ 1,000
$
500
$ 5,000
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
5
SIG
SIG
TIF*
SIG
$13,500
Amount
$ 2,500
$ 2,500
$ 1,000
$ 1,000
$ 1,000
$
500
$ 5,000
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
5
23
Appendix H
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
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
24
Appendix H
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 Orchard
Knob 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 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.
In order to retain a highly effective teaching staff:
All tenured and non-tenured teachers will be
evaluated annually.
All teachers will be required to maintain a minimum
annual overall composite score of 3 or above.
Teachers scoring a 3, 4 or 5 will receive a
satisfactory evaluation and continued iZone
employment.
Tenured or non-tenured teachers who fail to score a
3, 4 or 5 after receiving ample opportunities for
25
Appendix H
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 the iZone
schools, all iZone principals and teachers are required to
collaboratively develop a school-wide professional
development plan for all teachers.
Performance Improvement Plan (PIP): It is expected
that all teachers will maintain a composite effectiveness
level of 3 or above. Throughout the year, ample
opportunities will be provided to certified staff members
to improve their professional practice. At any time that
performance falls below standard, teachers will be
placed on a monthly performance improvement plan.
Failure to maintain an effectiveness level of 3 or higher
will result in removal from the iZone or 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
In accordance with the expectations for iZone schools,
Orchard Knob Elementary will provide ongoing, high
quality, job-embedded professional development.
Professional development opportunities for teachers will
consist of structured workshops during and beyond the
school day that focus on instructional practices to be
implemented as part of the school reform efforts. All
support will focus on improving teacher content
knowledge, pedagogical expertise, classroom
Ongoing 2013-2016
Weekly Team Or
Faculty Meetings
Monthly Network
Meetings
Quarterly Vertical
Zone Director
Instruction Supervisor
Principal
26
Appendix H
teaching and learning and have the capacity to
management, assessment use, collaboration and support, Sessions
successfully implement school reform strategies and student achievement:
Quarterly Learning
Lab Cycles
Understanding by Design (UbD): A
framework for improving student achievement
which emphasizes the teacher’s critical role as a
designer of student learning. UbD works within
the standards-driven curriculum to help teachers
clarify learning goals, devise revealing
assessments of student understanding, and craft
effective and engaging learning activities.
TDOE Battelle for Kids – A formative
assessment system that teachers use to look at
students’ work to adjust instruction as needed
Math: Teachers will focus on the use of Best
Practices Teaching Math by the Teachers
Development Group. Research on effective
mathematics classrooms states: the culture is
one in which inquiry, wrong answers, personal
challenge, collaboration, and disequilibrium
provide opportunities for mathematics learning
by all students.
Principal
Identified external providers
TBD, School based SIG
Coordinator
Renita Puglisi Lead Literacy
Coach
Joe Curtis Lead Math Coach
Le Lani Jones In-house
primary Literacy Support
Teacher
Literacy/LA: The school’s comprehensive
school wide focus on strategies to address
literacy instruction include:
o Teachers meeting weekly with a
Literacy Coach, during common grade
level planning, to discuss, analyze
student data, and develop instructional
strategies based on best practices.
o Ongoing literacy PD, using Lucy
Caulkins Units of Study for Writing,
Jan Richardson’s approach to Guided
Reading, and district level PD using the
27
Appendix H
o
o
o
Fountas and Pinnell balanced literacy
model.
Writing Across the Curriculum
The use of Lexia Reading Software
during RTI and extended learning
times.
Study Island- Reading/LA assessment.
Professional Learning Communities: The
school will continue to focus on purposeful
Professional Learning Communities. In
Professional Learning Communities at Work,
researchers conclude, “If schools want to
enhance their organizational capacity to boost
student learning, they should work on building
a professional community that is characterized
by shared purpose, collaborative activity, and
collective responsibility among staff. ((Newman
& Wehlage, 1995, p.37)” DuFour & Eaker,
1998, p. 24)
Readers/Writers Workshop: Teachers facing
the challenge of meeting the diverse reading
needs of students will find the structure and
tools they need in Jan Richardson's powerful
model to guided reading by using,The Next
Steps In Guided Reading. Title 1 schools in
Virginia using this model saw a 26% increase
from September to June in students reading at
or above grade level.
