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Appendix F- SCHOOL COVER SHEET - Transformation Model

School Name: Vine Middle Magnet

Address: 1807 Martin Luther King Jr. Avenue

Knoxville, TN 37915

District Point of Contact (POC)

Name & Position: Cheryl Martin, Federal

Programs Supervisor

Phone#: 865-594-8009

Email Address: Cheryl.martin@knoxschools.org

School Number: 0295

Principal's Name

Cindy White

Phone # 865-594-4461

Email Address: cindy.white@knoxschools.org

Grades Served: 6-8

Amount the LEA is requesting from School Improvement Funds

Option 1 –Three years full implementation

*Option 2 – Five years (pre-implementation, (3 years full implementation, and 1 year sustaining

efforts OR 3 full years of implementation and 2 years of sustainability efforts.

*Lesser amounts of funds are expected for planning and sustainability.

Five Year Grant – Planning and/or

sustainability included

School Year SIG Funds Budgeted School Year Indicate full,

planning or

sustainability

SIG Funds

Budgeted

Year 1-SY 2015-16

Full Implementation $ Year 1-SY 2015-16 Full $ 574,524

Year 2-SY 2016-17

Full implementation $ Year 2-SY 2016-17

Full $ 574,524

Year 3-SY2017-18

Full Implementation $ Year 3-SY 2017-18

Full $ 574,524

TOTAL $ Year 4-SY 2018-19

Sustainability $ 200,000

Year 5-SY 2019-20

Sustainability $ 200,000

TOTAL $ 2,123,572

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School Level Descriptive Information

Planning Tool NEEDS ASSESSMENT Template (LEA & School Plans) PLANNING TEAM

Please identify all planning team members, including title. Cindy White, Principal, Vine Middle Magnet School; Windy Clayton, Assistant Principal; Desiree Jones, Assistant Principal; Joe Lancaster, Assistant Principal; Zach Best, Assistant Principal; Cheryl Martin, Federal Programs Supervisor; Daniel Champion, Master Teacher; Carla Kirkpatrick, Master Teacher; Jihad El-Amin, Teacher; Moniqueca Hicks, Teacher; Dana Quick, School Counselor; Ann Passetto, School Counselor; Sarah Hobbs, Teacher; Trisha Samuels, Magnet Facilitator; Megan Maples, Teacher; Jennifer Ewing, Teacher; Jessica McDonald, Teacher; John Swicegood, Teacher; Kelsey Peck, Teacher; Cornelia Reece, Community School Site Resource Coordinator; Jered Croom, Parent; Tomma Battle, Parent; Reverend Michael J. McNair, Community Partner; Kathy Mack, Director of Phyllis Wheatley YWCA Center

SUMMARY OF ACCOMPLISHMENTS and WHAT’S WORKING

Summarize your accomplishments and what is working for students and why. In the spring of 2013, due to a history of low academic performance and in response to community input, the decision was made to reconstitute Vine Middle Magnet School. A new principal was appointed, and three assistant principals were hired, in addition to the rehire of one administrative assistant as a campus manager. A University of Tennessee/Knox County Schools Leadership Academy Fellow has been housed at VMMS for both the 2013-2014 and 2014-2015 school years, bringing the total administrative team to six. The school will also be receiving a Leadership Academy Fellow for the 2015-2016 school year. There is a ratio of one administrator to roughly every 50 VMMS students. All certified and classified personnel were required to reapply for positions for the 2013-2014 school year. A total of seven faculty members out of 44 were retained. The new administrative staff, understanding the importance of putting together a highly effective team, spent numerous hours throughout the spring and summer of 2013, interviewing for the entire faculty of Vine Middle Magnet School. Initially, much time was spent with parents, students, teachers, and community members gathering input as to the strengths they saw in Vine and listening to their concerns as well. The common theme from all stakeholders was a desire for every student to receive an excellent education and for the community to be involved in the process. This resulted in the formulation of the shared vision: “Excellence for Every Student…Our Community Commitment.” This vision, along with our school goals, was rolled out in a parent/community meeting just prior to the start of the 2013-2014 school year. There were and continue to be four overarching goals that guide the plan of action for our school:

Focus on Teaching and Learning – ensure that there is an effective teacher in every classroom and that there is a plan for continued growth and development of those teachers

Establish a Safe and Orderly Learning Environment – create a physical environment that promotes a sense of pride in school and foster an environment where teachers can teach and students can learn

Establish a Culture of High Expectations - develop a teacher mindset of high expectations with regards to student learning and put necessary supports in place for students to meet those high expectations

Partner With Parents and Community – provide a positive, welcoming experience for the parents and community, communicate with parents and community, and involve parents and community in the work being done at Vine

Each year we select a school motto or theme that supports our shared vision. This past year’s school motto was

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“Choose to Excel.” This theme and our vision guided staff and student discussions and actions throughout the year. The administrative team, with much support from the district, worked to create a welcoming and clean environment for staff, students, parents, and community. The school had been neglected, and it was important that the physical environment look very different. We had a parent/community workday to clean up the exterior of the building, do yard work, plant flowers, and promote a collective sense of community pride in VMMS. All interior door and window frames, along with restroom doors and railings, were repainted. Murals, artwork, and quotes were painted throughout the building with a strong focus on the lobby of the school since this was the first part of Vine that our stakeholders would see. Our library was repainted and new carpet was installed. We received new stage curtains to replace the faded and torn ones that existed, and new carpet was installed in our auditorium. The staff spent a great deal of time uncluttering and cleaning the building. This year, new purple lockers were installed during fall break and approximately twenty new windows were installed as well. As part of professional development related to establishing and maintaining high expectations for students, staff were required to read Growth Mindset by Carol Dweck and Multiplication Is For White People: Raising Expectations for Other People’s Children by Lisa Delpit. This reading provided the foundation for collaboration, professional development, and dialogue among our staff on the importance of high academic expectations in improving student achievement and cultural competence.

The master schedule was redesigned to include 75 minute Tier I core classes for reading/language arts, math, science, and social studies. Honors classes were established for every subject in every grade level, and the numbers of students in these classes were increased. We now offer Algebra I, Physical Science, and Spanish to our eighth grade students for high school credit. Our students have responded well to the increased rigor of honors classes.

Literacy RTI2 was also built into the master schedule. Our Tier II literacy students have received an additional thirty minutes of instruction using the Rewards reading program. Our Tier III literacy students have received an additional seventy-five minutes of literacy instruction using the Language! Live program. Students have made significant reading progress through Tier II and III instruction. In addition we have focused on both RLA and math remediation in our thirty minute (extended day time) “Success Time.”

Our related arts period is ninety minutes long. Two forty-five minute classes are scheduled for each student giving them access to art, chorus, dance, drum, band, technology, PE/health, and intervention classes. The magnet component of the school has historically been focused on the performing and visual arts. These programs have been a strength at Vine, and we are able to provide access to these programs and intervention by offering two rotations in the related arts cycle.

This past year we used as a planning year in preparation for becoming a priority school (2015-16). One of the things we piloted is an extended school day of thirty minutes to provide additional intervention and enrichment for students. During this “Success Time,” instruction was provided in both reading/language arts and math. This intervention primarily focused on bridging skill gaps that would help students become more successful in their core reading/language arts and math classes. We used the ALEKS computer math program as a blended model with our Success Time math students. Instruction in RLA intervention was primarily teacher directed. Daily enrichment was provided for those students who were proficient and was provided each nine weeks for all students in the form of project-based learning.

We also focused on the continual tracking of student progress by both teachers and students. All core teachers gave weekly standards-based common assessments, which were tracked through Mastery Connect, which is an online program that allows teachers to assess students and receive immediate feedback on the data. It also allows for immediate feedback to both students and parents. Quarterly, cumulative benchmark assessments were also given and tracked through Mastery Connect. This data was used in weekly PLC meetings in order to make planning and instructional decisions. In addition to the common assessments and benchmark assessments

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which were written by teachers and instructional coaches, we gave the STAR assessment in both reading and math three times during school year 2014-2015.

We were also branded a “STEAM” school as a part of the reconstitution. The STEAM curriculum incorporates state standards, STEM teaching techniques, and the Arts for student learning. The Vine STEAM curriculum is based upon the Design Thinking and Project Based Learning Concepts. Teachers received Project Based Learning training during the summer of the reconstitution and more intensive training the following summer. A full-time Magnet Facilitator was also assigned to Vine Middle Magnet. This Magnet Facilitator works with teachers in the implementation of a STEAM curriculum and project based learning with students and teachers. She also works with the administration and staff on Magnet school goals. These goals are: 1.) Increase out of zone enrollment; 2.) Ongoing STEAM professional development; 3.) STEAM integration in content areas; 4.) Arts integration in all content areas; and 5.) Increased rigor in the performing arts.

The school highlights students’ work several times during the year through STEAM showcases and performance events open to parents, community members, and the public. These include our mid-year Kwanzaa celebration, Family Engineering night, Family Reading and Math nights, and our collaborative spring performing arts performance called DeVine Visions. There is an annual district Magnet Showcase each fall and a district Art and Dance Showcase each spring. All of these events highlight students’ work and give various stakeholders numerous opportunities to experience the STEAM initiative at VMMS.

A focus on instruction was needed at Vine as a result of the historical low achievement at the school; however, it was very important to attend to the social-emotional needs of not only students, but also parents and other stakeholders as well. For this reason, the district and the Great Schools Partnership identified Vine as the first middle school Community School site in Knox County the first year of the reconstitution.

“Community schools are a strategy for organizing the resources of the community around student success and community vitality. The goals of community schools are to (1) maximize students’ learning while optimizing their health and well-being and (2) strengthen their families and neighborhoods (Great Schools Partnership, 2012).”

As part of the community school process, a Community School Site Resource Coordinator position was allocated for VMMS and is funded through the Great Schools Partnership. This Coordinator is tasked with facilitating the engaging, educating, and empowering work of a community school. The Site Resource Coordinator conducted a Needs Assessment, a Community Analysis, Focus Groups, and organizes and facilitates the community Steering Committee and Neighborhood Partner Coalition. Students and family members are served through tutoring programs, enrichment activities, physical activity, food and nutrition, mental health services, and transportation in order to meet their needs. By meeting these needs, our students come to the classroom better able to focus on learning.

TAP has been a key element in moving our school towards fulfilling our shared vision. We understand that a high quality and effective teacher in every classroom will impact student achievement more than any other factor inside the school. VMMS was previously established as a TAP school in 2011-2012 as part of a US Department of Education grant from the Teacher Incentive Fund to expand TAP to the highest-need schools in Knox County. The faculty of VMMS voted to become a TAP school in the spring of 2011, and implementation began in the fall. Although the school implemented TAP for two years prior to the Reconstitution, any experience gained was erased, and VMMS was effectively a first year TAP school for the 2013-2014 school year.

The new faculty of VMMS came from a multitude of backgrounds and only six teachers had previous experience with TAP. By the 2014-2015 school year, 76% of our TAP evaluated staff had been a part of a TAP school and were familiar the rubric. TAP established and continues to provide the staff with a common language and differentiated embedded professional development of best instructional practices. The need for TAP to remain at VMMS is even more crucial, as the school has been deemed a Priority School for the 2015-2016 school year based on a 3-year success rate that placed our school in the bottom 5th percentile in the state.

The TAP system has provided a strong foundation for VMMS and students have demonstrated success in the

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following areas: improving our overall school composite score from a 1 to a 3, meeting all gap closure targets, hitting two AMO targets (7

th grade ELA outright and 7

th grade Math through Safe Harbor). TAP has enabled

teachers to master instructional strategies that have been proven effective with our students. TAP has also given teachers a support system filled with coaches, classroom support, and weekly in-school professional development opportunities. TAP is utilized not only as a framework for teaching, but also for mentoring and retaining new and effective teachers while building a culture for high expectations.

Even with these areas of improvement for both students and teachers, we continuously reflect on ways to deepen our understanding of the rubric, analyze student work, ensure inter-rater reliability, provide more meaningful coaching, and further develop through the utilization of TAP. The initiatives VMMS has in place all work in harmony to support and strengthen the teachers in their instructional practice. With TAP as the foundation, the school’s other programs have come together to bolster teacher practice in specific areas of the TAP Career Teacher Rubric.

The school has implemented School Wide Positive Behavior Support. SWPBS provides additional support to teach behavior expectations to the students. The faculty works to acknowledge students who are meeting the behavior expectations through Golden Tickets, a school store, and special events scheduled throughout the year. Students who are not meeting expectations will be provided extra layers of support through re-teaching, contracts, and mentorships. The SWPBS team meets monthly to discuss data focused on behavior expectations and areas to improve. The SWPBS team also coordinates celebrations, shares data with the faculty, and elicits input from other stakeholders.

The suspension rate increased 4% from the 2011-2012 to 2012-2013 school years. In both years, the subgroup that attributed to the most suspensions has been the black male subgroup (59% in 2011; 51% in 2012). The large majority of suspensions (72% for both data point years) have occurred in the male category. There is a support/intervention group, Real Talk, which meets weekly with males in order to mentor and monitor well being and behavior and through the use of role modeling and open discussion.

From 2013 to 2014, we went from a school-wide composite growth score of 1 to 3. We also hit all of our gap closure targets that first year. Based on our preliminary achievement data, we made gains in all three school-wide categories of math, reading/language arts, and science.

We have put together a strong team of dedicated and collaborative staff who work diligently to build relationships with our students. Through these relationships, students are beginning to gain self-confidence and a sense of hope. We are seeing students respond to a culture of learning and high expectations, and we are gradually earning the trust of our students, parents, and the community.

ACCOUNTABILITY DATA

Districts should reference the accountability data on the secure website for analysis. (http://tn.gov/education/districts/lea_operations.shtml)

Accountability Achievement Targets – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. Our most current achievement data is for the 2013-2014 school year. Although we missed the 3-8 RLA target of 30% proficient or advanced by 9.1% (20.9%), we exceeded the 7

th grade RLA target of 24.0% by 1.2% (25.2%).

