title i involvement - memphis central high web viewall instructors on our staff have specified...

Mr. Greg McCullough, Principal306 South BellevueMemphis, TN 38104

901.416.4500 (Main Office)901.416.4506 (fax)

Minnie Parker-Blackmon, Title I PLC CoachFelecia Harrison-Bush, Instructional Facilitator

2013-2014

Central High School Addendum

http://www.memphiscentral.org/the-high-school/

In order to improve student achievement, Central High School will offer assistance to students before, during, and after school in a variety of formats:

Teacher Tutoring All instructors on our staff have specified times, either before or after school, during which they provide tutoring assistance. A comprehensive list of tutoring assistance is posted on the school website and parent handbook.

Peer Tutoring Students who are members of the Charles P. Jester Chapter of the National Honor Society at Central High School are required to provide several hours of peer tutoring each nine weeks. Students in need of tutoring are instructed to go to Room D35 or C21 to sign up for services.

End of Course Support Students may seek assistance before taking any end of course exam from instructors working under Extended Contracts or Extended Learning Proposal; as well as, teachers who offer before and after school tutoring.

ACT / SAT Preparation After-school prep sessions are available through the district and the counseling department for students who need assistance in preparing for college admission tests.

E-Learning(Virtual School) Online Recovery Classes are available during and after school for students who failed English I-IV, Algebra I, Algebra II, Unified Geometry, Biology, Chemistry, U.S. History, U. S. Government, World History, World Geography, and Economics.

ED Plan Teachers will update all online plans monthly documenting all interventions implemented to address each identified student’s needs.

2 | C e n t r a l H i g h S c h o o l

Intervention Plan

Counseling Department Support Professional School Counselors provide career and college counseling, obtain weekly progress reports for “at-risk” students when requested by parents/guardians, and refer students for special services such as mental health counseling, social services intervention, S-Team support, Bridge Builders, and A-Team Mentoring Program.

Stanford Mathematics EPGY Algebra I and Geometry teachers utilize Stanford Math, a web-based software program, to assist in preparing students for end of course exams.

The “NEW” Reading Plus Students in all English courses, who struggle in reading, participates in an intensive reading intervention program that directly addresses their individual needs through a web-based instructional software program that assist in preparing students for all end of course exams.

Discovery Education Assessments Teachers utilize formative assessments results to identify students needing additional support and target skills needed to be re-taught as a result of non-mastery on State Performance Indicators required to be proficiency on end of course exams.


All first time ninth grade students at Central High School are a part of a Freshman Academy aimed at: Increasing student accountability to strengthen academic and social engagement Increasing involvement in extracurricular activities Increasing positive, responsible behavior Increasing attendance Increasing proficiency on all assessments Increasing the four-year graduation rate.

Action Steps Timeline Person Responsible

Freshman Orientation August 1, 2013 Freshman Academy AdministratorsFreshman School Counselors

Administrative Orientation August 9, 2013 Executive PrincipalFreshman Academy Administrators

“Warrior of the Week” Incentive Program October 2013 – May 2014

Freshman Academy AdministratorsFreshman School CounselorsFreshman Academy Teachers

Classroom Guidance (character development, social skills, interest inventories, college preparation,

and career readiness).

August 2013- April 2014 Freshman School Counselors

Career Café (Students are able to dine and hear

from professional in a field in which they are interested.)

October 2013 – May 2014 Freshman School CounselorsFreshman Academy Administrators

Advisory Sessions (The 7 Habits of Highly Effective Teens) August 2013- April 2014 Freshman School Counselors


Freshman Transition Plan

All students will be oriented on school services, district/school policies and procedures, Central’s athletic programs, clubs, and special programs. Guidance Counselors work collaboratively with colleges, universities, faculty members, and students in bringing over 40 different recruiters to Central continuously throughout the school-year so that students have the opportunity to obtain post-secondary information during the school-day. In addition, Central’s guidance department offers valuable services to student and parents in the area of counseling, career search programs, and helping students explore possibilities and determine preferences.