Book Study: Teachers will continue to enhance
their abilities to effectively use strategies and
classroom management techniques from the
following professional literacy reviews.
28
Appendix H
Teach Like A Champion- Lemov
The Daily Five- Boushey & Moser
Common Planning Time: Teachers as grade
level teams and individuals will receive
ongoing in-house embedded Literacy and Math
PD weekly during common planning times.
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
Orchard Knob Elementary will emphasize the following Ongoing July 2013areas to recruit, place, and/or retain quality staff to
May 2016
ensure continuous school improvement and increased
student learning:
Support and Guidance
Administrative Support: OKE 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 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.
Zone Director
Innovation Zone Project
Manager, TBD
LaFrederick Thirkill
Principal
Principal
Mentors: Due to the large number of new teachers
on staff, OKE will strengthen the in-house teacher
mentor program by recruiting experienced retired
educators to serve as mentors and ensure support in
all phases of the professional growth process.
Support Personnel: The OKE leadership team of
29
Appendix H
administrators, content specific coaches, grade level
chairpersons, guidance counselor, family
partnership specialist, and interventionist 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: 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.
Teacher Leaders: OKE will provide and encourage
opportunities for leadership positions (i.e.,
committee chairpersons, team leaders, department
chairpersons, clinical instructors, ) 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.
Collaboration: This transformation model demands
increased on-going collaboration to effectively and
efficiently implement school improvement
strategies and programs (i.e., interventionists, data
analysis, common planning, common forms of
assessment, instructional strategies, mentoring) and
30
Appendix H
appropriately incorporate technology in the
curriculum. Collaboration will also ensure that the
professional development is embedded in classroom
instruction and is sustained through support,
practice, and applicable revisions.
Stipends/Compensation: Stipends will be offered
through Title/SIG funds to compensate teachers for
active and productive participation in extended day
opportunities (i.e. extended day for all students,
professional development, collaboration sessions,
intervention sessions) that further school
improvement efforts.
Teacher Incentives: This transformation model will
allow certified teachers to receive monetary
incentives for achieving the annual goals as stated
in the SIG. (See indicator 3-Financial Incentives)
The state approved evaluation system (Project
COACH and TEAM) will ensure a fair and
thorough evaluation process through selfassessment and reflection, multiple observations,
feedback, data analysis of student performance, and
assessment of other duties and responsibilities.
Resources
Classroom Materials and Supplies: In order for
maximum student learning to occur and to promote
recruitment and retention of quality staff, OKE
teachers will be furnished with the proper materials
and supplies through SIG funds as determined
through a needs assessment.
Technology: Through SIG funds and local grants,
31
Appendix H
classrooms will be equipped with up-to-date
technology devices that will enhance instruction and
attract quality staff, and students will be provided
with technology tools that will increase their
engagement and achievement.
Parental and Community Involvement
Partnerships with Businesses: OKE will support
teachers through increasing the meaningful
involvement of business partners in the educational
process (i.e., providing job shadowing, work-based
learning for students; volunteering for school
programs and activities; offering expertise as
classroom speakers; providing supplemental
funding for student incentives and serving as OKE
advocates throughout the community.
Parental Support: OKE will support teachers
through increased, relevant parental involvement
through 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
Public Relations: OKE will work with local college
teacher preparation academies to target prospective
qualified teachers; continue to 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.
32
Appendix H
Sense of Community: OKE 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.
Building Positive Student Relationships: All OKE
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.
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
The school will focus on the use of strategies from
Ongoing July 2013Le Andrea Ware, Innovation
instructional program that is research-based and Driven by Data by P. Santoyo. Driven by Data offers
May 2016
Zone Director
“vertically aligned” from one grade to the next valuable tips and general guidelines about data-based
as well as aligned with State academic standards methods and the difficulties surrounding the
Weekly Work
implementation of data-driven instruction. Teachers and Sessions
Zone Data Analyst
school leaders will use this foundation in data-driven
strategies to determine, identify, and implement an
Monthly vertical and TBD, Innovation Zone
instructional program in the following ways:
Content team meetings Instructional Supervisor
Grade level teams will meet with the Principal
and Data Coach to review, analyze, and discuss
instructional strategies and necessary
programming adjustments.