However, we missed both the 7th

grade math target of 21.3% proficient or advance by 6.3% (15.0%) and the 3-8math goal of 21.3% proficient or advanced by 8.2% (13.1%). Preliminary data (2015 Quick Scores) suggest an increase in achievement in RLA, Math, and Science, in each case exceeding the preliminary projections for district growth as well. The growth is likely attributed to an increase in the time spent in core instructional courses from 50 to 75 minutes. Moreover, Tier II students receiving an additional 30 minutes of reading intervention each day, and Tier III students received an additional 75 minutes of

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intervention. An extended school day also afforded an additional thirty minutes of daily intervention for VMMS students.

Accountability Gap Targets – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. We met gap closure targets (2013-14) for Black/Hispanic/Native American vs. All Students in both RLA and math. We also met gap closure targets for Students with Disabilities vs. Non-SWD in both RLA and math – decreased RLA gap by 5% and math gap by 2.5%. VMMS was not held accountable for Economically Disadvantaged students, as there was not a sufficient number of non-ED students for comparison.

ACADEMIC DATA

Elementary/Middle Subjects

3-8 Reading/Language Arts – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. Our most current definitive achievement data is for the 2013-2014 school year. Although we missed the 3-8 RLA target of 30% proficient or advanced by 9.1% (20.9%), we exceeded the 7

th grade RLA target of 24.0% by 1.2%

(25.2%). Preliminary TCAP data suggest a school wide proficiency rate increase of 1.6%, as compared to an increase of 0.5% at the district level. In November, students were given a Lexile test to determine their reading level. The average Lexile level for Vine Middle Magnet School is 676. This falls within the 3

rd grade reading

stretch band according to Lexile.com. While we do have students scoring as high as 1480, there are only 30 students in the 8

th grade that read at or above grade level, 13 7

th graders reading at or above grade level, and 15

6th

graders reading at or above grade level. This is a total of 58 VMMS students out of a population of approximately 335 reading at or above grade level.

3-8 Mathematics – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. Our most current achievement data is for the 2013-2014 school year. We missed both the 7

th grade math target

of 21.3% proficient or advance by 6.3% (15.0%) and the 3-8 math goal of 21.3% proficient or advanced by 8.2% (13.1%). It is difficult for students to find success in mathematics when they are significantly below grade level in reading, as many of the assessments are in the form of word problems.

3-8 Science – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. Our most current achievement data is for the 2013-2014 school year. School wide, there was an increase from the previous year of 27% to 32% of students proficient or advanced. 6

th grade experienced a 5.9 NCE gain from

the previous year. In the 2013-2014 school year, 6th

grade science teachers utilized standards based assessments and grading. For the past two years, we have had difficulty attracting and retaining high quality science teachers for 7

th and 8

th grades.

3-8 Social Studies – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. Our most current achievement data is for the 2013-2014 school year. Our highest achievement in the four core content areas was in social studies. We had a proficiency increase of 4.0%, from 57.1% to 60.1%. Unlike other core subjects, the social studies standards had not changed in a number of years. The challenge moving forward in social studies will be continuing to adapt to new standards while increasing the emphasis on writing.

High School Subjects

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English I – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. NA

English II – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. NA

English III – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. NA

Algebra I – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. NA

Algebra II – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. NA

Biology I – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. NA

US History – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. NA

Progress/Growth Data

TVAAS – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each. Our overall school wide TVAAS results for 2013-2014 were as follows: Math -2.9, RLA -1.8, Science 1.2, and Social Studies 2.4. Although VMMS increased its school wide composite TVAAS score from a 1 to a 3, it is important to note that Math and RLA TVAAS were still Level 1 for the 2013-2014 school year. Notably, this data reflects the first year following a school wide reconstitution. Moving forward, we recognize the need to increase cultural competency among our teachers, and have therefore secured the services of a noted professional development facilitator who specializes in training teachers in this area.

COLLEGE/CAREER READINESS

Explore/Plan/ACT – Analyze your data and provide a summary of progress and challenges, identifying underlying reasons for each. The EXPLORE test is administered yearly to all eighth grade students as a way of assessing college and career readiness. A score of 17 is a predictor of a student’s likelihood of scoring a 21 or above on the ACT.

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Our 8

th grade data is as follows:

2013 – 2014 Mean composite score 12.7 Percent scoring a 17 or greater 7.8 2014 – 2015 Mean composite score 12.9 Percent scoring a 17 or greater 8.9 While our scores are trending upward, a significantly small percentage of our students are scoring that 17. Our challenges continue to be our significant skill gaps in both reading and mathematics and a culture that has lacked a demand and expectations for students to achieve academic success. In 2013 – 2014, the district provided funding for after-school study sessions at Vine Middle for 7

th graders in order

to prepare them in advance for the EXPLORE test in eighth grade. We identified over thirty students; however, our attendance rate for these sessions was low. Even with bus transportation and snacks provided, many of our students do not participate in academic after school activities. During the school year 2014 – 2015, a Nashville based program by the name of In Full Motion was initiated during our community school time for seventh graders. The purpose of this program was to help prepare inner city/at-risk youth for high school graduation and post-secondary education. The focus in community school was on scoring at least a sixteen on the EXPLORE and understanding its relevance to a more successful future. Seventh grade students met weekly for approximately 2 hours after school. The following information was covered in both the fall and spring semesters:

Introduction of the ACT EXPLORE test

Review of the ACT EXPLORE subject areas

Testing strategies We have also provided our eighth grade students with college field trips to Atlanta and Nashville over the past two years. The purpose of these trips is to motivate and enlighten students who are at risk to become college and career ready. We hope to motivate students to internalize the goal of moving to college after high school graduation. In March of this past year, we held our first annual College and Career Fair at Vine Middle Magnet School for our sixth, seventh, and eighth graders. Our career fair committee brought in approximately thirty business, college, and career professionals to discuss future opportunities with our students. Students navigated through an exhibit hall and had the opportunity to speak with career representatives of interest. Numerous community members volunteered their time and expertise to help make our career fair a success. Our students were engaged, excited, and very receptive of this opportunity.

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

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SCHOOL CLIMATE and CULTURE

School Safety – Evaluate and summarize. School safety is a strong area of focus regarding all stakeholders. Our students and teachers must have a

safe and orderly environment for learning to occur. VMMS administration and safety committee updated the school safety plan for the 2014-2015 school year to include specifics about tornado drills, as well as lockdown procedures. The safety plans are revisited throughout the year. Drills are performed monthly and are evaluated on the effectiveness of the procedures in place by administration and staff in faculty meetings. A Knox County School security officer and KPD School Resource officer are employed full time at VMMS and patrol the school to ensure that students are safe throughout the school building. The officers also assist with cafeteria duty and dismissal procedures. The officers have built relationships with our students and parents by participating in home visits during the school year and summer.

All doors are secured during the hours of 8:00-3:30. Visitors must report to the main office after being buzzed in by a school employee. Classroom visits must be scheduled with an administrator twenty-four hours in advance. The visitation and check-in protocols help to promote a safe environment conducive to learning. At least one administrator is housed on each floor of the building. The administrative team is assigned to support a particular grade level, but the administrators support all teachers or children needing assistance. The administrators are present during breakfast duty, class changes, lunch duty, and during arrival/dismissal times. Six faculty members have completed the Therapeutic Crisis Intervention training to support any child in need of immediate support.

Discipline – Evaluate and summarize disciplinary actions, suspensions, expulsions, etc. (by subgroups including racial/ethnic, ED, SWD, EL, male/female).

The school has implemented School Wide Positive Behavior Support. SWPBS provides additional support to teach behavior expectations to the students. The faculty acknowledges students who are meeting the behavior expectations through Golden Tickets, a school store, and special events scheduled throughout the year. Students who are not meeting expectations are provided extra layers of support through re-teaching, contracts, and mentorships. The SWPBS team meets monthly to discuss data focused on behavior expectations and areas to improve. The SWPBS team also coordinates celebrations, shares data to the faculty, and elicits input from other stakeholders. SWPBS has shown some areas of success through the focus on positive acknowledgments and reinforcement. Our students and parents have been receptive to a culture shift by focusing on positive behaviors. Individual students have benefitted with the support of SWPBS and individual behavior contracts, but the school-wide discipline data has not shown much improvement in the area of suspension. During the 2014-2015 school year, our students missed 3,000 instructional days due to in school and out of school suspensions. Approximately 1400 of the 1,996 office referrals focused on classroom defiance, disruption, and disrespect. Our culture is changing but the need to improve the learning environment in individual classrooms is crucial.

TELL (or Other) Survey – Evaluate and summarize. There was no available TELL survey data for the 2012-2013 school year prior to the reconstitution. There had not been enough teacher participants to qualify data for that school year. We are awaiting data for the 2015 Tennessee Educator Survey. In an in-house TAP attitude survey for school year 2014-2015, Vine Middle Magnet School teachers responded overwhelmingly in favor of the TAP System’s support and structures. In thinking about the culture of VMMS, 79% of teachers responded that the TAP program is having a positive impact on that culture. One teacher stressed that TAP has been transformative in the creation of a culture of teaching and learning at Vine: “I think that the biggest success is creating a culture of collaboration where teachers are not afraid to ask for help from their

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peers, mentors, or masters.” When asked to reflect on professional growth, 93% of VMMS teachers agreed that the TAP program is indeed having a positive impact on teacher growth in the school, and when reflecting on student growth, 86% agreed that TAP is having a positive impact on student learning. A teacher in his second year at Vine and in KCS states: “The students are benefitting because they are being taught in a variety of ways to allow all students the opportunity to learn and make gains across the curriculum…. My fellow teachers are also seeing academic progress and the data is there to back it up.” When asked if they had become more effective teachers because of the instructional coaching support they receive from TAP Master and Mentor teachers, 93% of VMMS teachers agreed that they were in fact more effective as a result of TAP supports. A young teacher who experienced level 5 TVAAS results in her very first year of teaching expands upon this idea: “How can new teachers be asked to replicate the quality instruction of an experienced teacher without guidance? Having a coach through TAP allowed me to recognize my strengths and focus on specific areas of weakness all with the goal of tailoring my instruction to meet the needs of my students…. I’m not done growing.” Ninety-three percent of teachers also agree that they use their teacher evaluation results from post-conferences to improve their teaching and focus where they need to grow professionally. In the survey, one teacher delineated what specifically she has gained from being part of a TAP school: “The TAP program has encouraged me to think deeply about all details of teaching. I have been able to see how expectations (i.e. environment, objectives, closing/assessment) that are consistent across all classrooms in the school help the students to feel secure and productive, and help hold teachers accountable.”

Parent & Student Surveys – How do you evaluate and analyze parent and student needs? Evaluate and summarize any survey results, if applicable. In 2014-2015, our community school site resource coordinator administered a Family and Community Engagement Survey. The results are as follows:

When parents were asked what programs they were most interested in for after school programming, 61% responded with academic tutoring and homework assistance.

When asked for the best time for participation in school and family engagement activities, over 62% responded with after school and evenings.

When asked what tools were needed to better support their children’s education, the highest response rates from parents were the following: GED/additional education, computer skills, stress management, an update on learning methods being used in the classroom, and understanding their children’s assessments.

Best forms of communication for parents were telephone, email, the school website, and newsletters.

The biggest concerns and needs for parents were improving students’ academic achievement, building student self-worth/confidence/esteem, and finances.

When asked what would most help their children prepare for college, the top parent responses were building financial support for educational opportunities after high school, exposure to college and career opportunities, developing and reinforcing organizational and study skills, and raising student expectations through parental support.

In 2014-2015, our community school site resource coordinator administered a School Climate Survey. The results are as follows:

70% of our parents surveyed strongly agreed that the school’s office staff is welcoming and friendly and that the school staff provides opportunities for staff and families to develop good relationships.

58% of our parents surveyed strongly agreed that the school communicated effectively, that they are well informed about how their children are doing, and that more than one way exists for them to communicate with the school.

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55% of our parents surveyed strongly agreed that the staff at the school has positively affected their children’s academic performance and that the teachers set high expectations for students.

53% of our parents surveyed strongly agreed that they are aware of opportunities the school provides to learn how to strengthen their children’s learning and that they have been provided with school opportunities to understand how their school operates.

55% of our parents surveyed strongly agreed that parents are involved in making important school decisions and that their school tries to get family members to take part in school activities.

54% of our parents surveyed strongly agreed that their school seems to effectively organize and work with willing partners.

In 2013-2014, our community school site resource coordinator conducted a Student Needs Assessment. Students were surveyed as to after school programs in which they were participating. Of those surveyed, 74% of the students were interested in potential new after school programs. Some of the programs suggested were radio/broadcasting, etiquette classes, money management, chess club, volleyball, sign language, computer engineering, leadership skills, and college/career readiness programs. Several of these after school programs were implemented this year in response to the student needs assessment. When asked about concerns and problems in their lives, the top student responses were succeeding in school, making friends, behavior problems at school, anger issues, feeling confident, decision-making, and college/career planning. These results were used for community school programming planning for the 2014-2015 school year.

Other – Summarize other factors impacting climate and culture. Prior to the reconstitution, the culture of VMMS had been impacted by years of academic failure, community distrust, exhausted teachers, safety issues, drastic declining enrollment, and a sharp decrease in magnet transfers. Numerous students zoned for VMMS were seeking transfers to neighboring schools. Community forums held in the winter of 2013 were filled with angry parents who felt VMMS students had been neglected and abandoned. A charter school advocate had also proposed converting VMMS to an all- male middle school, which would result in the female population being bused to numerous places. VMMS had a rich history in the community and drastic change was imperative. The superintendent listened, reflected, and responded by making the decision to reconstitute.

While the reconstitution brought about a multitude of positive changes, the existing students of VMMS initially displayed distrust and aggravation with the new faculty. Many students did not speak to the new faculty members for a few weeks. Faces had changed, rules had changed, expectations had changed, and the students were resistant. The entire first semester of 2013 felt like an uphill battle as the faculty tried to establish the much-needed relationships that would bolster the learning environment. The community members were receptive to the reconstitution but also needed time to understand all of the drastic changes. The faculty rejoiced on the last day of school when the students sought goodbye hugs and voiced their desire for the school year to continue. The beginning of the 2014- 2015 school year brought back huge amounts of excitement as the students returned and voiced their pleasure that the faculty had not changed drastically again. The new teachers in 2014 experienced some of the same levels of distrust as their peers had encountered the previous year. The VMMS students must believe in you and know you are there for the right reasons.