Action Steps Timeline Person(s) Responsible

Administrative Orientation August 8, 2013 PrincipalAssistant Principals

College Visits Ongoing Professional School CounselorsSenior Parent Night September 5, 2013 Professional School Counselors

Coffee with the Counselors September 6, 2013 Professional School Counselors

Senior Parent Athletes September 24, 2013 Lance AllredProfessional School Counselor

Financial Aid Workshop December 5, 2013 Professional School CounselorsClassroom Guidance

(character development, social skills, interest inventories, college preparation,

and career readiness)Ongoing Professional School Counselors

Mini College Fair February 6, 2014 Professional School CounselorsExceptional Children Department


Senior/College Transition Plan

Name Position Date of Service Service Provided

Kristin Dent School Psychologist Every Monday Testing as needed and psychological services

Annette Lawrence School Social Worker Weekly Liaison for social services agencies and counseling as needed

Rita Moore Science Advisor Monthly Provides support for science teachersDr. Camilla HortonDr. Emily Barbee

Marcia White

Mathematics Instructional Advisor As Needed Provides support for math teachers

Andy Duck ESL Supervisor As Needed Provides support for ESL students

Multiple NursesDistrict did not designate a

specific nurse.Registered Nurse Weekly Provides health care for students and staff

Information Technology Techs

Information Technology Specialist Weekly Provides computer technical assistance

Joy Bowser PIT Crew OngoingProvides support and professional development for teachers and Learning Coaches

Calvin LacyLatonja Robinson

Sandra GipsonChristie PrintupHolly Cooper

Learning Coaches OngoingProvides instructional support to new teacher and struggling teachers based on the TEM 3.0 Rubric.

Randy McPherson PBIS As needed Provide support in implementing and managing a school wide behavior model

Kelly Richert School Speech Pathologist Weekly Provides testing as needed and develop individual plans for students that will foster their needs

Janis Holeyfield Exceptional Education As needed Provides support in implement and managing


Technical Assistance Report

Supervisor exceptional educational support to teachers, parents, and students

William Morrison Title I Supervisor As neededProvides support to Title I PLC Coach in implementing and managing Title I duties and responsibilities

Nansa J. Catching Instructional Technology Analyst

Every other Tuesdays

Provides support and professional development to all teachers that will facilitate technology integration that promotes student achievement.

Felecia Harrison-Bush Instructional Facilitator Daily Provides instructional support and

professional development to all teachers

Rachael Addison Professional Learning Community Advisor Monthly

Provides support to PLC Coach in implementing professional learning communities

Fonda Booker ELA Instructional Advisor As neededProvides support and professional development to English Language Art teachers

Gregg Coats Fine Arts Instructional Advisor As needed Provides support and professional development to fine art teachers

Dave Barrett Social Studies Instructional Advisor As needed Provides support and professional

development to social studies teachers

Alyssa Villarreal World Language Advisor As needed Provide support and professional development to world language teachers

Minnie Parker-Blackmon PLC Coach Daily Provide support and professional development

to all teachers and PLC teams


State and Federal Programs

1. No Child Left Behind (NCLB) Title I – Approving the academic achievement of the disadvantaged Title IIA – Preparing, training and recruiting high quality teachers Title IID – Enhancing education through technology Title III – Language instruction of limited English proficient students Title IV – Safe and drug-free schools Title V – Innovative programs Title X – Education for homeless children and youths

2. Exceptional Children Intellectually Gifted and Talented Education Special Education

3. National School Lunch Program (NSLP) Low-cost or free lunches to children each school day Free breakfast to children each school day

4. Virtual School – Credit recovery program

5. Grants Advance Placement Grant for students The Green Club


Action Steps Timeline Required Resources Person(s) Responsible

Selection Process:Applications are submitted by teachers within the building. Selections are made based on coaching needs of school and qualifications of applicants.

4/29/13 - 5/17/13

Learning Coach Application Principal, Title I/PLC Coach and Instructional

Facilitator

Job Overview:Learning Coaches receive overview of job description, responsibilities, roles, and Coaching Model for Unified District.