The Data Team will meet monthly to review,
analyze, and discuss, support and differentiate
professional development.
Vertical teams will meet monthly to review
Quarterly school-wide LaFrederick Thirkill,
progress reviews
Principal
Mary Lewis, Data Coach
Principal
School-wide Vertical Team
33
Appendix H
school-wide data on academic progress and
ensure instructional programming is aligned
vertically as well as with Common Core and
state standards.
Ongoing and job embedded weekly and year
round PD on the Common Core State Standards
will be provided during common planning times
and teacher in-service days designated for the
school and district.
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
OKES will promote the continuous use of student data
to inform instruction in the following ways:
Ongoing July 2013May 2016
Principal
All teachers will regularly analyze student data
from various sources, to develop, modify, and
adjust delivery of instruction.
Daily, Weekly,
Monthly, Quarterly
Principal
All teachers will record student data on the
selected school-wide template.
Formative math assessments will be given by
the district four times per year.
Reading Benchmarks will be given three times
per year.
Results from Study Island weekly assessments,
in all subject areas, will be used by teachers to
monitor student learning.
Results from the TCAP summative assessment
will be used to develop action steps for
increasing student achievement and plan future
professional development to ensure that
Orchard Knob Elementary meet the targeted
R.Puglisi, Lead Literacy
Coach
Joe Curtis, Lead Math
Coach
L. Jones, In-house primary
Literacy Coach
A. Cone, In-house
intermediate
Literacy Coach
E. Beaver, In-house primary
Math Coach
C. Kernea, In-house
34
Appendix H
AMOs.
Intermediate Math Coach
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 Orchard Knob Elementary will operate an extended
Ongoing August 2013 Le Andrea Ware, iZone
that provide increased learning time as defined learning schedule on selected days and restructure daily - 2016
Director
in the SIG final requirements.
schedules to embed additional time and support for
teacher and students learning opportunities.
Principal
Teacher sessions will provide time for developing
common formative assessments, looking at and
analyzing student work; data analysis and guided
Principal
instruction; book studies and technology training.
Student sessions will include enrichment opportunities
Project Coordinator
before or after school, Saturday sessions, summer
sessions and intersessions.
iZone Proposed Extended Learning Plan for Students and
Teachers
OKE will extend the school day and restructure the daily
schedules to embed additional time and support for teacher
and student extended learning opportunities. Additionally,
students will be provided intervention and/or enrichment
opportunities before and/or after school, Saturdays, summer
sessions and/or intersessions.
Extended Learning Opportunities for All Students- 300
Hours
Extended Day Schedule:
o Orchard Knob Elementary will implement an
extended day schedule on selected days. Students
will attend a minimum of 1.50 additional hours per
day.
Restructured School Master Schedules:
35
Appendix H
o Orchard Knob Elementary will restructure schedules
to add in 90 hours per year to core classes. This will
be done in collaboration with elective classes inhouse to extend learning in core subjects (English,
math, sciences, foreign languages, history, etc) on
selected days throughout the year.
OKES Student After school and Summer Options
o Sessions will be conducted for Transition Camps,
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
OKES will continue to focus on strategies to build
Ongoing
stronger relationships with the community and families
we serve. Our focus will be to continue and improve the August 2013-16
following programs:
Parental Involvement Training Program: Parents
are trained before entering the classroom to
ensure that there is minimal disruption to
instruction and learning; knowledge of laws and
policies regarding sensitive student information;
and an expectation for appropriate language and
behavior while on school grounds.
Parent Teacher Association: The PTA provides
L. Thirkill, Principal
V. Harris, Assistant
Principal
J. White, Family Partnership
Specialist
Project Manager
A. McGinitis, Ed. DirectorChattanooga Medial, Dental,
36
Appendix H
a forum for parents and teachers to
communicate issues and priorities, and for
parents to take on leadership roles in the school
community. The PTA will continue to seek
ways to increase membership of parents and
community stakeholders.
and Parent College
S. Espy, Men On Board
Pres.
Parental Academic Support Classes: The classes
equip parents with the skills needed to assist and
support student learning at home or in school,
and will continue to provide academic support
to parents during the school day.