VMMS is fortunate to have a staff committed to excellence but maintaining staff morale can be challenging. The majority of our students have huge achievement gaps, and many teachers work 50-70 hour weeks to plan and prepare to meet their needs. The teachers must have meaningful professional development and a plethora of supports to supply them with the necessary tools to bolster achievement. Since the reconstitution, not one teacher has requested to leave VMMS. As the news has spread of our positive faculty, the applicant pool has slightly increased. The administrative team has been extremely purposeful in examining the fit of a candidate during the interview process. As we have already encountered by the resignation of a teacher one month into the school year, a deep content knowledge and exceptional instruction practices will not ensure success for a teacher at VMMS. Our students must have consistency, structure, and relationships to flourish in the classroom. Our

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teachers are challenged everyday with the charge of teaching students to believe in themselves. VMMS is filled with a family of teachers who are committed to instilling hope.

ADDITIONAL AREAS

RTI2 / Student Interventions & Supports – How are timely interventions and student services provided to support individual needs? Vine Middle Magnet School uses the state intervention model, Response to Instruction and Intervention (RTI2), to identify those students needing additional literacy support in addition to the regular curriculum.

This year all students, including special education students, received core Tier I reading/language arts instruction in addition to any Tier II or Tier III literacy intervention that they received. We had 77 of our approximately 330 students receiving Tier II literacy intervention and 82 of our approximately 330 students receiving Tier III literacy instruction. Students were identified, initially, using TCAP data; however, they will be identified in the future using STAR assessment data and other data as determined by the RTI2 School Team.

Tier I students receive instruction and intervention within the 75 minute core reading/language arts classroom period. Tier II literacy students receive 30 minutes of intervention in addition to the 75-minute core reading/language arts instruction using the Rewards program. They receive this instruction within the 75-minute social studies block (45 minutes of social studies and 30 minutes of Tier II reading intervention). Tier III literacy students receive 75 minutes of intervention in addition to the 75-minute core reading/language arts instruction using the Language! Live program. They receive 30 minutes of Language! Live word training in the 75-minute social studies block (45 minutes of social studies and 30 minutes of Tier III word training). They then receive an additional 45 minutes of Language! Live reading intervention within the related arts cycle with a reading intervention teacher.

Tier 1 students receive 75 minutes of core instruction per day. Tier II literacy intervention students receive 105 minutes of instruction a day (75 minute core and 30 minute intervention). Tier III students receive 150 minutes of instruction a day (75 minute core and 75 minute intervention).

In addition to Tier I, II, and III instruction and intervention, we have an additional 30-minute intervention/enrichment time called “Success Time.” We were able to put this intervention in place last year by extending our school day by 30 minutes. The rationale for this daily intervention/enrichment time for all students was that in order to move students to proficient and advanced levels, high expectations and academic rigor were a priority; however, additional time and support was needed for those students who struggle along with enrichment opportunities for all students. Before and after school opportunities have been provided for tutoring; however, very few students consistently attended the tutoring that has been offered. Additional time and support needed to be embedded into the school day in order to impact all students.

The additional time has been used to provide academic support and enrichment to all students. Using the 30 minutes of extended time, a daily school-wide intervention/enrichment time was created in order to provide both standards based academic support and enrichment to all students based on common assessment/standards based assessment data. The intervention/enrichment time was scheduled school-wide. This allowed for all staff, including teaching assistants and related arts teachers, to participate in providing either academic or enrichment support to students. The focus was to provide both math and language arts/reading intervention to those students who had not mastered standards based on the common/standards-based assessments. Students received both math and language arts/reading intervention each week based on need. Enrichment was provided for those students not needing intervention; however, all students had the opportunity for enrichment through quarterly project-based learning. Enrichment opportunities provided through science and social studies projects, literature circles, robotics, art-based projects, music, and dance were just a few examples.

Realizing that our students had huge skill gaps in both literacy and math, we changed the focus of “Success Time”

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mid-way through the year. We began to use the time to bridge those large learning gaps in both math and literacy, realizing that this would help our students be more successful in their core classes. We used ALEKS and Study Island online programs to create individual learning pathways for students. Even though preliminary data shows that our students went from 20.9% proficient to 22.5% proficient in RLA, which exceeded the district middle school gain, we have a long way to go. Even though our Tier III students more than doubled, in many cases, their Lexile levels, a majority of our students continue to read below grade level.

We need to intensify our focus on literacy for the coming year and be strategic in providing math intervention during “Success Time.”

Professional Development – Describe your PD plan, how it focuses on improving instruction, and is aligned with student needs. The reconstitution of VMMS prompted numerous changes to the structure of the current professional development structure. The majority of the faculty was new and intensive training was necessary in order to improve student achievement. During the summer of 2013, a plan was laid out to include ongoing training through the TAP Model, Project Based Learning, Technology training to support the 8

th grade 1:1 initiative,

SWPBS training, and other trainings specific only to VMMS. Due to the 221 day extended contract, the faculty of VMMS was able to participate in numerous professional development opportunities prior to the regular start time of other teachers in the district. The extra days of professional development were unique to VMMS and crucial to our success.

The initial TAP training was the 2013 TAP Summer Institute in Indianapolis, Indiana. This training was attended by 5 TLT members and provided a framework of how TAP would be reinstituted at VMMS. The 3 day training allowed for our TLT members to have individual strategic planning time to determine a long range plan with TAP district and national TAP leaders. The training also focused on how to plan TAP Cluster to impact student achievement, how to effectively teach the TAP Rubric, and the implementation of field-testing. This training, partnered with district TAP training, became the foundation of how to implement the TAP model at VMMS. During the summer of 2014 four administrators attended the TAP Summer Institute. A group of TAP Master and TAP Mentor teachers will attend the 2015 TAP Summer Institute. Several Administrators, TAP Master, and TAP Mentor teachers also attended the TAP National Conference in 2014 and 2015. The professional development attained via the TAP conferences have bolstered the fidelity of TAP implementation at VMMS,

TAP is the main structure of our on-going embedded professional development focused on improving instructional practices, guiding field testing strategies, and analyzing student work. All teachers participate in weekly hour-long TAP Cluster meetings led by TAP Master and Tap Mentor teachers. The Cluster meetings provide training on best instructional practices via the TAP Rubric, implementing TAP strategies, examining student work, analyzing performance data, and collaborating with peers on effective lesson planning. Additional TAP rubric training sessions have been provided after school to allow for a differentiated model to support new or struggling teachers. The Tap Leadership Team, TLT, has weekly after school meetings to focus on the professional development of the Administrative team, TAP Masters, and TAP Mentors. Some topics of the past TLT learning cycles have included the following: how to effectively coach based on teacher need, inner-rater reliability, student work protocol, field testing attributes, the utilization of individual growth plans, and long term planning based on student data. The TLT is also assigned to provide individual coaches for every teacher at VMMS. The professional growth of the TLT is imperative due to the impact the coaching has on teachers’ success as evidenced by the teachers’ responses in our 2015 TAP Attitude Survey. All VMMS teachers participate in weekly Professional Learning Communities (PLC). During the 2014-1015 school year, our Professional Learning Communities focused on the utilization of data from the weekly standards- based common assessments and quarterly assessments. The assessment results tracked through Mastery Connect, an online program, were discussed during the PLC meetings with a focus on student remediation, differentiated instruction, and effective planning. Protocols for analyzing student data have been established and implemented

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in each PLC. The PLC structure at VMMS will change next year as we merge specific content area teachers (RLA/Social Studies and Math/Science) to align with the rigorous TNReady standards. Our TPacK coach also supports PLC groups to embed technology into best instructional practices and planning.

VMMS was rebranded as a STEAM Magnet School to include academic pillars to the previously existing performing arts piece. The Vine STEAM curriculum is based upon the Design Thinking and Project Based Learning Concepts. Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge. The summer of the reconstitution all eighth grade teachers, related arts teachers, and administrative team were invited to attend the initial training provided by national trainers from the Buck Institute of Education. More intensive training for all teachers was provided the following two summers. A full-time Magnet Facilitator was also assigned to Vine Middle Magnet. This coach works with teachers in facilitating the implementation of a STEAM curriculum with students and offers multiple in-house trainings throughout the year.

The culture of VMMS, prior to the reconstitution, was an immediate area of concern according to community members, parents, teachers, students, and district personnel. The previous structures in place were not conducive to student learning. During the summer of the reconstitution, all faculty members were trained to implement School Wide Positive Behavior Support through a partnership with the University of Tennessee. The training provided strategies to teach behavior expectations to the students and acknowledgement of students who meet the behavior expectations through Golden Tickets, a school store, and special events scheduled throughout the year. For school years 2013-2014 and 2014-2015, the SWPBS team met monthly to discuss data focused on behavior expectations and areas to improve. The SWPBS team also coordinated celebrations, shared data to the faculty, and elicited input from other stakeholders. The training and existing SWPBS structure will intensify and transform this summer, as a larger team will receive Tier 1 training from SWPBS facilitators and district behavior coaches. By participating in this training, the SWPBS team hopes to train the faculty to work more effectively with students to decrease the amount of instructional time lost to discipline issues.

As part of professional development related to establishing and maintaining high expectations for students, the staff has been required to read Growth Mindset by Carol Dweck and Multiplication Is For White People: Raising Expectations for Other People’s Children by Lisa Delpit. This reading provided the foundation for collaboration, professional development, and dialogue among our staff focused on the importance of high academic expectations in improving student achievement and cultural competence. The staff has also participated in de-escalation training from a district level specialist and will receive more intense training in de-escalation and classroom management this summer. The keystone to our professional development for the 2015-2016 school year is how to establish a higher level of cultural competency. In response to our student achievement data and discipline data, the faculty of VMMS will participate in a three-day professional development workshop led by Principal Baruti Kafele. Principal Kafele is an internationally renowned educational speaker and consultant. His expertise in transforming schools and the attitudes of at-risk student populations will serve as the foundation of how we can develop a culture of high expectations leading to student success. The 2015 summer reading prior to participation in the professional development is Closing the Attitude Gap: How to Fire Up Your Students to Strive for Success by Baruti Kafele. One facet of our training with Principal Kafele is his commitment to a continuous partnership of support and guidance throughout the year. Numerous members of the VMMS faculty spoke in support of this training to the Knox County School Board and the teachers have been enthralled with his book. Professional development is also embedded through monthly vertical plan meetings, after school training sessions, and additional summer in-service opportunities. The participation of faculty members in numerous activities has deepened the level of understanding in a multitude of topics including differentiating for the needs of students presented by Magnet Facilitators, Summer TN Ready training for Math, RLA, and Science teachers, co-ed teaching strategies presented by the Special Education Department, writing assessments and PBL training

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facilitated by our Numeracy Coach, and other trainings provided as response to our student data. The faculty of VMMS is committed to continued growth to help our students achieve excellence.

Highly Qualified & Effective Teachers – Describe how you recruit, retain and evaluate teachers. All VMMS certified teachers are highly qualified and we do not anticipate any Level 1 teachers for the 2015-2016 school year. The faculty of VMMS is relatively new with only four teachers remaining from prior to the reconstitution. The teachers were recruited through Career Fairs, TAP Directors, and the Human Resources Department of Knox County Schools. All certified staff members from the 2013-2014 school year who returned for the 2014-2015 school year were eligible for a $3000 TIF grant Recruitment and Retention bonus. As part of the NIET- TIF grant for improving school performance, several new teachers were recruited and received a one time signing bonus of $12,000 for the 2014-2015 school year. Teachers are also eligible for yearly TAP bonuses and an incredible amount of coaching support through the TAP model.

Recruitment has presented some issues due to the lack of African American applicants for our school and district. Our district established an additional job fair this year focusing on hard to staff schools. The district Planning Grant helped to provide a Human Resources Recruiter to work with administrators on staffing Priority Schools, because we do not receive a large number of applicants for teaching positions. One of our eighth grade science teachers left four weeks into the school year, and teachers often confide that they were not prepared for the difficulty of working with our at-risk student population. It is critical for our teachers and students that appropriate supports and training are put in place for staff. Even though staffing is difficult, we are adamant about providing the right fit for our vision and mission. The teachers we do retain must be committed to our students.

All teachers are evaluated annually. For the school year 2014-2015, there were four observations of each teacher under the TAP model; two of these were in the first semester and two were in the second semester. Two observations were announced and two were unannounced. Moving into the 2015-2016 school year, each teacher will receive three observations under the TAP model. Teachers are evaluated by our TAP Leadership Team. The team consists of our Administrators, TAP Master Teachers, and our TAP Mentor teachers. There are pre-conferences that occur with each announced observation. There are also post conferences that occur with all four observations. Informal observations also occur throughout the year by our TAP Leadership Team. These drop in observations are opportunities to provide feedback and coaching to our teachers.

Parent and Community Involvement – Describe strengths and challenges around parent and community involvement. Although parent and community involvement has improved since the reconstitution, it also continues to be a challenge. While student band, choral, dance, and drum performances are well attended, it continues to be a challenge to bring parents in for other in-school events.

We have worked to build partnerships with community business, churches, service groups, and leaders and to involve parents and community members in decision making through our Community-Based Site Steering Committee and our Neighborhood Partners Coalition. The Community-Based Site Steering Committee is comprised of educators, parents, and community partners from the Vine Middle Magnet School community. The committee meets each month and is always well attended. The committee is responsible for supporting the shared vision of the school, identifying desired results, and helping to align and integrate the work of the partners of the school. The Vine Middle Magnet Neighborhood Partners Coalition is the foundation of the community school approach which is based on building collective trust and alignment of partnerships. The coalition meets every three months during the year and is well attended. It is a great opportunity for partners (agencies, business, faith-based, social and youth organizations) to share common interests, share supports, identify resources, and work collectively in assessing and addressing the needs, challenges, and barriers of the students and families within our community.

One of our goals was to create an environment where our community members and parents felt welcomed and valued. We have been successful in responding to that goal according to our parents and community. Another

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goal was to continue building our community volunteer base. Our volunteers have participated in community school enrichment programming, served as guest speakers for our “Real Talk” morning sessions with at-risk males, have been involved in planning and working our Career Day, have participated in our anti-bullying activities, and our foster grandparents serve as additional supports in the classroom. Our Community School Site Resource Coordinator created a Vine Middle Magnet Parent Academy this past school year with the purpose of improving home-school partnerships. All parent events were a part of the Parent Academy. Parent workshops, training, and “Breakfast with the Principal” were some of the parent events that were offered this year. We will continue to address ways to improve parent attendance at these events.