5/15/13 SCS Coaching Model Teach Like A Champion by Doug

Lemov

Principal, Title I/PLC Coach and Instructional

Facilitator

New Faculty Orientation:Teachers new to the profession and new to Central High School are orientated on faculty expectations and first day procedures.

7/22/13

CHS Teacher Handbook CHS First Day Procedures The First Days of School by Harry

Wong

Instructional Facilitator

Demonstration Classroom:Learning Coaches assist Mentees with classroom setup, development of student procedures, and methods of record keeping.

7/26/13 Demonstration Classroom Checklist Learning Coaches and Instructional Facilitator

Learning Coach Collaborative s : Learning Coaches attend local Collaborative to discuss needs and teacher support.

08/20/1310/22/1311/25/131/28/132/25/133/25/134/29/13

Classroom Readiness Checklist Observation Schedules TEM 3.0 General Education Rubric SCS Coaching Model



Central High School Teacher Mentoring Plan 2013-2014

Informal Classroom Walkthroughs:Learning Coaches perform classroom walkthroughs for mentees and provide feedback prior to TEM walkthroughs.

8/19/13 – 8/23/13 TEM 3.0 General Education Rubric Informal Observation Form Learning Coaches

Informal Classroom Observations:Learning Coaches perform informal classroom observations and provide feedback prior to TEM lesson-length observation #1.

10/23/13 – 10/30/13 TEM 3.0 General Education Rubric Learning Coaches

Mentee Collaborative s : Mentees receive small group peer support in a structured PLC.

8/5/1311/4/13 – 4/25/13

TEM 3.0 General Education Rubric Teach Like A Champion by Doug

Lemov The First Days of School by Harry

Wong


Professional Development:Mentees attend large-group school-based professional development on:

Title I & Classroom InstructionTEM 3.0Differentiated Instruction Modifications & AccommodationsPower School SMSConnecting Prior Knowledge and ClosuresTEACH Cultivate Learning Environment

7/30/137/31/138/14/138/22/139/3/139/11/13

9/24/13 – 9/25/1310/1/13 – 10/2/13

CHS Title I Handbook Classroom Readiness Checklist TEM 3.0 General Education Rubric TEM 3.0 Process Guides Differentiated Instructional Strategies

by Carolyn Chapman Explicit Direct Instruction by John

Hollingsworth Power School SMS

Title I/PLC Coach,Instructional Facilitator,

Department of Exceptional Children, and

Power School SMS Support Team



2013-2014Central High School Teacher Mentoring Plan

Central High School encourages parental involvement in the educational process and has established an expectation for parental involvement at our school. In order to promote student success, our parents will work with the school by acting as advisors, resource persons, and coordinators in the following ways:

1. Become school advocates and offer support.2. Utilize their talents and /or resources to enhance the instructional programs at our school.3. Serve on the Central High School Based Decision Making Council, become active members of the PTSA, and join booster clubs

when appropriate.4. Respond to questionnaires, surveys, and memos expressing thoughts, suggestions, and concerns.5. Attend school events and serve as advisors to various organizations.

Title I Involvement

The administrators, faculty, and staff will provide a strategic plan and implement Title I requirements according to the guidelines set forth in the law, which include the following:

1. Inform parents of Title I requirements and our school’s participation at the annual Title I meeting on Tuesday, August 27 th, 6:00 PM or at the alternate meeting on Wednesday, August 28th at 8:00 AM.

2. Allow parents to observe the school’s programs and visit classrooms, supporting classroom instruction.3. Provide parents with student information and send home progress reports the middle of each nine weeks.4. Provide two-way communication between parents and the school.5. Provide information in a language that parents can understand.6. Provide parents with assessment results.7. Provide parents with a copy of the Family Engagement Plan, Student Code of Conduct, NCLB Parents’ Right-To-Know, and PBIS

Plan.8. Provide parents with a description and explanation of the curriculum used at Central High, forms of academic assessment used to

measure student progress, and the proficiency levels students are expected to meet.