Community Partners Volunteer Opportunities:
Community partners volunteers support the
school in its effort to support students and
families. The school will continue to recruit and
retain these volunteers.
Men On Board Support Group: This volunteer
group of men is focused on supporting OKES.
The school will continue to provide
opportunities to utilize this support.
Chattanooga Medical and Dental and Parent
College: Parents will continue to receive
academic support, parenting skills, computer
skills, health and wellness support, job
preparation skills, and other support in the
evenings through this partnership.
Gardening Program to provide education about
and access to fresh fruit and vegetables for
parents and students.
Orchard Knob Elementary will continue to use
37
Appendix H
Title I funds or seek local community grants to
provide parent transportation to school
sponsored events.
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
HCDE has committed to providing the resources needed Ongoing July 2013Le Andrea Ware, Innovation
flexibility (such as staffing, calendars/time, and to support the Orchard Knob Elementary School
May 2016
Zone Director and
budgeting) to implement fully a comprehensive transformation, including altering those policies that
Innovation Zone Steering
approach to substantially improve student
could impede the success of School Improvement
Committee
achievement outcomes and increase high school initiatives. Highlights include:
graduation rates
Support the hiring of additional
support/resource personnel necessary to
sufficiently implement the school improvement
plan (Literacy and numeracy coaches, academic
interventionists, behavioral specialists, data
coaches, Family/Community Coordinators and
technology support technician, etc.).
Grant approval to allow Orchard Knob
Elementary 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.
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).
Support continued partnerships with parents,
local businesses, post-secondary institutions,
38
Appendix H
and service organizations to strengthen the
commitment to and engagement in all iZone
schools.
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.
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 Orchard
Knob Elementary 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
39
Appendix H
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)
To ensure Orchard Knob Elementary receives timely
Monthly
support and responses, the HCDE iZone Office has been July 2013- May 2016 Zone Director
established to coordinate the work of all central office
divisions and ensure that schools are fully supported and
needs are addressed as efficiently and effectively as
possible. Technical Assistance will constantly be
provided through a cross-divisional coordination
accomplished through monthly iZone Steering
Committee Meetings. Also, ongoing campus reviews of
the leading SIG indicators will occur on a monthly
basis.
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
See indicators 3 and 5
attract and retain staff with the skills necessary
to meet the needs of the students in a
transformation school
13. Instituting a system for measuring changes The administration will ensure that professional
in instructional practices resulting from
development is effective in changing instructional
professional development
practice in the following ways:
Innovation Supervisor of
Curriculum and
Instruction, TBD
The administrative team will provide
supplemental support beyond PD sessions.
All grade levels will meet with the
administration each Friday to discuss, request,
and identify support needed for effective use of
skills learned from PD.
Director
Weekly
Brent Webb, Data Analyst
Innovation Zone Project
Manager- TBD
40
Appendix H
14. Ensuring that the school is not required to
accept a teacher without the mutual consent of
the teacher and principal, regardless of the
teacher’s seniority
Instructional practices of the school wide
approach to address Literacy and Math growth
will be measured through the use of the Project
Coach for teacher observation and evaluation.
The administrative team will monitor instruction
and the implementation of school-wide
instructional practices at least 8 times for nontenured teachers and at least 6 times for tenured
teachers throughout the school year. All teachers
will be expected to integrate writing across the
curriculum and incorporate effective reading
strategies into daily lessons. Additionally, there
will be a school-wide focus on habits of mind
and habits of interaction to promote best
practices that support learning in all core and
non-core areas.
Orchard Knob Elementary School will receive priority
from the HCDE Human Resource Department, iZone
Project Manager and iZone Director to ensure high
quality teachers are recruited and retained. No teachers,
regardless of seniority, will be placed at Orchard Knob
Elementary School without the mutual consent of the
principal, teacher, and iZone Director.
15. Conducting periodic reviews to ensure that Implementation of the curriculum and its impact on
the curriculum is being implemented with
student achievement will be monitored in several ways:
fidelity, is having the intended impact on
Classroom observations using Project Coach, to
student achievement, and is modified if
observe teacher implementation of the
ineffective
curriculum and its impact on students.
