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Revised Tennessee School and District Improvement Plan Template

The final plan should be no longer than four pages. 

 

School:

Lenoir City Intermediate/Middle School

District:

Lenoir City Schools

Analysis of last year’s final results:

Areas of Greatest Progress:

Areas of Greatest Challenge:

Proficient/Advanced Improvements

RLA grade 6:  11.8% gain

RLA grade 8:  13.8% gain

 

Math grade 6:  3.8% gain

Math grade 7:  4.2% gain

Math grade 8:  11.1% gain

 

RLA Students with disabilities:  3% gain

Math Students with disabilities:  15% gain

RLA Hispanic Students: 8% gain

RLA Economically Disadvantaged:  14% gain

Math Economically Disadvantaged: 6% gain

RLA LEP students: 3% gain

Proficient/Advanced Setbacks

RLA grade 7:  5.3% loss

 

Math grade 4:  17.1% loss

 

Math Hispanic students: 7% loss

Math LEP students: 6% loss

 

Only the 5th grade level achieved the NCLB benchmark of 40% proficient/advanced in math.

 

Only the 6th grade students achieved the NCLB benchmark of 49% proficient/advanced for RLA.

 

Source of Progress:

Source of Challenge:

Students in grades six and eight have made gains in RLA.  Gains for these grade levels may be attributed to the following:  1) Teachers from all grade levels attended training in aligning current standards with classroom instruction.  Teachers met by grade level and subject area to align curricular goals and focus classroom instruction on state RLA state standards.

 

Students in grades six, seven, and eight made gains in math.  These gains may be attributed to the following:  Teachers attended in-depth training on the implementation of the new state standards.  These standards have now been fully integrated into the classroom.

 

In all grades and subject areas, gains can be attributed to a focus on formative assessment practices.  Also, a district-wide Peer Leadership Team was created to provide training in best practices and peer coaches for new teachers.

 

Our system has restructured the facilities for grades k-8.  Grades four and five were housed at Lenoir City Elementary School for the 2010 -11 school year and moved to Lenoir City Intermediate/Middle School for the 2011-12 school year.  This has increased the number of students who qualify for specific subgroups.  The additional fourth and fifth grade students have not taken the TCAP test in this facility, therefore, we are unclear as to the reliability of the current data for these students. 

 

Part of our challenge will be integrating the fourth and fifth grade teachers into standards and curriculum training.  The addition of so many new faculty and staff members could have an impact on school climate as well.  Plans were made and implemented to address these issues.  We have also hired several teachers who are new to the profession or district due to many of our veteran teachers retiring.

 

Our Hispanic students perform at varying levels of proficiency in terms of language.  This has prompted us to move to an inclusion model for our ELL population of which the majority are Hispanic.  We currently have one full time ELL teacher who works with students in grades 6-8, and one ELL teacher who travels to our campus to service students in grades 4 and 5.  More ELL certified staff would be helpful.

Goals for this school year:

Overall Achievement Goals:  (Aligned to First to the Top Goals)

A 2% increase in students who score proficient or advanced on the TCAP test for each grade level 4-8 for math.

 

A 2% increase in students who score proficient or advanced on the TCAP test for each grade level 4-8 in RLA.

 

Subgroup Goals: (List each subgroup individually)

Students with disabilities: 5% gain in math and RLA

Hispanic students:  10% gain in math and RLA

LEP students:  10% gain in math

Economically disadvantaged:  10% gain in math and RLA

 

Other Required Goal Areas:

 

Not applicable as we were in “good standing”.

Plan for this school year:

Key strategies to achieve goals:

1.      Implementation of the TIGER evaluation model with emphasis placed on specific teachers needs for areas of growth.  This will be accomplished through prescribed, individual professional development using Pearson Teacher Compass as well as district provided opportunities for growth.

2.      The district has added a position for a data coach.  This person will conduct meetings to assure that all teachers can use assessment data to determine their greatest area(s) of need.

3.     A group of veteran teachers was assembled to serve as a Peer Leadership Team.  These teachers will serve as coaches for new faculty members and have regular meetings to discuss best practices in the classroom.

 

Key strategies to achieve progress for students with the greatest need:

1.      The daily schedule was changed to provide more time for instruction.

2.      Implementation of the “I.C.U” program which targets apathetic students as well as students with excessive absences by assigning a “coach” to those students to help them with turning in assignments when they are late or missing.

3.     Implementing School Wide Positive Behavior Support system to establish a more positive teacher/student climate within the school.

 

Projected costs and funding sources for key strategies:

 

No additional funding is required for any of the strategies listed above as the district has purchased Pearson Teacher Compass for use with the TIGER evaluation model.  Stipends for the teachers who are serving on the Peer Leadership Team were also budgeted and funded at the district level.  The data coach position was added and funded at the district level as well.  School Wide Positive Behavior Support has been funded through a grant to The University of Tennessee who is providing trainers for this program.

Benchmarks for Progress

Benchmark:

Timeline:

1.  All teachers in grades 4 – 8 will be trained on the TIGER Rubric and given an overview of the complete evaluation process.  Also, the Peer Leadership Team will receive Inter-rater reliability training for the TIGER model.

 

Teachers will have the opportunity to meet with colleagues to discuss and complete the TIGER rubric.  They will then be observed and given the opportunity to collaborate with their primary evaluator to determine areas of strength and areas for growth.

 

Professional development will be assigned based on the self-evaluations and baseline growth models used in the TIGER Evaluation model through Pearson Teacher Compass.

 

 

 

To be completed by Oct. 1, 2011.

 

 

 

 

To be completed by Nov. 1 , 2011.

 

 

 

 

 

This will occur throughout the 2011-12 school year.

 

2.  All teachers will meet with the data coach individually, by grade level, and departmentally to identify trends, and target specific students for academic intervention.

 

All teachers will have access to the public document for the I.C.U. program and refer students for coaching as needed.

 

Teachers have met to discuss scheduling possibilities and collaborated with members of the school advisory team to come to a consensus on a daily schedule that provides additional instruction time.

Initial meetings to be completed by Oct. 1, 2011.  Additional meetings will occur throughout the school year.

 

This will occur throughout the 2011-12 school year.

 

 

May 2011.  To be implemented in August 2011.

 

3.   A committee of faculty, staff, and administration will begin training and developing the individual school plan for School Wide Positive Behavior Support.

 

All teachers will be introduced to the School Wide Positive Behavior Support model for full implementation in 2012-13

 

August 2011

 

 

 

 

November 2011

 

 

 

 


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