To ensure that our parents participate in the development and implementation of our school’s program, we will do the following:1. Inform parents of their rights to be involved in their child’s education.2. Encourage parental involvement in an organized, on-going, and timely way in the planning, reviewing, and improvement of

programs for family engagement and CHS Family Engagement Plan.


Title I School/Family Engagement PlanRevised for 2013-2014

3. Provide flexible times for our parents to attend parent meetings, with opportunities to attend regular meetings at night and alternate meetings in the morning of that same week.

4. Provide parents training that will support our students’ education.5. Jointly develop with parents a school/parent compact showing how parents, schools, and students have shared responsibilities, by

distributing and acquire appropriate signatures of all stakeholders (parents, students, and teachers).6. Encourage parents to visit our school regularly and to take an active role in school planning by serving on School Improvement Plan

committees.7. Support our Parent/Teacher/Student Association as they conduct regular meetings each month.8. Parents will serve on the Family Engagement Plan Committee, and the document created will be presented to parents for input and

approval before distribution to CHS families and the community.9. Provide access to community and support services.10. Develop programs that enable parents to actively participate in their child’s education.11. Provide training to staff to promote parental involvement.12. Provide timely information about programs under family engagement through Parent Link, Power Teacher, flyers, Teacher

websites, PTSA Website, Central Website, Central marquee, and Central Newsletter articles.

Note: Parent can also mean a guardian or person who has custody of the child, or it may refer to an individual who has care giving authority.

-Revised April 23, 2013

Central High School is a federally funded NCLB School. Shelby County Schools does not discriminate in its programs or employment on the basis of race, color, religion, national origin, handicap/disability, sex or age. For more information, please contact the Office of Equity Compliance at (901) 416-6670.


Central High SchoolHome-School Compact

2013-2014

Central High School has jointly developed with parents a home-school compact that will be reviewed during parent conferences. This compact outlines how parents, the entire school staff, and students will share the responsibility for improving student academic achievement and how parents will develop a partnership to help children achieve the State’s high standards.

PARENT’S AGREEMENTIt is important that I take a more responsible role in supporting my child’s learning. Therefore, I shall strive to do the following:

See that my child is punctual and attends school regularly Support the school in its efforts to maintain proper discipline Establish a time for homework and review it for completion Provide a quiet, well-lighted place for study, and limit television time Volunteer to work at my child’s school in various capacities Make certain that my child wears the required uniforms Participate in decisions related to education, parent meetings, conferences, and workshops Communicate with the teachers frequently to discuss my child’s progress and behavior Encourage my child to be respectful Develop a partnership with the school to help my child achieve the state’s high standards

Parent’s Signature ________________________________________________________

STUDENT’S AGREEMENT

It is important that I work to the best of my ability. Therefore, I shall strive to do the following: Attend school regularly Arrive at school on time and attend all classes daily Wear uniforms everyday Come to school each day with a pen, pencil, paper and other necessary tools for learning Perform at my highest level of learning each day Complete and return homework assignments


Observe regular study hours Respect others Follow all rules that govern student conduct at my school Observe and follow classroom policies and procedures Take responsibility for my actions, grades, and cooperate with others in order to receive a quality education

Student’s Signature _________________________________________________________

TEACHERS’ AGREEMENT It is important that students achieve. Therefore, I shall strive to do the following:

Provide instructions that foster high academic expectations and provide challenging and exciting class assignments Encourage and maintain ongoing communication with parents by providing information about student progress (phone calls,

emails, texts, conferences, parent meetings, parent visitations) Determine the student’s educational needs and adjust the instruction to accommodate those needs Provide meaningful homework assignments for students Inform parents of homework and classroom policies and procedures

Teachers’ Signatures:Homeroom Teacher ________________________________________________

Period 1 Teacher ___________________________________________________

Period 2 Teacher ___________________________________________________

Period 3 Teacher ___________________________________________________

Period 4 Teacher ___________________________________________________

Period 5 Teacher ___________________________________________________

Period 6 Teacher ___________________________________________________

Period 7 Teacher___________________________________________________

SCHOOL’S RESPONSIBILITYI support this form of parental involvement. Therefore, I shall strive to the following:


Provide a supportive, safe, and effective learning environment that allows for positive communication between the teacher, parent, and student

Provide time to listen to students and parents concerns Provide high quality curriculum and instruction in a supportive and effective learning environment that enables children to meet

Tennessee’s academic achievement standards Encourage teachers and students to have high expectations academically, socially, emotionally,

and physically Make expectations widely known Maintain open communication with parents (phone calls, emails, texts, conferences, parent meetings, parent visitations) Provide multiple/flexible opportunities for parent-teacher conferences and reasonable access to staff to volunteer, participate,

and observe in their child’s class.