Walk-throughs conducted by iZone and other
district personnel to ensure the implementation
of district, state, and federal initiatives and
Daily
Monthly Progress
Reviews as identified
Principal
Mid-year Summative
Reviews
Rick Smith, HCDE
Superintendent
Le Andrea Ware –
Innovation Director
Principal
Quarterly Interim
Assessments
HCDE Human Resource
Department
Le Andrea Ware –
Innovation Director
Curriculum Supervisor
41
Appendix H
obtain any ideas for modifying initiatives.
Zone Data Analyst
Weekly grade level embedded PD provided to
ensure that the school wide focus on math and
literacy instruction is aligned with expectations
and state standards and adjust instruction as
necessary.
Principal
Mid-year teacher conferences to reinforce
curriculum.
Principal
R.Puglisi, Lead Literacy
Coach
Weekly data meetings with the administrative
team to analyze, discuss, modify, and adjust
instruction based student performance in math,
literacy, etc. aligned with common core and state
standards.
Joe Curtis, Lead Math
Coach
L. Jones, In-house primary
Literacy Coach
Face to face data meetings with the leadership
team and individual teachers following quarterly
math assessments and benchmark assessments
for Reading and Language Arts to analyze,
discuss, modify, and adjust instruction based on
student performance as aligned with common
core and state standards.
A. Cone, In-house
intermediate
Literacy Coach
E. Beaver, In-house primary
Math Coach
C. Kernea, In-house
Intermediate Math Coach
16. Implementing a school-wide “response-to- The school will utilize the district’s three tier model for Ongoing July 2013intervention” model
extended learning for RTI, and will implement the model May 2016
as follows:
Principal
All teachers will follow the school-wide
schedule for daily and weekly RTI support.
Daily
Principal
All identified students will receive 30 additional
Daily
A. Kauffman, Title1
Coordinator
42
Appendix H
minutes of instruction daily for RTI support.
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
acquire language skills to master academic
content
All students school-wide will receive 2 hours of
additional support weekly.
Weekly
The RTI team will meet with teachers to discuss
effective interventions for students based on
data.
Monthly
All teachers will receive training in interventions
used for RTI.
Professional Development Plans and Professional
Improvement Plans will be developed to support teachers
with strategies and best practices for serving diverse
learners. Teachers’ Inclusion and Co-teaching practices
will be enhanced through training with the National
Institute for Urban School Improvement (NIUSI).
Through the NIUSI’s Inclusive Schooling and Coteaching Modules, teachers will better understand the
relationship between the regular educator and the general
educator, develop strategies for co-teaching, and better
understand the need for purposeful, effective planning
while addressing diverse learners.
The principal, assistant principal, and all teachers
will receive ongoing training provided at the
school and district level in the SIOP (Sheltered
Instruction Observation) model in order to deliver
more effective instruction to ELL students. The
SIOP Model is a research-based and validated
instructional model that has proven effective in
addressing the academic needs of English learners and
struggling readers. The SIOP Model consists of
eight interrelated components:
Karen Glenn, Title IV
Coordinator
As need identified
Summer 2013- Initial
Training
Zone Director
Innovation Zone Curriculum
and Instruction Supervisor
(TBD)
Margaret Abernathy,
Exceptional Ed. Director
Principal
Principal
Approved vendors/external
providers
OKES Teaching Staff
43
Appendix H
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment
Using instructional strategies connected to each of these
components, teachers are able to design and deliver
lessons that address the academic and linguistic needs of
English learners.
Workshops will be conducted with teachers by
representatives from La Paz Chattanooga to educate
teachers and the administrative team about cultural
norms of our Latino and Hispanic students.
18. Using and integrating technology-based
supports and interventions as part of the
instructional program
All teachers and students will use the following daily
during instruction and learning.
Study Island: Study Island meets the school's
RTI needs with valuable reporting to help make
data-based decisions. It includes tracking of
student progress to see exactly where students
stand at any point in the school year.
Tennessee Electronic Library: The Tennessee
Electronic Library (TEL) is a collection of 40+
databases that provide access to over 400,000
magazine, journal, and newspaper articles,
essays, podcasts, videos, e-books, primary
source materials, and more. TEL is available free
of charge to any Tennessee resident and is
accessible 24/7 from any computer with access
to the internet.