Communicating Assessment Results – How do you analyze and communicate assessment results to stakeholders? Although we analyze and communicate data with teachers at the beginning of each year in Leadership Council, TAP Leadership Team, grade level and whole staff meetings, continual use of data is becoming a part of what we do. Teachers are expected to review and use their daily formative assessment data. Professional learning communities (PLCs) meet weekly (grade level/subject area) with the instructional coaches and teachers as facilitators. School-wide data, common assessment data, and benchmark data is shared, reviewed, and instructional decisions for students are made. Both school-wide data and field testing data are also reviewed weekly in TAP cluster meetings. Our school RTI2 Team will review STAR assessment data every 4 ½ weeks in order to make intervention decisions, and RTI teachers will be using STAR progress monitoring data bi-weekly in order to measure student progress in intervention. Looking at and learning to use data and student work is a part of the coaching process for teachers. Our teachers have involved students in tracking their own progress this year and have seen the benefits in student engagement as a result. We will improve our plan for student involvement with their own data this school year. We have also communicated school-wide data and progress to students in grade level class meetings.

We communicate school-wide data to parents and community members at the beginning of each school year. There will be a parent/community meeting the first week of this upcoming school year in which school-wide data and goals will be communicated to parents and community members. Data communication is also a part of our monthly Steering Committee meetings.

Each teacher sends home progress reports every 4 ½ weeks in order to inform parents of classroom performance. Parent Conference Nights are held each semester to allow parents to sit down with teachers regarding student progress. Report cards are sent home each semester with final grades. We have adopted an open door policy encouraging parents to make appointments with teachers as needed to go over data and student progress reports. Data is always a part of parent conferences, IEP Team meetings, and all other parent meetings. Both parents and students also have immediate access to grades via a district online portal. Through the portal, parents are able to stay in direct contact with the teacher by email.

Technology – Describe strengths and challenges around technology. At the beginning of the school year 2013-2014, Vine Middle Magnet was technology “poor.” We did not have interactive boards in every classroom and our computers were old and out of date. Other equipment, such as projectors, was in need of replacing. We were fortunate to become a 1:1 technology school. For school year 2013-2014, all eighth graders were issued (with district funding) a MacBook Pro laptop computer to be used at both school and home. For school year 2014-2015, MacBook Air laptop computers (with district funding) were issued to every student to be used at both home and school. All staff was also issued MacBook Pro laptops the first year as both teachers and students were learning to use Canvas Learning Management System. We used Title I funding during the first year to purchase additional student laptops for Tier 2 and Tier 3 intervention. We have also used Title I funding to purchase document cameras for teachers, additional interactive boards in order to ensure one in every classroom, projectors, printers, student calculators, Apple TV in our library and

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auditorium, new computers for our library, and iPads for teachers. Along with the 1:1 initiative, we were required to allocate a teaching position for a TPaCK coach (Technology, Pedagogy, and Content Knowledge). Their role is that of an instructional coach who works with and coaches teachers in integrating the use of technology within their lessons. The technology integration along with access to the Canvas Learning Management System provides support to teachers in their instructional practice. It also provides them with the tools to provide innovative instruction using multiple methods. Teachers have been able to leverage the technology in order to differentiate for students and personalize their learning environment. While we have focused on increasing access to technology for teachers and students, our challenge is to continue the support of teachers in using that technology in innovative ways with students. In turn, we must support our students in using technology in innovative ways that will personalize their learning paths.

PRIORITIZED LIST OF NEEDS

List, in priority order, your areas of need as identified through the needs assessment. Prioritizing needs will identify the most critical areas where your work will begin with the creation of goals and strategies.

Ensure that there is an effective teacher in every classroom.

Leverage the existing TAP system and coaching network within our building to grow, develop, and support the instructional capacity of our teachers.

Recruit, hire, and retain our best teachers through recognition, reward, and support.

Provide professional development and support that is specific to the needs of our staff, including cultural competence training.

Monitor student progress towards mastery of student learning.

Establish a purposeful and strategic network of supports to ensure that students are successful.

Implement RTI2 literacy intervention with fidelity for all students needing support.

Use the thirty minutes from the extended day in order to provide math intervention and bridge learning gaps in both reading/language arts and math.

Provide additional assistance for teachers and students in science and social studies classrooms in supporting literacy

Hire a Behavior Intervention Specialist to help support teachers with classroom management issues in order to allow for less instructional time lost due to student suspensions

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Transformation Model

School Name: Vine Middle Magnet School

Comprehensive Needs Assessment:

1. What overall conclusions can be drawn from the needs assessment?

Vine Middle developed a plan of action for school year 2014-2015 in order to improve student outcomes and create a culture of excellence. The parts of our plan were as

follows:

Ensure a highly qualified and effective teacher in every classroom by continuing to recruit, retain, and develop the best teachers. Our Priority School HR Recruiter’s

(funded through the planning grant) primary focus is to recruit applicants, especially African American applicants.

Provide time for teachers to collaborate and plan in professional learning communities around student data and student work in order to draw upon the expertise of their

colleagues leading to more effective instructional practice and increased student learning.

Extend the school day by thirty minutes in order to increase student learning time and increase core instructional time.

Increase rigor and expectations for students in the classroom.

Including enrichment support and recognition for students who are at and above grade level.

Provide a system of supports for students that includes high quality Tier I instruction, school-wide RTI2 in literacy, additional math and reading/language arts

intervention in the thirty minute extended time.

Use community school resources/partners as a means of providing additional support to students in meeting their academic, social, and emotional needs.

Re-establish the SWPBS system to include a Behavior Intervention Specialist to serve as support for teachers, students, parents, and administrators.

Based on preliminary achievement data for Vine Middle, we are making progress. Our gains in school-wide RLA, math, and science were above the Knox County average for

all middle schools. We are encouraged that we have the right plan in place and have a foundation for continued improvement. We are continuing with our plan but are working

to revise and improve upon the initial plan of action.

Moving forward, we must continue to be diligent in ensuring that every classroom has a high quality teacher through recruitment and hiring, providing ongoing/embedded

professional development through our TAP system, providing teacher support through our coaching network, and ultimately making courageous decisions when a teacher is not

a fit for the work that we are doing for students.

While focusing on high quality Tier I core instruction, we must also intensify our focus on our school-wide RTI2 Tier II and III literacy interventions. We will also refine and

improve our thirty-minute extended day to provide individualized/differentiated intervention in both math and RLA that is focused on bridging student learning gaps.

2. How does the selected intervention model align with the school’s needs?

A. Developing teacher and school leader effectiveness

Through the TAP evaluation model, teachers are evaluated multiple (3 times per year starting in 2015-2016) times each year. Core subject teacher evaluations

are made up of 50% student performance scores. Teachers are rewarded through TAP bonuses based on teacher observations, student growth, and school wide

data.

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Administrators, TAP Master Teachers, and TAP Mentor Teachers complete evaluations. Support is provided through pre-conferences and post conferences

for each evaluation. Drop in observations occur weekly as well to provide additional support and feedback for teachers.

Ongoing, job-embedded professional development is provided to all staff. Weekly TAP cluster meetings take place for all certified staff members utilizing

instructional strategies that lead to an increase in student achievement. Teachers attend weekly PLC meetings to review student data, plan future lessons, and

develop common assessments. All staff participates in monthly vertical planning meetings.

VMMS was reconstituted in the spring of 2013 and a new principal was appointed. The principal selected a new administrative staff.

During the reconstitution, all staff had to reapply for their positions. Only 7 staff members were retained during the reconstitution. Currently there are 4

teachers remaining at VMMS from prior to the reconstitution. All staff hired for the 2013-2014 school year and retained for the 2014-2015 school year were

eligible for a $3000 TIF grant Recruitment and Retention bonus. The NIET-TIF grant also allowed for several teachers that were recruited and hired to

receive a $12,000 bonus. Teachers are also eligible annually to earn a TAP bonus.

In order to assist with the recruitment of qualified applicants, the district Planning grant funded a human resources recruiter to provide support to Priority

Schools.

B. Comprehensive instructional reform strategies

Data is used from a variety of sources. These include the following:

Language! Live Literacy Program

Rewards Literacy Program

Star assessment

Lexile Testing

Weekly common assessments developed in PLC’s

Quarterly benchmarks

Mastery Connect is a tool to monitor student achievement

Teachers differentiate instruction for students on a daily basis in the classroom. However, differentiated instruction occurs through implementation of

programs as well. Methods of differentiating include the following:

Teachers utilize weekly standards based assessments, quarterly benchmarks, STAR testing, Lexile teting, TCAP data, and daily assessments to

determine student mastery levels.

Tier 2 and Tier 3 literacy intervention (RTI2)

Special Education students will be taught by a certified SPED teacher during Tier I instruction and also during specialized instruction to address

deficits.

Success Time (an extended day intervention in addition to the RTI2 instruction and in addition to Tier I instruction) will be utilized to serve students

in targeted ELA instruction and Math Lab.

C. Extending learning time and creating community-oriented schools

VMMS piloted an extended day schedule during the 2014-2015 school year..

The school day was extended by 30 minutes to be used for math and RLA intervention/enrichment.

During the 2013-2014 school year, the master schedule was redesigned in order to increase core subject class time, provide school-wide RTI2 literacy

intervention for Tier II and III students, provide time for teachers to collaborate and plan around student data and work, and provide time for high-quality, job-

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embedded professional development through our TAP system. In 2013-2014, core subject classes increased to 75 minutes in length, while related arts time

increased to 90 minutes divided into two 45-minute classes. In the 2014-2015 school year, we continued with 75-minute core classes, two 45-minute related

arts classes, and the day was extended by 30 minutes for intervention/enrichment.

In 2013-2014, honors classes were created in each subject area in each grade level.

Algebra 1, Physical Science, and Spanish are offered for 8th

grade students for high school credit.

Beginning in 2013-2014, VMMS became a Community School. Along with this came a Site Resource Coordinator position funded through the Great Schools

Partnership. This coordinator facilitates the after school program, as well as the Community Steering Committee and Neighborhood Partner Coalition.

Students and family members are served through tutoring programs, enrichment activities, physical activity, food and nutrition programs, meals, and mental

health services. Transportation is also provided.

Parent Compacts are sent home with each student outlining the school, parent, and student responsibilities for the year. All stakeholders sign the compacts.

Open house meetings are held during the first two weeks of school to review the grade level expectations, curriculum, student materials, and classroom

expectations.

ACT EXPLORE night was held in Fall 2014 and all 8th

grade students were invited to come to school learn more about the Explore test, test taking strategies

and the EXPLORE’s connection to the PLAN assessment and the ACT they will take in high school.

Local churches, community members, and staff work together to provide food baskets at Thanksgiving (50 families) and gifts and food baskets at Christmas

for children (90)/families. This program covers all children in the family even if they are not attending our school.

Breakfast with the Principal was held and all parents were invited to attend. The Knox County Schools Family Engagement Coordinator talked with parents

about being involved. The principal shared school goals. In conjunction with our Community School, parents were provided food baskets.

In March of 2015, we held our first annual College and Career Fair at Vine Middle Magnet School for our sixth, seventh, and eighth graders. Our career fair

committee brought in approximately thirty business, college, and career professionals to discuss future opportunities with our students.

Multiple showcases and performances are held each school year. These include our mid-year Kwanzaa celebration, Family Engineering night, Family Reading

and Math nights, and our collaborative spring performing arts performance called DiVine Visions. There is an annual district Magnet Showcase each fall and a

district Art and Dance Showcase each spring.

Multiple community partnerships remain in place to support students, families, and the school. These groups assist through donations, volunteering their time,

and providing services to families.

D. Providing operating flexibility and sustained support

Beginning in 2013-2014, all members of the administrative team work a 255-day contract, funded by the district. Our staff began working a 221-day contract

the same year.

The school day was extended by 30 minutes beginning in the 2014-2015 school year.

The master schedule was redesigned in 2013-2014 to provide additional core instruction time for students. Core subject classes increased from 50 minutes to

75 minutes.

Preliminary data from the district from SY 14-15 indicates a projected 6.8% increase in Math achievement 6-8, a 1.6% increase in RLA achievement 6-8 and a

3.1% increase in Science achievement 6-8.

Quarterly priority school meetings occur each year beginning in 2013-2014. LEA personnel include Federal Programs supervisors, Curriculum and Instruction

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supervisors, Professional Development Supervisors, and the Secondary Director and Supervisor.

Targeted and differentiated professional development has been developed and provided for the VMMS staff by LEA personnel, VMMS administration, TAP

Master and Mentor teachers, and teacher leaders within the school.

1. If the LEA has begun in whole or in part a school improvement intervention model during the current school year (SY 2014-15) or during the two years

prior, and wishes to continue, describe the actions that have been taken up to the present that are relative to the intervention model. Cite evidence of the

impact of the model on the school to date.

Since the reconstitution in the spring of 2013, the faculty of VMMS has felt a tremendous sense of urgency. The students were in a state of chronic academic failure and

immediate changes had to be implemented to provide stability, focus, and direction. Multiple facets of the school improvement intervention model have been implemented and

the continuance of these initiatives is crucial to the academic success of the school.

1) Developing teacher and school leader effectiveness.

A. The new faculty of VMMS came from a multitude of backgrounds and only six teachers had previous experience with TAP. TAP established and continues to provide the

staff with a common language and differentiated embedded professional development of best instructional practices. The need for TAP to remain at VMMS is even more

crucial, as the school has been deemed a Priority School for the 2015-2016 school year based on a 3-year success rate that placed our school in the bottom 5th percentile in the

state.

Improving our overall school composite score from a 1 to a 3, meeting all gap closure targets 2013-2014

Hitting two AMO targets (7th

grade ELA outright and 7th

grade Math through Safe Harbor) 2013-2014

Building capacity for all TAP Mentors, TAP Masters, and Administrators through weekly

Professional Development through the Tap Leadership Team meetings

B. Identify and reward school leaders, teachers, and other staff who improve achievement outcomes and identify and remove those who do not.