Principal’s Signature ______________________________________________________

Central High School is a federally funded NCLB School. Shelby County Schools does not discriminate in its programs or employment on the basis of race, color, religion, national origin, handicap/disability, sex or age. For more information, please contact the Office of Equity Compliance at (901) 416-6670.


Revised April 23, 2013

2013-2014 Professional Development Plan

School:Central High

Principal:Greg McCullough

*Beginning PD Budget Amount=$20,000.00

Date:October 24, 2013

Regional Supt:Catherine Battle

PLC Coach:Minnie Parker-Blackmon

*Each itemized expenditure must be subtracted from the PD budget balance until the remaining amount equals zero.

Professional Development Plan OverviewBased on an extensive review of student data, teacher data and school data, our school identified and prioritized measurable objectives by subgroups as follows:

1. To increase the number of Students with Disabilities, Economically Disadvantaged, and Limited English Proficient students scoring proficient or advanced on the End of Course English III End of Course 31.4 percent to 35.7 percent by the end of the 2013-2014 academic school year.

2. To increase the number of Students with Disabilities, Economically Disadvantaged, and Limited English Proficient students scoring proficient or advanced on the End of Course Algebra II End of Course 20.1 percent to 25.1 percent by the end of the 2013-2014 academic school year.

3. To increase the number of Students with Disabilities, Economically Disadvantaged, and Limited English Proficient students scoring proficient or advanced on the End of Course Algebra I End of Course 50 percent to 53.1 percent by the end of the 2013-2014 academic school year.


http://www.scsk12.org/uf/

The Professional Development Plan has goals that will provide teachers with the knowledge, skills, attitudes, behaviors and resources to meet our identified objectives:

Goal 1: To increase teachers’ ability to deliver high quality instruction that will increase student achievement on the End of Course English III assessments.

Goal 2: To increase teachers’ ability to deliver high quality instruction that will increase student achievement on the End of Course Algebra II assessment.

Goal 3: To increase teachers’ ability to deliver high quality instruction that will increase student achievement on the End of Course Algebra I assessment.

Action PlansThe following plans describe our school’s professional learning activities/events, the content, process and context we plan for each, our implementation timeline, expected outcomes, data sources used to evaluate effectiveness and the budget commitment required.


Goal 1: To increase teachers’ ability to deliver high quality instruction that will increase student achievement on the End of Course English III assessments.

Content: What will be learned?ELA: Research-based strategies for literacy.

Process: What effective processes will be used?Workshops by outside guests and district staff, coaching, examination of student work, and analysis of data

Context: What aspects of our learning environment will support this goal?Observations, PLC’s meeting minutes, test scores, lesson plans, student work review, and formative assessments

Professional Learning Activities/Events

Title and Avatar NumberPresenters/Leaders Implementati

on Timeline Expected Outcomes

What data sources will you use to

evaluate effectiveness? (i.e.,

teacher data, student data)

$20,000.00PD Budget

Balance

Teachers will attend Professional Learning Community Meetings

Teachers will attend an End of Course Training Meeting (Discovery Think Link)

English ChairTitle I PLC CoachInstructional Facilitator

Title I PLC CoachInstructional FacilitatorAdministrators

Aug. 2013 to May 2014(weekly)

Oct. 14, 2013

Teachers will meet weekly to share strategies, analyze data, and design quality lesson within content area.

Teachers will be trained to analyze and use data to create assessment and strategies for low performing students in an attempt to increase student achievement.