Principal
T. Yancey, Computer
Classroom Teachers
All Students
E. Darr, Lead Teacher with
Special Ed.
A. Grodek, Robotics Chair
44
Appendix H
Sumdog Math Support: Sumdog's learning
engine adapts its questions to each student's
ability, helping teachers deliver Common Core
State Standards. Aimed at grades 1 through 8.
Sumdog covers topics from number operations
through simple algebra.
Promethean Boards: Teachers will continue to
use smart boards for delivery of instruction and
student learning.
iPads for Special Education Students: iPad apps
for student use and PD around use of iPads for
Special Education Students will be provided to
teachers by the Special Education Department.
Computer/Technology Class: Each student will
receive 55 minutes of computer/technology
instruction per week.
Robotics Program: Students will have the
opportunity to join the Robotics Club.
MasteryConnect.com: This online tool makes is
simple to share and discover common formative
assessments aligned with Common Core and to
track student mastery of the standards. Built-in
grading tools allow teachers to receive instant
feedback on student progress.
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,
N/A
45
Appendix H
especially those that incorporate rigorous and
relevant project-, inquiry-, or design-based
contextual learning opportunities), earlycollege 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, reengagement strategies, 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
The school will continue to develop and foster
Ongoing July 2013parent organizations, faith- and communityrelationships with each of the following partners and
May 2016
based organizations, health clinics, other State programs of OKES:
or local agencies, and others to create safe
In-house school Nurse to provide immediate
school environments that meet students’ social,
service to students.
emotional, and health needs
Chattanooga Food Bank to provide healthy
weekend snack packs to students.
Chattanooga Mobile Market to provide access to
fresh fruits and vegetables in this identified food
desert.
Fresh Fruits and Vegetables Program to provide
additional access to students during the school
day.
Principal
Family Partnership
Specialist (TBD)
OKES Faculty and Staff
Rebecca Cliché- La Paz
Chattanooga
46
Appendix H
Parent Volunteer Training Program to educate
parents regarding school law and to provide
effective and productive support to the school
and teachers.
Chattanooga Medical and Dental CollegeParental Support Initiative to provide additional
support to parent beyond the school day for
students.
Men of Vision- Male Mentoring Program to
provide support and counseling to male students
in grades 3-5.
Men On Board to provide school wide support to
teachers, students, and families through
volunteer efforts.
East Chattanooga Leadership Council to
collaborate efforts to address school and
community concerns.
Families First Program to provide parenting
classes to the parents and guardians of OKES
students.
Eastdale Family Dentistry Program to provide
preventive dental services to low income
students and families.
Fortwood Family Counseling Services
Adult Academic Support Classes for English and
Non-English speaking parents in the areas of
Literacy and Math.
La Paz Chattanooga to provide services,
resources and education to our Latino and
Hispanic parents and families.
OKES will increase parental involvement for all families
by:
Increasing the number of student
47
Appendix H
performances / events outside of the school
building
Conducting monthly town hall community
meetings.
Community rallies and parades around test time.
Provide incentives for parents to be active
participants in their child’s education.
End of semester/ end of year awards celebrations
recognizing parents who are active participants
in the student learning process.
Reaching out to parents that are hard to reach
Community Registration – In the neighborhoods
Distributing parental involvement information in
community centers, area churches businesses,
local grocery stores and community venues.
Utilizing social networking to reach parents. EG
Facebook, Twitter, etc.
Deploying a diverse mix of communications for
parents, Connect Ed, Newsletters, flyers in the
community, and community service
announcements on the news.
21. Extending or restructuring the school day
so as to add time for such strategies as
advisory periods 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
N/A
The school will continue to develop and focus efforts to
improve student behavior for the purpose of learning
through the use of the following:
L Thirkill, Principal
48
Appendix H
supports or taking steps to eliminate bullying
and student harassment
23. Expanding the school program to offer
full-day kindergarten or pre-kindergarten
Principal
Olwesus Anti-Bullying Program
Swiss Data Monitoring System
SWPBS- Positive Reinforcement
Alternative Behavior Program
Morning Recognition Assemblies
The Morning Meeting Approach
J. Hale, Behavioral
Specialist
Classroom Teachers
Students
Additionally the school will continue the following
norms and routines established by Mr. Thirkill’s
administrative team:
The five tiered intervention process to resolve
student behavior.