Eligibility for TAP bonuses based on observations, individual TVAAS, and school -wide data

Multiple career paths through TAP growth model

Superintendent granted administrative transfers for tenured teachers in priority schools to be placed in a different school

Flexibility in non-renewing non-tenured teachers who are not effective at VMMS

All administrators are evaluated annually and placements are flexible based on the needs of the school

C. Replace the principal who let the school prior to commencement of transformation model.

VMMS was reconstituted in the spring of 2013

New principal of VMMS was selected in spring of 2013

Principal selected administrative staff

Faculty of VMMS (as evidenced in anonymous surveys and end -of -the -year conferences) feels supported by Principal and confident in the vision of the school

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No VMMS teachers have requested to leave due to job dissatisfaction since the reconstitution

D. Provide relevant, ongoing, high quality job-embedded professional development.

Weekly TAP Cluster Meetings focused on best instructional practices and strategies

Vertical Planning to include the following topics: PBL training, Technology training, Student Data Assessment training, 6-8 Curricular Alignment Planning

Weekly PLC meetings by content area to focus on pedagogy, assessment,

planning, and data

Weekly TLT Meetings to build capacity in instructional leadership

As evidenced in the TAP Attitude Survey, 93% of the VMMS teachers value the TAP growth model and professional development

Student Achievement data for 2014-2015 shows the following increases in all tested areas: 6-8 Math 6.8%, 6-8 RLA 1.6 %, 6-8 Science 3.1%

E. Implement strategies designed to recruit, place, and retain high quality staff

Through the Planning Grant, a Human Resources Recruiter was hired to expand the pool of applicants for Priority Schools

The HR Recruiter has worked with the VMMS Principal to find potential candidates specific to the needs of VMMS

The HR Recruiter planned an additional career fair for harder to staff schools

Employees are eligible for TAP bonuses and career advancement through the TAP

Since the VMMS Reconstitution, not one teacher has asked for a transfer

2) Comprehensive instructional reform strategies.

A. Use data to identify and implement comprehensive, research-based instructional programs that are vertically aligned from one grade to the next as well as aligned with State

academic standards.

Language! Live Literacy Program

Rewards Literacy Program

Star Assessment

TAP

Utilizing data in weekly PLC meeting for planning and assessment purposes

Use of Mastery Connect Program to disseminate mastery data for each subject area

Student Achievement data for 2014-2015 shows the following increases in all tested areas: 6-8 Math 6.8%, 6-8 RLA 1.6 %, 6-8 Science 3.1%

Student Achievement data for 2013-2014 exceeded the 7th

grade RLA target of 24.0% by 1.2% (25.2%)

In 2013-2014 we met gap closure targets for Black/Hispanic/Native American vs. All Students in both RLA and math. We also met gap closure targets for Students

with Disabilities vs. Non-SWD in both RLA and math – decreased RLA gap by 5% and Math gap by 2.5%

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B. Differentiate Instruction to meet students’ needs.

Mastery Connect disseminates student assessment data, which is used to inform PLC discussion and classroom instruction.

Success Time (a part of our extended school day to provide intervention/enrichment opportunities in addition to required interventions and Tier 1 instruction)

Tier II and Tier III Literacy Intervention

SWPBS plan has been initiated

Student Achievement data for 2014-2015 shows the following increases in all tested areas: 6-8 Math 6.8%, 6-8 RLA 1.6 %, 6-8 Science 3.1%

Student Achievement data for 2013-2014 exceeded the 7th

grade RLA target of 24.0% by 1.2% (25.2%)

In 2013-2014 we met gap closure targets for Black/Hispanic/Native American vs. All Students in both RLA and math. We also met gap closure targets for Students

with Disabilities vs. Non-SWD in both RLA and math – decreased RLA gap by 5% and Math gap by 2.5%

Overall school climate has improved and discipline has declined in non-instructional areas

3. Extending learning time and creating community-oriented schools.

This step was piloted through resources gained through the Title I Planning Grant, which was awarded in 2014.

A. Provide more time for students to learn core academic content by expanding the school day the school week, or the school year and increasing instructional time for core

academic subjects during the school day.

From SY 12-13 to SY 13-14, the master schedule was redesigned to include 75 minute Tier I core classes for reading/language arts, math, science, and social studies.

In SY 14-15, the school day was extended by thirty minutes in order to provide additional intervention and enrichment. During this “Success Time,” instruction was

provided in both reading/language arts and math. This intervention primarily focused on bridging skill gaps that would help students become more successful in their

core reading/language arts and math classes.

B. Provide more time for teachers to collaborate

From SY 12-13 to SY 13-14 the RLA rotation scheduled went to 90 minutes total, giving all RLA, Math, Science and Social Studies teachers a 90 minute plan period.

Teachers use at least one 90-minute plan period to collaborate in grade and subject level PLCs each week.

Teachers use part of another 90-minute period in order to engage in TAP Cluster Professional Development.

The 90 minutes of daily plan time will also be used for coaching, and extended contract time.

C. Provide more time for enrichment activities for students.

In SY 13-14, Honors classes were established for every subject in every grade level, and the numbers of students in these classes were increased.

We now offer Algebra I, Physical Science and Spanish to our eighth grade students for high school credit. Our students have responded well to the increased rigor of

honors classes.

Because of the increased time in RLA, on-grade level students had more time to engage in enrichment activities, potentially 90 minutes a day.

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D. Provide ongoing mechanisms for family and community engagement.

As part of the community school process, a Community School Site Resource Coordinator position was allocated for VMMS in SY 13-14 and is funded through the Great

Schools Partnership.

This Coordinator is tasked with facilitating the engaging, educating, and empowering work of a community school. The Site Resource Coordinator conducted a Needs

Assessment, a Community Analysis, and Focus Groups, and organizes and facilitates the community Steering Committee and Neighborhood Partner Coalition.

Students and family members are served through tutoring programs, enrichment activities, physical activity, food and nutrition, mental health services, and

transportation in order to meet their needs.

By meeting these needs, our students come to the classroom better able to focus on learning.

Parent Compacts are sent home with each student outlining the school, parent, and student responsibilities for the year. All stakeholders sign the compacts.

Open house meetings are held during the first two weeks of school to review the grade level expectations, curriculum, student materials, and classroom expectations.

ACT Explore night was held in Fall 2014 and all 8th

grade students were invited to come to school learn more about the Explore test, test taking strategies and The

Explore’s connection to the PLAN assessment and the ACT they will take in high school.

Local churches, community members, and staff work together to provide food baskets at Thanksgiving (50 families) and gifts and food baskets at Christmas for

children (90)/families. This program covers all children in the family even if they are not attending our school.

Breakfast with the Principal was held and all parents were invited to attend. The Knox County Schools Family Engagement Coordinator talked with parents about

being involved. The principal shared school goals. In conjunction with our Community School, parents were provided food baskets.

In March of 2015, we held our first annual College and Career Fair at Vine Middle Magnet School for our sixth, seventh, and eighth graders. Our career fair committee

brought in approximately thirty business, college, and career professionals to discuss future opportunities with our students.

Multiple showcases and performances are held each school year. These include our mid-year Kwanzaa celebration, Family Engineering night, Family Reading and

Math nights, and our collaborative spring performing arts performance called DiVine Visions. There is an annual district Magnet Showcase each fall and a district Art

and Dance Showcase each spring.

Multiple community partnerships remain in place to support students, families, and the school. These groups assist through donations, volunteering their time, and

providing services to families.

4. Providing operating flexibility and sustained support.

A. Give the school sufficient operating flexibility (Including staffing, calendars/time and budgeting) to implement fully a comprehensive approach to substantially improve

student achievement outcomes;

Beginning in 2014, the administration has worked to coordinate all resources in planning during the summer to utilize 255-day contracts.

Beginning in Summer 2013, teachers attend extended professional development in order to maximize 221 day contracts.

In SY 14-15, an extended school day was instituted which included 30 additional minutes of direct instruction.

30 minutes of intervention for Tier II students and 45 additional minutes of intervention for Tier III students were provided through the Social Studies classes and RLA

rotation schedule.

Unofficial preliminary data from SY 14-15 indicates a projected 6.8% increase in Math achievement 6-8, a 1.6% increase in RLA achievement 6-8 and a 3.1% increase

in Science achievement 6-8.

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B. Ensure that the school receives ongoing, intensive technical assistance and related support from the LEA.

There have been quarterly priority school meetings with LEA personnel from Curriculum and Instruction, Professional Development and Federal Program departments

August 2013-May 2015

Targeted professional development differentiated for teachers, led by LEA personnel

Annual Goals for Reading/Language Arts on State assessments for “all students” group.

1. School Year (SY) 2015-2016: 31.8% Proficient or Advanced

2. SY 2016-2017: 38.8% Proficient or Advanced

3. SY 2017-2018: 46.8% Proficient or Advanced

Quarterly Milestones – Reading/Language Arts

1. What formative assessment/s will the LEA consistently use at least quarterly to measure student progress?

VMMS will use benchmark assessments created by teachers and instructional coaches to measure student progress towards mastery of standards on a

quarterly basis. We will also use weekly common assessments (created by teachers) in order to measure student mastery of standards taught.

Additionally, students will take the STAR (Renaissance) test three times during the school year.

2. What are quarterly milestone goals for reading/language arts on formative assessments for the “all students” group for School Year 2015-2016? (to be

updated annually for renewal of the grant)

STAR Test #1: 30% proficient

STAR Test #2: 32% proficient

STAR Test #3: 34% proficient (all goals are for the all student group)

Students will achieve 80% mastery of targeted standards on weekly common assessments as developed by teachers and instructional coaches.

Teachers will also use data from quarterly benchmark assessments to guide re-teaching and remediation for standards not mastered or maintained.

Annual Goals for mathematics on State assessments for “all students” group.

1. School Year (SY) 2015-2016: 24.5% Proficient or Advanced

2. SY 2016-2017: 31.5% Proficient or Advanced

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3. SY 2017-2018: 39.5% Proficient or Advanced

Quarterly Milestones – Mathematics

1. What formative assessment will the LEA consistently use at least quarterly to measure student progress?

VMMS will use benchmark assessments created by teachers and instructional coaches to measure student progress towards mastery of standards on a

quarterly basis. We will also use weekly common assessments (created by teachers) in order to measure student mastery of standards taught.

Additionally, students will take the STAR (Renaissance) test three times during the school year.

2. What are quarterly milestone goals for reading/language arts on formative assessments for the “all students” group for School Year 2015-2016? (to be

updated annually for renewal of the grant)

STAR Test #1: 26% proficient

STAR Test #2: 29% proficient

STAR Test #3: 31% proficient (all goals are for the all student group)

Students will achieve 80% mastery of targeted skills on weekly common assessments as developed by teachers and instructional coaches.

Teachers will also use data from quarterly benchmark assessments to guide re-teaching and remediation for standards not mastered or maintained.

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Transformation Model

Requirements for the Transformation Model (LEA must implement actions 1-11.)

A plan of action and a timeline for implementation are required for each element.

If the LEA elects to implement the grant during a three year period, please ensure that the timeline for full implementation begins at the start of the

first school year and continues for the two subsequent years.

If the LEA elects to implement the grant during the five year period, please ensure that the timeframe includes a year for planning, three years of full

implementation and a year of sustainability or three years of full implementation and two years of sustainability.

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:

Element 1 - Replace the principal who led the school prior to commencement of the transformation model.

* This element is applicable to principals employed prior to School Year 2012-13. A principal who began employment in the school in School Year 2012-13 or

afterward, may remain as long as he/she was hired as part of a broader reform and has expertise in school turnaround.

1. School Principal Information

Principal will not be replaced. What is the rationale for retaining the principal to lead school turnaround?

Principal will be replaced. What is the timeline for naming a new principal and what selection criteria will be used?

2. Provide action steps and a timeline the school will undertake to support this element.

Response:

1. Replacement of the existing principal prior to the reconstitution has already taken place.

As a part of the decision to reconstitute Vine Middle Magnet School, Cindy White was named as the new principal beginning school year 2013-2014. All staff members,

including the administration, had to reapply for their jobs as a part of this move.

Mrs. White, who served as principal of Karns Middle School from 2009 to 2013, joined Knox County Schools in 1980 and taught at Beaumont, Inskip and Belle Morris

elementary schools and also Whittle Springs Middle School. Each of her 27 years of teaching experience were served in the urban school setting. Prior to being named principal

of Karns Middle School, Mrs. White was an Assistant Principal at Karns High School. Mrs. White holds a Bachelor's of Science degree in Education from the University of

Tennessee, and a Master of Science in Educational Administration and Supervision from Lincoln Memorial University.

Along with the transition plan, Mrs. White began, with the help of her leadership team, to formulate a vision for Vine Middle Magnet School. This vision builds upon the vision

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Transformation Model

for Knox County Schools as a whole, Excellence for All Children.

“We have worked really hard to make sure that we put a highly effective teacher in every classroom and who truly believe that all kids can learn and who hold them to high

expectations. We are going to hold kids’ feet to the fire and we are going to set high expectations for them; we will put every support possible in place for our children to help

them succeed. We are going to go above and beyond to ensure we include parents and community in school,” says Mrs. White. “These are all necessary in order to cast vision,

train teachers, and transform the staff into a team to work for improved outcomes for the students of Vine Middle Magnet School.”

All investments of resources represent the potential for the success of the Transformation Model at Vine Middle Magnet School. This is an opportunity for all stakeholders to

determine how to make the environment, learning experience, and student outcomes the best they can be.

2. As part of her transition into leadership at Vine Middle Magnet, Mrs. White formulated a six-month transition plan (March 2013-August 2013)

Entry Activities Time Line

Interview Schedule March –

Interview administrative team candidates

Build master schedule

Interview/hire staff

Meet with all subject area supervisors to discuss

possible teacher candidates

Transition to central office location for planning

March – 20 – 29 Interview administrative candidates

20 – 29 Interview possible teacher/staff candidates

April – Continue to interview/hire staff

Continue to build master schedule

Meet with magnet program supervisor

Meet with TAP director and Title I supervisor

Visit STEM Academy

Visit community school

Visit Vine Middle

Visit TAP cluster and leadership meetings

Development of magnet curriculum

April – 1 – 3 Continue to interview administrative candidates

1 – 30 Continue to interview possible teacher/staff

candidates

May –

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Transformation Model

Scheduling of students/master schedule

Visit Vine Middle

Development of magnet curriculum

Community school design

Analyzing school data - school

improvement/strategic plan

Meet with Jim French

June – Meet with parent/community task force for input

into vision/mission of school

Meet with stakeholders for input into school

discipline plan

Begin work on school strategic plan/vision

Continued work on magnet curriculum

Community school design

TAP training

Work to improve grounds/facilities

Technology training for staff

Analyzing school data- school

improvement/strategic plan

Finalize scheduling of students

July Continue work on school strategic plan/vision

TAP training

Teacher/staff professional development

Work to improve grounds/facilities

Technology training for staff

Analyzing school data – school

improvement/strategic plan

August Reveal strategic plan/vision to

parents/community (late July or early August)

Teacher/staff professional development

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Transformation Model

TAP training

Back to school night before school begins for

parent visits

Sixth grade orientation day

Open house

Analyzing school data

SIG Funds Budgeted to Support Element:

Element 2 - Implement rigorous, transparent, and equitable evaluation systems and support systems for teachers and principals.