Meeting MinutesLesson PlansObservationsReview of student work

ObservationsLesson PlansTest scoresFormative assessments results

$20,000.00No direct cost to

school


school


End of Course Professional Learning Community Meetings

Teachers will acquire strategies for assisting sub-group students with scores below proficient in English

Teachers will attend District English Networking Sessions

Teachers will attend the National Council of Teachers of English Conference

Title I PLC CoachInstructional FacilitatorEnglish ChairAdministrators

PrincipalInstructional FacilitatorsExceptional Children ChairESL Chair

District Literacy Instructional Advisor

Multiple Recognized National Speakers

Nov. 14, 2013Jan. 15, 2014April 1, 2014

Aug. 22, 2013Sept. 2013 to

May 2014(Ongoing)

Aug. 2013 to May 2014Monthly

Nov. 21-24,2013

Teachers will meet quarterly to identify curriculum and state performance indicators and prioritize those objectives for the mid-term quarterly assessments. Also, during the meeting teachers will analyze formative and quarterly assessment data to drive instruction.

Teachers will acquire strategies that can increase student participation and achievement among struggling students

Teachers will network with district English teachers to acquire strategies to assist student achievement

Teachers will gain instruction on research-based strategies for English to be shared with the department and faculty.

ObservationsTest ScoresLesson Plans

ObservationsTest ScoresLesson PlansReview of Student work

ObservationsLesson plansTest ScoresReview of student work

Meeting MinutesAgendasSign-inTest ScoresLesson PlansConference Journals


school)\


school


school

$17,000.00($1500 per person for lodging, food,

and travel)


Parents will acquire strategies to assist their students in increasing student achievement in English- “English Night”

Parents will acquire strategies to increase student achievement on the state writing and end of course assessments for English – “End of Course Night”

Exceptional Children parents will acquire information about inclusion classrooms and strategies used in classes- “Exceptional Children Night”

Teachers will acquire instructional technology strategies to incorporate in their classes.

Title I PLC CoachInstructional FacilitatorEnglish Chair

Title I PLC CoachInstructional FacilitatorEnglish Chair

Title I PLC CoachInstructional FacilitatorExceptional Children Chair & Teachers

Nansa Catching, Instructional Technology Analyst

Oct. 15, 2013

March 18, 2014

Sept. 24, 2013

Aug. 2013 to May 2014(weekly)

Teachers will share instructional strategies with parents and community member to increase student achievement.

Teachers will share instructional strategies with parents and community members to increase student achievement on state assessments.

Inclusion Teachers and Co-Teachers will share information and strategies used in an inclusion class to parents and community members.

Teachers will gain information on how to effectively incorporate technology into their classroom.

Meeting MinutesAgendas Sign-inTest Scores

Meeting MinutesSign-in SheetsAgendaTest Scores


ObservationsTest scores


school


school


school


school


Goal 2: To increase teachers’ ability to deliver high quality instruction that will increase student achievement on the End of Course Algebra II assessment.

Content: What will be learned?Algebra: Research-based best practices in mathematical instruction

Process: What effective processes will be used?Workshops by outside guests and district staff, coaching, examination of student work, and analysis of data

Context: What aspects of our learning environment will support this goal?Observations, PLC’s meeting minutes, test scores, lesson plans, student work review, and formative assessments


Title and Avatar NumberPresenters/Leaders Implementation

TimelineExpected Outcomes

What data sources will you use to evaluate effectiveness? (i.e.,

teacher data, student data)

$17,000.000PD Budget

Balance

Teachers will attend Professional Learning Community Meetings

Teachers will attend an End of Course Training Meeting (Discovery Think Link)

Title I PLC CoachMath ChairInstructional FacilitatorAdministrator

Title I PLC CoachInstructional Facilitator Math ChairAdministrator

Aug. 2013 toMay 2014

weekly

Nov. 8, 2013



Meeting MinutesLesson plansObservationsReview of student work

ObservationsLesson plansTest scoresFormative assessments results

$17,000.00No direct cost

to school

$17, 000.00No direct cost

to school



Teachers will acquire strategies for assisting sub-group students with scores below proficient in Algebra II