First Offense- teacher addresses student
Second Offense- student meets with the
behavioral specialist to address behavior
Third Offense- Parent Intervention-via telephone
of parent, teacher and student conference.
Fourth Offense-referral to assistant principal to
address behavior.
Fifth offense- Parent, teacher, student, behavioral
specialist, assistant principal, and principal meet
to address student behavior.
Classroom meetings to address bullying and
student behavior.
Zero-tolerance for fighting or disrespect to
teachers and or adults in the school.
Daily chant during school wide morning
assemblies to remind students to “think before
you act, think before you speak, and treat others
the way you want to be treated.”
Selection to special opportunities that recognize
for good behavior.
Orchard Knob Elementary has two state run full day pre- Ongoing July 2013kindergarten programs that serve 40 children. This
May 2016
program serves all four year olds living in the zone and
Karen Glenn, STARS
Director.
Brenda Benford, Director of
Pre-K Programs
49
Appendix H
will increase the probability that Orchard Knob
Elementary students will enter kindergarten ready to
learn and decrease achievement gaps
24. Allowing the school to be run under a new The Hamilton County Board of Education established
governance arrangement, such as a turnaround the HCDE Innovation Zone and appointed Le Andrea
division within the LEA or SEA
Ware as the iZone Director. The iZone Director and her
team will provide the focused support and hands-on
assistance for Orchard Knob Elementary that will now
operate under their direct supervision.
Principal
Principal
Zone Director
Brent Webb, Data Analyst
Project Manager
HCDE iZone Steering
Committee
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 improvement plans in line with the intervention model selected; survey students and parents to gauge needs of students, families, and the
50
Appendix H
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 data-based 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 district and school will focus on
planning and pre-implementation activities in the following areas:
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. Prior to the receipt of the School Improvement Grant, the leadership team will develop job descriptions for any
anticipated vacancies and upon receipt of the grant, will advertise strategically.
Planning and Implementation of summer professional development: In Spring 2012, the administration will plan the Summer 2013
51
Appendix H
iZone Institute and communicate with iZone leadership, teachers, and staff regarding the institute. This institute will be implemented in
Summer 2013.
Professional development planning: The administration will create a plan for implementation of job-embedded professional development
around instructional strategies, behavior management, and the use of data. The plan will include a professional development schedule for the
year, determination of associated resources necessary, purchasing of necessary resources (e.g. materials from the Teachers Development
Group), and communication and training for administrators and teachers around professional development. Any professional development
that should happen before the beginning of the school year will be implemented. The iZone will likewise determine and communicate a
professional development plan for the year, and train school leaders and communicate the plan accordingly.
Extended learning time: The content of parent and teacher and student sessions for extended learning sessions will be planned. Any
necessary training and resource purchase associated with extended learning time sessions will be occur over the summer of 2013.
Teacher evaluation: The iZone leadership team will plan the schedule and resources associated with implementing the teacher evaluation
system, including a schedule for observations and evaluations and determination of any necessary resources (e.g. school leaders’ time and
materials for developing professional development plans and professional improvement plans). The iZone will train school leaders on the
teacher evaluation system, including effective evaluation and support of teachers, and communicate the teacher evaluation system, to
teachers before the start of the 2013-14 school year.
Development of assessments, curriculum maps and pacing guides.
Response to Intervention: The administration, in collaboration with appropriate teachers and staff, will determine and implement a plan for
response to intervention (RTI) at OKES. The plan will include the schedule for and resources necessary to train teachers and staff on RTI,
identify students in need of RTI, and provide daily and weekly RTI support. Any training that needs to be done will be implemented in July.
The plan will also specify teachers and staff who will be involved in providing RTI support.
Purchase of technology: By the summer of 2013, the administration will determine specific needs for new technology and technology
repair for each classroom, in collaboration with teachers. The administration will then determine and implement a timeline for technology
repair and purchase.
External Partnerships: The school will set aside time prior to the beginning of the school year to make any plans for expanding
membership in parent groups and for adjusting partnerships with behavior management programs and community organizations, will
communicate any adjustments to relevant stakeholders, and will implement any associated activities.
52
Appendix H

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