1. How will district leadership use the state’s principal and teacher evaluation system to evaluate and support teachers and to inform personnel decisions?

2. Provide action steps and a timeline the school will undertake to support this element.

Response: 1. State Principal and Teacher Evaluation System:

Teacher: VMMS is currently a TAP School. The evaluation system for TAP is more robust than the TEAM state model because all teachers are evaluated 3 times a year

regardless of prior performance and the teachers are evaluated on all 3 parts of the rubric for each evaluation. Teachers are each assigned a TAP coach from the TAP Leadership

Team to help support the teacher with planning, instruction, and evaluations. Teachers participate in weekly TAP Cluster meetings focused on best instructional practices,

analyzing student work, and planning. Non-tenure teachers who are deemed ineffective due to evaluation scores may be non-renewed at the discretion of the principal or

administrative team. The district also provides a specific number of administrative transfers to provide Priority Schools the option of moving tenured teachers who may not fit in

a particular school or community. Struggling teachers may be assigned to an Individual Learning Cycle (ILC) or Intensive Assistance Program (IAP) to provide extra support

from instructional coaches or district personnel. An ILC may vary in length from a 9-week cycle to a full school year. An ILC includes planning support, pedagogy support,

informal observations, content support, and reflective conferences with an Instructional Coach. The IAP is a partnership between the school level administration and district level

personnel to provide intensive support to struggling tenured teachers for a one year time period. A district level coach works individually with a teacher to provide assistance in

planning, pedagogy, classroom management, and serves to provide resources to the teacher. An IAP team consisting of the teacher assigned to IAP, building level

administration, the IAP coach, and other district level leaders meet monthly to discuss the progress of teacher.

Administrators: All administrators are evaluated yearly using the Administrator Tennessee Educator Acceleration Model. The model is based on the Tennessee Instructional

Leadership Standards (TILS). Administrator Evaluation combines self-reflection, observation, input of school staff, and student data to create a complete picture of the

administrator’s performance. The effectiveness rating is calculated using a formula that is 50 percent qualitative and 50 percent quantitative. The 50 percent qualitative portion

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Transformation Model

includes an assessment of the administrator’s implementation of the teacher evaluation process (15 percent). The remaining 35 percent is based on the other sections of the TILS-

based rubric. The head principal evaluates all assistant principals and district personnel evaluate head principals. The district provides targeted professional development to

Administrators based on evaluation refinements and uses evaluation reinforcements for Assistant Principals to determine who might be ready for a Principalship. Consistently

low evaluation scores will lead to additional support from supervisors, changes in administrative placements, or demotions. The district uses the evaluation model as a way to

build capacity in Administrators.

2. Timeline and Action Steps:

All teachers will be evaluated 3 times during the school year using the TAP Model. All administrators will be evaluated using the Administrator Tennessee Educator Acceleration

Model with a midyear conference in December and an end of the year conference in June.

SIG Funds Budgeted to Support Element:

Element 3 - Use teacher and principal evaluation and support system to identify and reward school leaders, teachers, and other staff who, in implementing this

model, have increased student achievement and high-school graduation rates and identify and remove those who, after ample opportunities have been provided

for them to improve their professional practice, have not done so.

1. What criteria will be used to identify and reward school leaders, teachers and other staff?

2. What criteria will be used to determine those who are in need of improvement?

3. What is the length of time teachers will be afforded an opportunity to improve professional practice before being released?

4. Provide action steps and a timeline the school will undertake to support this element.

Response: 1. Identify and Reward School Leaders, Teachers, and Other Staff:

Teachers: Teachers are eligible for TAP Bonuses based on TCAP scores and SKR (evaluation) scores. TAP teacher eligibility requirements for the bonus are the following:

SKR score of 2.5 for Career teachers, SKR score of 3.5 for Mentor Teachers, SKR score of 4.0 for Master Teachers, a score of at least “3” on individual Value-Added measures

(when available), and a score of at least “3” on the school-wide Value-Added measure. If an employee meets the expectation for their observation (SKR) score, but receives a

score below 3 in their individual student growth measure, the amount awarded for the SKR score will have a lower cap. Employees must be in “good standing” (certifications are

current, no material employee discipline issues have been documented, etc.). Teachers who meet the eligibility requirements may be considered for TAP Mentor or TAP Master

positions.

Administrators: Administrators are eligible for TAP Bonuses based on the following components: a minimum TLT score of “3”, a minimum KCS principal observation score of

“3”, and a minimum school wide Value-Assed score of “3”. Each component of the performance model is awarded independently of the others.

2. Determining Individuals in Need of Improvement: All teachers are evaluated annually. There are 3 observations that occur each school year. Our TAP Leadership Team

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Transformation Model

consisting of our Administrators, TAP Master Teachers, and our TAP Mentor teachers evaluates all certified teachers. There are pre-conferences that occur with each announced

observation. There are also post conferences that occur with all three observations. Each evaluation identifies a refinement area and reinforcement area for the lesson observed.

Informal observations also occur throughout the year by our TAP Leadership Team. These drop in observations are opportunities to provide feedback and coaching to our

teachers. Teachers who receive an individual evaluation score below a 2.5 will receive immediate extra layers of support provided by the TLT coach, instructional coaches, and

the administration.

3. Timeline of Improvement: Non-tenure teachers who are deemed ineffective due to evaluation scores may be non-renewed at the discretion of the principal or administrative

team. The district also provides a specific number of administrative transfers to provide Priority Schools the option of moving tenured teachers who may not fit in a particular

school or community. Struggling teachers may be assigned to an Individual Learning Cycle (ILC) or Intensive Assistance Program (IAP) to provide extra support from

instructional coaches or district personnel. An ILC may vary in length from a 9-week cycle to a full school year. An ILC includes planning support, pedagogy support, informal

observations, content support, and reflective conferences with an Instructional Coach. The IAP is a partnership between the school level administration and district level

personnel to provide intensive support to struggling tenured teachers for a one year time period. A district level coach works individually with a teacher to provide assistance in

planning, pedagogy, classroom management, and serves to provide resources to the teacher. An IAP team consisting of the teacher assigned to IAP, building level

administration, the IAP coach, and other district level leaders meet monthly to discuss the progress of teacher. If necessary, master schedule changes may be implemented to

immediately change teacher placements to areas of lower educational impact.

4. Action Steps and Timeline: All teachers are evaluated three times annually using the TAP rubric. The TLT members also perform numerous informal walkthrough

observations throughout the year.

SIG Funds Budgeted to Support Element:

Element 4 - Implement 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 necessary skills to meet the needs of students in the school, taking into consideration the results from the

teacher and principal evaluation and support system.

1. What strategies will be utilized to recruit and place staff?

2. What strategies will be utilized to retain staff?

3. How will the results of the state teacher and principal evaluation and support system be utilized?

4. Provide action steps and a timeline the school will undertake to support this element.

Response:

1.Recruitment and Placement:

The teachers are recruited through Career Fairs, TAP Directors, and the Human Resources Department of Knox County Schools. Teachers are also eligible for yearly TAP

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Transformation Model

bonuses and an incredible amount of coaching support through the TAP model. Recruitment has presented some issues due to the lack of African American applicants for our

school and district. Our district established an additional job fair this year focusing on hard to staff schools. The district Planning Grant helped to provide a Human Resources

Recruiter to work with administrators on staffing Priority Schools due to the low numbers of applicants for teaching positions. One of our eighth grade science teachers left four

weeks into the school year, and teachers often confide that they were not prepared for the difficulty of working with our at-risk student population. It is critical for our teachers

and students that appropriate supports and training are put in place for staff. Even though staffing is difficult, we are adamant about providing the right fit for our vision and

mission. The teachers we do retain must be committed to our students.

2. Retaining Staff: The TAP bonuses, extra layers of support provided by TAP, and the possibility of career advancement help retain the staff. As evidenced by the TAP

Teacher Attitude Survey, over 90% of the VMMS teachers value the coaching provided by TAP. TAP establishes and continues to provide the staff with a common language

and differentiated embedded professional development of best instructional practices. Since the reconstitution, not one teacher has requested to leave VMMS. Other factors

positively impacting retention are 90 minutes of collaborative planning time, a supportive administrative team (expressed by teachers at end of the year conferences), multiple

layers of coaching support, and a clearly established common vision for the school.

3. Utilization of Evaluation Support System: All teachers are evaluated annually. There are 3 observations that occur each school year. Our TAP Leadership Team consisting

of our Administrators, TAP Master Teachers, and our TAP Mentor teachers evaluates all certified teachers. There are pre-conferences that occur with each announced

observation. There are also post conferences that occur with all three observations. Each evaluation identifies a refinement area and reinforcement area for the lesson observed.

Informal observations also occur throughout the year by our TAP Leadership Team. These drop in observations are opportunities to provide feedback and coaching to our

teachers. Teachers who receive an individual evaluation score below a 2.5 will receive immediate extra layers of support provided by the TLT coach, instructional coaches, and

the administration. Teachers needing additional support might be placed on an Individual Learning Cycle or ILC. An ILC may vary in length from a 9-week cycle to a full school

year. An ILC includes planning support, pedagogy support, informal observations, content support, and reflective conferences with an Instructional Coach.

4. Action steps and Timeline of Improvement: The administrative team will review and interview applicants for the 2015-2016 school year. The VMMS administrative team

will continue to work with the Human Resources Recruiter provided by the district Planning Grant to seek exceptional candidates. In terms of retention, the teachers will be

evaluated 3 times yearly to be eligible to receive a TAP bonus. Teachers will continue to participate in the weekly TAP Cluster meetings and receive TAP coaching on a weekly

basis.

SIG Funds Budgeted to Support Element:

A transformation model is one which the LEA must implement each of the following comprehensive instructional reform strategies.

Element 5: Use data to identify and implement an instructional program that is research-based and “vertically aligned” from one grade to the next as well as

aligned with State academic standards.

1. How will the school use data to ensure that its instructional program is research-based and in vertical alignment from grade to grade and with state

academic standards?

2. Provide action steps and a timeline the school will undertake to support this element.

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Transformation Model

Response:

1. VMMS is a TAP school focused on best instructional practices, researched-based strategies, and student achievement. We utilize data from several sources. Language! Live,

Rewards, STAR Assessment, weekly common assessments, and quarterly benchmark data are utilized by teachers to plan instruction and monitor the effectiveness of

instructional practices. Mastery Connect is a tool that is used to track and organize Formative Assessment and Benchmark Data. All data is used by teachers and students alike to

set goals and monitor student achievement toward benchmark and end of year assessments. The data team will be designing a data use protocol to be used when looking at

benchmark and STAR data to allow for a school-wide consistency in use of data and to prompt teachers to come up with a plan of action as a result of their data analysis.

Even though preliminary data shows that VMMS students went from 20.9% proficient to 22.5% proficient in RLA, which exceeded the district middle school gain, there is a long

way to go. Our Tier III students more than doubled, and in many cases according to their Lexile levels, a majority of our students continue to read below grade level.

Teachers will continue to meet weekly to discuss student work, review common and formative assessments, and plan lessons to ensure expectations are aligned across grade

levels and to monitor student progress toward AMO goals.

2. Action Steps--Based on low achievement in both Reading and Math, the following changes will be implemented.

Moving forward in utilizing RTI2, students will be identified using STAR assessment data and other data as determined by the RTI2 School Team.

We will intensify our focus on literacy for the coming year and be strategic in providing math intervention during “Success Time.”

Two RT12 teachers will be hired to teach part of the school-wide structured literacy intervention.

Two Instructional Support teachers will be hired to teach one to two Core classes and work with Success Times (extended day intervention) as well as serve small

groups.

Teacher evaluation data will be evaluated after each of the three evaluation cycles. The TAP cluster meetings serve as weekly-embedded professional development

focused on improving student achievement and instruction in the classroom.

SIG Funds Budgeted to Support Element:

Element 6: 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.

1. How will the school differentiate instruction to meet the needs of individual students?

2. Provide action steps and a timeline the school will undertake to support this element.

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Transformation Model

Response:

1. Differentiated Instruction

At VMMS, Tier I instruction will be supported through ensuring that there are effective, high quality teachers in the classroom. These effective, high quality teachers will be

supported through the embedded professional development of TAP as well as support from highly effective instructional coaches. RTI2 Tier II and III instruction will be taught

by four full time highly effective Instructional Support Teachers.

The Extended Day Success Time will be an additional support to bridge student learning gaps which prevent them from being successful in Tier I instruction. Students will be

better able to master on grade level Tier I instruction if these learning gaps are specifically addressed.

VMMS will continue to develop in the area of student progress monitoring to serve as the foundation of personalized learning and differentiated instruction.

Teachers will use weekly standards based assessment, quarterly benchmark testing, STAR testing, TCAP data, Lexile testing, and daily assessment data to determine the

mastery levels for each student.

Mastery Connect will house this student assessment data, which will inform PLC discussion and classroom instruction.

The focus will also be turned to giving students the ability to utilize the knowledge of their own data in order to diagnose and track their own progress.

Special Education students will be taught by a certified SPED teacher during Tier I instruction and also during specialized instruction to address deficits.

Success Time (an extended day intervention in addition to the RTI2 instruction and in addition to Tier I instruction) will be utilized to serve students in targeted ELA

instruction and Math Lab.

RTI2Tier II and III Literacy Intervention will be served logistically through the Related Arts schedule.

2. Action Steps

Extended day-time (an additional 30 minutes) will be utilized to provide Success Time, in addition to RTI2 Tier II and Tier III instruction, to remediate and enrich

students based upon need.

The Related Arts schedule will be utilized to provide 45-90 minutes of RTI2 Tier II and Tier III Literacy intervention. These RTI

2 intervention classes will be taught by

Instructional Support Teachers.

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Transformation Model

RTI2 Tier II and III Literacy Intervention will be assigned to each student based on needs as diagnosed through STAR data, and other data points. These placements will

be an RTI2 Team decision.

Math intervention needs will be addressed through Math Lab during the Extended Day Success Time. The Math Lab will utilize the Odyssey computer program and

University of Tennessee Math tutors.

During RTI2 Literacy Intervention, students will participate in individualized skill based computer instruction programs such as Language Live!, Rewards, iLit, and

Step-Up-to-Writing, During Math Lab, students will be utilizing Odyssey for Math. The District 1:1 Technology Personalized Learning Environment initiative will

support this action step.

During Math Lab in the Extended Day Success Time, Academic tutors from the University of Tennessee will facilitate a blended learning model with the Odyssey

program, an online program for math. These tutors will contribute direct instruction to students using the Odyssey program for Math Lab instruction using the blended

learning model.

A certified Special Education teacher will be assigned to teach SPED students assigned to specialized instruction during the Related Arts Schedule.

Four RTI2 Instructional Support Teachers certified in Math, ELA will also be assigned to teach ELA and Math Interventions through Success Time, as well as teach

Tier I instruction classes.

SIG Funds Budgeted to Support Element: $ 306,505 (Instructional Support Teachers, Intervention Teaching Assistant, Tutors and Odyssey site license

for Math Intervention)

Element 7: Provide staff with ongoing, high-quality, job-embedded professional development that is aligned with the school’s comprehensive

instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity

to successfully implement school reform strategies.

1. How will the plan for on-going, job-embedded professional development be developed, how will it be delivered, and what will be the specific areas of

focus for the first year of the grant? (To be updated each year prior to the renewal of the grant.)

2. Provide action steps and a timeline the school will undertake to support this element.

Response:

1. On-Going Embedded Professional Development:

TAP is the main structure of our on-going embedded professional development focused on improving instructional practices, guiding field testing strategies, and analyzing

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Transformation Model

student work. All teachers will participate in weekly hour-long TAP Cluster meetings led by TAP Master and TAP Mentor teachers. The Cluster meetings provide training on

best instructional practices via the TAP Rubric, implementing TAP strategies, examining student work, analyzing performance data, and collaborating with peers on effective

lesson planning. Additional TAP rubric training sessions will be been provided after school to allow for a differentiated model to support new or struggling teachers.

The Tap Leadership Team, TLT, will have weekly after school meetings to focus on the professional development of the Administrative team, TAP Masters, and TAP Mentors.

Some topics of the past TLT learning cycles have included the following: how to effectively coach based on teacher need, inner-rater reliability, student work protocol, field

testing attributes, the utilization of individual growth plans, and long term planning based on student data. The TLT is also assigned to provide individual coaches for every

teacher at VMMS. The professional growth of the TLT is imperative due to the impact the coaching has on teachers’ success as evidenced by the teachers’ responses in our 2015

TAP Attitude Survey.

All VMMS teachers will participate in weekly Professional Learning Communities (PLC). During the 2014-1015 school year, our Professional Learning Communities focused on

the utilization of data from the weekly standards-based common assessments and quarterly assessments. The assessment results tracked through Mastery Connect, an online

program, were discussed during the PLC meetings with a focus on student remediation, differentiated instruction, and effective planning. Protocols for analyzing student data

have been established and implemented in each PLC. The PLC structure at VMMS will change next year as we merge specific content area teachers (RLA/Social Studies and

Math/Science) to align with the rigorous TNReady standards. Our TPaCK (Technology, Pedagogy, and Content Knowledge) coach also supports PLC groups to embed

technology into best instructional practices and planning. Our full time magnet facilitator will also provide training on PBL initiatives and STEAM.

The School Wide Positive Behavior Support Team will participate in monthly trainings focused on student discipline data. The team will brainstorm and collaborate on how to

best implement the structures and protocols of VMMS. The staff will receive individualized classroom management training from our Behavior Intervention Specialist. The

SWPBS team exists to focus on student issues. The Behavior Intervention Specialist will be crucial in training our teachers to best maximize instructional time while decreasing

discipline issues. During the 2014-2015 school year our students missed approximately 3000 instructional days due to in school and out of school suspensions. The school

climate has changed but the classroom discipline data is not improving. Our teachers need and desire more tools to develop positive and effective classroom management. The

Behavior Intervention Specialist will be able to provide a deeper one-on-one level of support the change the culture in classrooms.

The keystone to our professional development for the 2015-2016 school year is establishing a higher level of cultural competency. In response to our student achievement data

and discipline data, the faculty of VMMS will participate in a three-day professional development workshop led by Principal Baruti Kafele. Principal Kafele is an internationally

renowned educational speaker and consultant. His expertise in transforming schools and the attitudes of at-risk student populations will serve as the foundation of how we can

develop a culture of high expectations leading to student success. The 2015 summer reading prior to participation in the professional development is Closing the Attitude Gap:

How to Fire Up Your Students to Strive for Success by Baruti Kafele. One facet of our training with Principal Kafele is his commitment to a continuous partnership of support

and guidance throughout the year. Numerous members of the VMMS faculty spoke in support of this training to the Knox County School Board and the teachers have been

enthralled with his book.

Professional development will also be embedded through monthly vertical plan meetings, after-school training sessions, and additional summer in-service opportunities. The

participation of faculty members in numerous activities has deepened the level of understanding in a multitude of topics including differentiating for the needs of students

presented by Magnet Facilitators, Summer TN Ready training for Math, RLA, and Science teachers, co-ed teaching strategies presented by the Special Education Department,

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Transformation Model

writing assessments and PBL training facilitated by our Numeracy Coach, and other trainings provided as response to our student data. The faculty of VMMS is committed to

continued growth to help our students achieve excellence.

2. Action Steps and Timeline:

Summer 2015 - the entire VMMS faculty will participate in a 3 day professional development by Baruti Kafele focusing on Cultural Competency

Summer 2015 - New SPWBS Team will attend a two day training to restructure the behavior expectations/incentive plans

The Behavior Intervention Specialist will work with school wide behavior expectations and provide a much needed level of support to individual teachers to change

their classroom culture to allow for more instruction and less discipline

The TAP Clusters will meet weekly throughout the year to build the instructional capacity of teachers

The TAP Leadership Team will meet weekly throughout the year to build the instructional/coaching capacity of Administrators, TAP Masters, and TAP Mentors

All VMMS teachers will participate in monthly Vertical Planning Meetings

All VMMS teachers will participate in weekly PLC meetings

The TPaCK coach and Magnet Facilitator will provide continuous trainings throughout the year to support instructional technology, PBL, and STEAM curriculum

SIG Funds Budgeted to Support Element: $ 28,500 (Part-time Behavior Management Specialist to work with teachers)

A transformation model is one which the LEA must implement each of the following strategies to increase learning time and create community oriented

schools.

Element 8: Establish schedules and implement strategies that provide increased learning time as defined in the SIG final requirements.

1. Describe the school’s plan to increase learning time for all students including the number of minutes to be added to the day, week, month or year for

a. all students to receive additional time for core academic instruction,

b. all students to receive an opportunity for instruction in non-core subjects enrichment,

c. teachers to collaborate and plan.

2. Provide action steps and a timeline the school will undertake to support this element.

Response: 1.

A. During the 2012-2013 school year all classes, including core and related arts, were 50 minutes in length. During the 2013-2014 school year, the master schedule was

redesigned in order to increase core subject class time, provide school-wide RTI2 literacy intervention for Tier II and III students, provide time for teachers to

collaborate and plan around student data and work, and provide time for high-quality, job-embedded professional development through our TAP system. In 2013-2014,

core subject classes increased to 75 minutes in length, while related arts time increased to 90 minutes divided into two 45 minute classes. In the 2014-2015 school year,

we continued with 75-minute core classes and two 45-minute related arts classes and extended the school day by thirty minutes. All staff members at Vine are on a 221

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Transformation Model

day contract, funded by the district; this is 21 days longer than other teachers in Knox County. We used this additional 21 days in the following ways:

Provide one additional sick leave day for teachers

Use 12 of the extended contract days to extend the student school day by 30 minutes to be used for math and RLA intervention/enrichment in addition to core

instruction and RTI2 instruction

Use the remaining 8 extended contract days for professional development relevant to the needs of Vine Middle Magnet School (teachers return 8 days earlier

than other teachers in the district)

This year’s professional development will include 3 days with Baruti Kafele on cultural competency and cultures of excellence, one day of de-escalation

training with district specialists, one day on teaching academic and content area vocabulary and creating a print-rich environment (our school-wide TAP

literacy strategy for 2015-2016), and 3 days training/planning for student progress monitoring, planning for “Success Time” (extended day intervention and

enrichment), and curriculum planning using information from TNReady training.

B. For the 2014-2015 school year, student schedules were made up of 6 classes per day. Students had four 75-minute core classes along with two 45-minute related arts

classes each day. Tier III students received 45 minutes of literacy intervention and a 45 minute related arts class. If a student did not have Tier III intervention, they

received two 45 minute related arts classes. Offerings for non-intervention related arts courses are chorus, band, art, modern dance, West African dance, West African

drum, and technology. In addition to core classes, RTI2 literacy intervention, and related arts classes, all students received a 30-minute intervention/enrichment period

(Success Time) each day with a literacy and numeracy focus on bridging learning gaps.

C. Grade level and related arts teachers receive 90 minutes of planning time each day. This plan time allows for embedded professional development through TAP Cluster

meetings, coaching with master/mentor teachers and instructional coaches based on individual teacher need, and weekly PLCs focused on planning around student data

and work.

2.

VMMS will continue with a 30 minute extended school day for the 2015-2016 school year. This 30 minutes of extended time will be used to provide math and literacy

intervention focused on bridging student learning gaps. (August 2015 – May 2016)

For the 2015-2016 school year, VMMS will continue to follow a similar schedule to 2014-2015. The school day for a student in 2015-2016, will be made up of the

following: (August 2015 – May 2016)

Four 75 minute core subject classes in math, RLA, science, and social studies

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Transformation Model

Two 45 minute related arts classes (If a student receives Tier II or Tier III literacy intervention, it will be taught as one of their related arts classes. RTI2 for

literacy will no longer be taught in social studies. Social studies will now be a 75 minute core class with a focus on supporting literacy.)

The school day will continue to be extended by 30 minutes. This 30 minute “Success Time is in addition to core class time and RTI2 time and will provide a

focus on math intervention (Math Lab) using a blended model of instruction with Odyssey online program. Students not needing math intervention will receive

additional RLA intervention or additional enrichment (dance, technology, art, etc.). All students are involved in project-based learning quarterly through

STEAM projects.

Teachers will continue to receive 90 minutes of daily plan time for embedded professional development through TAP Cluster meetings, coaching, and extended contract

time. (August 2015 – May 2016)

All students, including special education students will receive 75 minutes of Tier I core RLA instruction. Tier II students will receive an additional 45 minutes of

literacy intervention during the related arts cycle. We will hire two RTI2 teachers using SIG funds to provide Tier II intervention. Tier III students will receive

additional literacy intervention in two parts. They will receive 30 minutes of Language! Live word training during the extended day 30 minute “Success Time.” They

will receive the remaining Language! Live training during a 45 minute related arts rotation. We currently have two RTI2 teachers who teach Tier III intervention (one

through district staffing allocations and one through school Title I funding). (August 2015 – May 2016)

All students will receive 30 minutes of “Success Time” (extended day time) for the purpose of math lab intervention, additional RLA remediation, and/or enrichment.

Grade level math and RLA teachers provide intervention for students in their grade level/subject area. Each grade level’s Success Time is at a different time of the day.

Odyssey Math will be used for math lab intervention using a blended model of teacher instruction and online intervention. Using this program, individualized learning

paths will be created in order to bridge learning gaps in math. Instructional Support Teachers, through SIG grant funding, will teach 1 – 2 classes but will also teach

math lab during each of the three Success Times. College tutors, through SIG grant funding, will work individually with students, primarily in math lab, who need

support during Success Time. Related arts, science, and social studies teachers based on student interest will provide enrichment. (August 2015-May 2016)

SIG Funds Budgeted to Support Element: $ 218,700 (extended learning time)

Element 9: Provide ongoing mechanisms for family and community engagement.

1. What mechanisms will be put in place to ensure family and community engagement?

2. Provide an overview of the plan for family and community engagement and a timeline the school will undertake to support this element.

Response:

1.

VMMS was the first middle school in Knox County to be named a Community School in 2013-2014. The school remains a Community School currently. Community

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Transformation Model

schools are a strategy for organizing the resources of the community around student success and community vitality. The goals of community schools are to (1)

maximize students’ learning while optimizing their health and well-being and (2) strengthen their families and neighborhoods (Great Schools Partnership, 2012).”

In 2013-2014, our community school site resource coordinator conducted a Student Needs Assessment. Students were surveyed as to after school programs in which

they were participating. Of those surveyed, 74% of the students were interested in potential new after school programs. Some of the programs suggested were

radio/broadcasting, etiquette classes, money management, chess club, volleyball, sign language, computer engineering, leadership skills, and college/career readiness

programs. Several of these after school programs were implemented this year in response to the student needs assessment.

In 2014-2015, our community school site resource coordinator administered a Family and Community Engagement Survey. Programs were again developed in

Community School based on survey results. The results are as follows:

When parents were asked what programs they were most interested in for after school programming, 61% responded with academic tutoring and homework

assistance.

When asked for the best time for participation in school and family engagement activities, over 62% responded with after school and evenings.

When asked what tools were needed to better support their children’s education, the highest response rates from parents were the following: GED/additional

education, computer skills, stress management, an update on learning methods being used in the classroom, and understanding their children’s assessments.

An informational meeting was held at the beginning of the school year to review the previous year’s achievement and to outline goals and expectations for

current school year.

Parent Compacts are sent home with each student outlining the school, parent, and student responsibilities for the year. All stakeholders sign the compacts.

Open house meetings are held during the first two weeks of school to review the grade level expectations, curriculum, student materials, and classroom expectations.

ACT Explore night was held in Fall 2014 and all 8th

grade students were invited to come to school learn more about the Explore test, test taking strategies and The

Explore’s connection to the PLAN assessment and the ACT they will take in high school.

Local churches, community members, and staff work together to provide food baskets at Thanksgiving (50 families) and gifts and food baskets at Christmas for children

(90)/families. This program covers all children in the family even if they are not attending our school.

Breakfast with the Principal was held and all parents were invited to attend. The Knox County Schools Family Engagement Coordinator talked with parents about being

involved. The principal shared school goals. In conjunction with our Community School, parents were provided food baskets.

In March of this past year, we held our first annual College and Career Fair at Vine Middle Magnet School for our sixth, seventh, and eighth graders. Our career fair

committee brought in approximately thirty business, college, and career professionals to discuss future opportunities with our students.

Multiple showcases and performances are held each school year. These include our mid-year Kwanzaa celebration, Family Engineering night, Family Reading and Math

nights, and our collaborative spring performing arts performance called DiVine Visions. There is an annual district Magnet Showcase each fall and a district Art and

Dance Showcase each spring.

There are two parent report card nights—one in the fall and one in the spring

Band, choral, dance, and drum performances occur throughout the school year and are well attended by parents and community members.

We have worked to build partnerships with community business, churches, service groups, and leaders and to involve parents and community members in decision

making through our Community-Based Site Steering Committee and our Neighborhood Partners Coalition. The Community-Based Site Steering Committee is

comprised of educators, parents, and community partners from the Vine Middle Magnet School community. The committee meets each month and is always well

attended. The committee is responsible for supporting the shared vision of the school, identifying desired results, and helping to align and integrate the work of the

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Transformation Model

partners of the school. The Vine Middle Magnet Neighborhood Partners Coalition is the foundation of the community school approach, which is based on building

collective trust and alignment of partnerships. The coalition meets every three months during the year and is well attended. It is a great opportunity for partners

(agencies, business, faith-based, social and youth organizations) to share common interests, share supports, identify resources, and work collectively in assessing and

addressing the needs, challenges, and barriers of the students and families within our community.

To assist the Knox County School district in communicating information to key stakeholders in all school communities, VMMS hosted an informational meeting

regarding implementing a proposed balanced calendar in Knox County Schools.

Through our Community Schools, we provide food backpacks for students every Friday.

The school social worker works with local organizations to provide services and assistance to families in need (clothing, monetary assistance, medical issues).

Current information to all stakeholders is communicated via school messenger, the exterior marquee, and the school website.

The magnet facilitator communicates on a regular basis with community members and local news agencies to promote school events and student successes.

The CAC programs provide Foster grandparents as volunteers to support students both academically and emotionally.

Multiple community partnerships remain in place to support students, families, and the school. These groups assist through donations, volunteering their time, and

providing services to families.

2.

VMMS will continue to be a Community School for the 2015-2016 school year. This will allow the school to continue to provide resources and support for students and

families.

Based on results of a Family and Community Engagement survey, programs have been developed for Community School for 2015-2016. The program will again take

place after school and early evening. Academic tutoring will be a focus of the program. There will also be programs developed for parent and family support.

Parent compacts will be sent home with all students at the beginning of the 2015-2016. School, parent, and student responsibilities will be laid out.

Open house will be held at the beginning of the 2015-2016 school year. Grade level expectations, curriculum, student materials, and classroom expectations will be

reviewed with all parents.

Multiple performances and showcases will take place again throughout the 2015-2016 school year. These will include band concerts, choral concerts, dance and drum

performances, literacy and numeracy nights, Family Engineering night, STEAM showcases, and a Kwanzaa celebration.

A district Magnet Showcase will take place in the fall. There will also be a District Dance and Art Showcase in the spring.

The second annual Career Fair will take place during the 2015-2016 school year.

Monthly meetings will occur with the Community-Based Site Steering Committee. The Community-Based Site Steering Committee is comprised of educators, parents,

and community partners from the Vine Middle Magnet School community. The committee is responsible for supporting the shared vision of the school, identifying

desired results, and helping to align and integrate the work of the partners of the school.

Quarterly meetings will take place with the Neighborhood Partners Coalition. The meetings will allow all partners (agencies, business, faith-based, social and youth

organizations) to share common interests, share supports, identify resources, and work collectively in assessing and addressing the needs, challenges, and barriers of the

students and families within our community.

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Foster Grandparents will continue to volunteer to support students academic, social, and emotional needs.

SIG Funds Budgeted to Support Element:

A transformation model is one which the LEA must implement each of the following strategies to provide operational flexibility and sustained support.

Element 10: Give the school sufficient operational flexibility (such as staffing, calendars/time, and budgeting) to implement fully a comprehensive approach to

substantially improve student achievement outcomes and increase high school graduation rates.

1. What operational flexibilities have been given to the school to ensure increased student achievement?

2. Provide action steps and a timeline the school will undertake to support this element.

Response:

1. Staffing: Three Assistant Principal positions to help supervise instructional accountability and increase student safety and discipline.

Assignment of a Principal Intern through the KCS Leadership Academy to assist with instructional accountability.

Campus Manager

One teaching position was traded for an additional School Counselor to meet student social/emotional needs and to ease teacher workload in that aspect.

255 day contract for all administrators

221 day contract for all teachers, which allows for staffing of extended student instructional day.

TAP school designation with additional TAP staff (2-3 Master Teachers 5 Mentor teachers)

Literacy Coach

Numeracy Coach

Gifted and Talented Coach

Success/Grad Coach Position

Part-time ELL position

World Language Teacher

Magnet School designation

Magnet Facilitator position.

1:1 School, Personalized Learning Environment initiative

Computer TechnicianTPaCK (Teaching, Pedagogy and Content Knowledge Coach).

Community School Designation

Community School Site Resource Coordinator

Part-time Behavior Intervention Specialist position

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Transformation Model

Calendars/Time—

255-day contract for all administrators

221-day contract for teachers, which allows for staffing of extended student instructional day and teacher Professional Development.

30 minutes of extended instructional time per day to address student intervention.

Problem Based Learning training to facilitate STEM learning techniques

Budgeting—

TAP Bonuses through designation of TIF funds, and TAP training and resources. (2-3 Masters stipends and 5 Mentor stipends)

1:1 School, Personalized Learning Environment initiative; each student and teacher issued a device (Macbook Pros and Airs)

Magnet Schools budget allocation

2. Action Steps:

Administration will work to coordinate all resources in planning during the summer to utilize 255-day contracts.

Teachers will attend extended professional development beginning eight days in advance of the rest of KCS teachers.

o Professional Development specialist Baruti Kafele will conduct inservice training on cultural competency July 22-24

o SWPBIS training will be conducted date

o De-Escalation training will be conducted date

o Training will be conducted

Extended school day will be instituted which will include 30 additional minutes of direct instruction.

TAP training on the TAP/TEAM instructional rubric;

Weekly embedded TAP Professional Development on Rubric and instructional strategies

Three evaluations per teacher on the full evaluation rubric.

Daily support on instructional practice, instructional strategies, and evaluation offered through TAP staff]

Daily support on instructional practice, strategies and PLCs offered through Literacy, Numeracy, Gifted and Talented coaches, as well as TPaCK and

Magnet facilitator.

SIG Funds Budgeted to Support Element:

Element 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).

1. What ongoing support is provided to the school from the district level?

2. If the school is partnering with an external organization, what type of support will be provided? Please include the name of the partner and ensure

that the selection process is provided in the LEA application.

3. Provide action steps and a timeline the school will undertake to support this element.

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Response: 1. The offices of the iZone, Curriculum and Instruction, and Federal Programs will provide technical assistance. The iZone Director will hold monthly priority school

meetings to progress monitor student achievement data, human capital and SIG leading indicators.

2. NA

3. Support from the LEA for Vine

Monthly priority school meetings with LEA personnel from the iZone, Curriculum and Instruction, Professional Development and Federal Program

departments beginning July 2015 through May 2016

Targeted professional development differentiated for teachers, led by high quality facilitators that have expertise in teaching in schools with high levels of

poverty and low achievement beginning in July 2015 through May 2016.

Specific in-service professional development opportunities provided through iZone strands on district-wide professional development days beginning in July

2015 through May 2016.

Opportunities for teachers to meaningfully improve their practice through PLC collaborations that work with iZone content facilitators, instructional coaches in

the schools, and special education consultants beginning in July 2015 through May 2016.

Access to PBIS curriculum and district personnel in order to implement the program with fidelity and address behavior and school culture issues beginning in

June 2015 through May 2016.

SIG Funds Budgeted to Support Element:

Permissible Elements for the Implementation of the Transformation Model - Optional

While elements 12-25 are not required, the school may select from the list below, strategies that the school will implement as part of its transformation

plan.

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Transformation Model

12. Providing additional compensation to 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 in instructional practices resulting from professional development

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

15. Conducting periodic reviews to ensure that the curriculum is being implemented with fidelity, is having the intended impact on student achievement, and

is modified if ineffective

16. Implementing a schoolwide “response-to-intervention” model

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

18. Using and integrating technology-based supports and interventions as part of the instructional program

19. In secondary schools--

(a) Increasing rigor by offering opportunities for students to enroll in advanced coursework (such as Advanced Placement or International

Baccalaureate; or science, technology, engineering, and mathematics courses, especially those that incorporate rigorous and relevant project-,

inquiry-, or design-based contextual learning opportunities), early-college high schools, dual enrollment programs, or thematic learning

academies that prepare students for college and careers, including by providing appropriate supports designed to ensure that low-achieving

students can take advantage of these programs and coursework

(b) Improving student transition from middle to high school through summer transition programs or freshman academies

(c) Increasing graduation rates through, for example, credit-recovery programs, re-engagement strategies, smaller learning communities,

competency-based instruction and performance-based assessments, and acceleration of basic reading and mathematics skills;

(d) Establishing early-warning systems to identify students who may be at risk of failing to achieve to high standards or graduate

20. Partnering with parents and parent organizations, faith- and community-based organizations, health clinics, other State or local agencies, and others to

create safe school environments that meet students’ social, emotional, and health needs

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 supports or taking steps to

eliminate bullying and student harassment

23. Expanding the school program to offer full-day kindergarten or pre-kindergarten

24. Allowing the school to be run under a new governance arrangement, such as a turnaround division within the LEA or SEA

25. Implementing a per-pupil school-based budget formula that is weighted based on student needs

Optional: From the list above, list strategies that the school will implement as part of its transformation model. For each strategy, provide the action steps and a

timeline for implementation.

Response: 16. Implementing a school-wide “response-to-intervention” model

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Action Steps July 2015-May 2016:

Tier I instruction will be supported through ensuring that there are effective, high quality teachers in the classroom. These effective, high quality teachers will be supported through the embedded professional development of TAP as well as support from highly effective instructional coaches.

RTI2 Tier II and III Literacy Intervention will be assigned to each student based on needs as diagnosed through STAR data, and other data points. These placements will be an RTI2 Team decision.

RTI2 Tier II and III instruction will be taught by four full time highly effective Instructional Support Teachers. Tier II Literacy students will receive 30 minutes of focused instruction during the Extended Day success. Tier III Literacy students will receive an additional 45 minutes of focused instruction during the Related Arts cycle. Math intervention needs will be addressed through Math Lab during the Extended Day Success Time. The Math Lab will utilize the Odyssey computer program

and University of Tennessee Math tutors. A certified Special Education teacher will be assigned to teach SPED students who need specialized instruction during the Related Arts Schedule.

20. Partnering with parents and parent organizations, faith-and community-based organizations, health clinics, other State or local agencies, and others to create safe

school environement that meet students’ social, emotional, and health needs.

Action Steps:

July 2015 –May 2016

Continue to build partnerships with community businesses, churches, service groups, and leaders by attending community meetings and events in order to talk about and elicit support for Vine Middle

Continue to involve parents and community members in decision-making through and actively participate in our community school Steering Committee and Neighborhood Coalition. The Steering Committee and Neighborhood Coalition will be utilized as opportunities to gain parent and community input when making school-wide decisions

Create an environment where our community members and parents feel welcome and valued and ensure that staff are educated in the importance of maintaining a family/community friendly environment

Support and participate in planning with community school site resource coordinator, magnet facilitator, and Knox County family engagement coordinator on Vine Middle Magnet Parent Academy

Continue to build our community volunteer base for community school enrichment Create a Vine Middle Magnet Parent Academy with the purpose of improving home-school partnerships (parent workshops/training/support, breakfast with

the principal, and end of year parent appreciation luncheon) Build time into the school calendar for parent/community events

22. Implementing approaches to improve school climate and discipline, such as implementing a system of positive behavioral supports or taking steps to eliminate

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bullying and student harassment.

Establish a purposeful and strategic network of supports to ensure students are both academically and socially successful.

Action Steps July 2015-May 2016:

Implement a framework of positive behavior recognition through a SWPBS focus, citizenship awards, Golden Ticket Store, attendance awards, and incentives based solely on social and behavioral success.

Review attendance data and SWPBS data to establish differentiated support to students Expand community partnerships and student support opportunities through our VMMS Community School and participate in bi-Weekly meeting with

Community Schools Coordinator to discuss partnerships and community connections Coordinate the efforts of our guidance counselors and school social worker to support students and families in our community and conduct frequent check-ins

with the Social Worker, School Counselors, and Student Success Coach to discuss student progress Utilize a Student Success Coach to monitor and meet with a caseload of students who are in an academic or behavior crisis Apply the PIT and S-Team process to refer students for mental health services through the Vine Community Clinic and examine PIT meeting notes and S-team

referrals for social concerns and provide administrative participation in all of these meetings

SIG Funds Budgeted to Support Element:

Planning Activities:

Planning allows the LEA to spend one year (School Year 2015-16) in preparation for full implementation of a school intervention model. In light of the

fact that LEAs received a Priority Schools Planning Grant, it is expected that a planning year will be needed only in special circumstances.

Planning activities must align to schools’ needs assessment and elements of the selected interventions.

Please provide a list of activities, action steps and a timeline the school will undertake during the planning year.

Response:

SIG Funds Budgeted to Support Element:

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