Teachers will attend District Mathematics Networking Sessions

Title I PLC CoachInstructional FacilitatorMath Chair

PrincipalTitle I PLC CoachInstructional FacilitatorExceptional Children Chair

District Math Instructional Advisors

Nov. 18, 2013Jan. 14, 2014April 3, 2014

Aug. 22, 2013Sept. 2013 to

May 2014(ongoing)

Aug. 2013 toMay 2014Monthly


Teachers will acquire strategies that can increase student participation and achievement among struggling students

Teachers will network with district mathematics teachers to acquire strategies to assist student achievement


ObservationsTest ScoresLesson PlansReview of Student work

ObservationsLesson PlansTest ScoresMeeting MinutesReview of student work


to school


to school


to school


Teachers will attend the National Mathematics Teacher Association

Parents will acquire strategies to assist their students in increasing student achievement in Algebra II – “Math Night”

Parents will acquire information about strategies to increase achievement on the state writing and end of course assessments for Algebra II – “End of Course Night”

Exceptional Children parents will acquire information about inclusion classrooms and strategies used in classes- “Exceptional Children Night”

Multiple Recognized National Speakers

Title I PLC CoachInstructional FacilitatorMath Chair

Title I PLC CoachInstructional FacilitatorScience Chair

Title I PLC CoachInstructional FacilitatorExceptional Children Chair & Teachers

April 9-12, 2014

Nov. 12, 2013

March 18, 2014

Sept. 24, 2013

Teachers will gain instruction on research-based strategies for mathematics to be shared with the department and faculty.

Teachers will share instructional strategies with parents and community member to increase student achievement.

Teachers will share instructional strategies with parents and community members to increase student achievement on state assessments.


Meeting MinutesAgendasSign-inTest ScoresLesson Plans

Meeting MinutesAgendas Sign-inTest Scores



$15,000.00($1,500 per person for

lodging, food, and travel)


to school


to school


to school




Aug. 2013 to May 2014

(weekly)

Teachers will gain information on how to effectively incorporate technology into their classroom.

ObservationsTest scores


to school


Goal#3: To increase the number of Students with Disabilities, Economically Disadvantage Students scoring proficient or advanced on the End of Course and Gateway Algebra I assessment from 52.5 percent to 55.5 percent by the end of the 2012-2013 academic school year.

Content: What will be learned?

Algebra: Research-based best practices in mathematical instruction

Process: What effective processes will be used?

Workshops by outside quests and district staff, coaching, examination of student work , and analysis of data

Context: What aspects of our learning environment will support this goal?

Observations, PLC meeting minutes, lesson plans and review or student performance on formative assessments.


Title and Avatar NumberPresenters/Leaders Implementation

Timeline Expected Outcomes

What data sources will you use to evaluate

effectiveness? (i.e., teacher data, student data)

$15,000.00 PD Budget

Balance

Teacher will attend National Council of Teachers of Mathematics

Teachers will attend an End of course Training Meeting (Discovery ThinkLink)


Multiple, Nationally recognized speakers

Instructional Facilitators


April 9 – 12, 2014

Nov. 5, 2013

Aug. 2013 to May 2014

(weekly)

Participants will obtain and acquire ideas for activities that can be shared with teachers to improve classroom instruction


Teachers will gain information on how to effectively incorporate technology into their classroom

ObservationLesson PlansTest Scores

ObservationLesson PlansTest ScoresFormative Assessment

ObservationsTest Scores

$15,000.00($1,300.00/teacher,

registration, lodging, mileage,

and meals)


school


school


New teachers will attend l Stanford Math Training (if needed)

Teachers will attend district Algebra I networking sessions

Teachers will attend the T3 Conference

Teacher will attend Professional Learning Community Meetings(Departmental meetings)

Assigned District Mathematics Specialist

Assigned District Mathematics Instructional Advisors

Multiple, Nationally Recognized Speakers

Title I PLC CoachInstructional FacilitatorMath Departmental Chair

Via Webinars

Aug. 2013 to May 2014

March 7 - 9, 2014

Aug. 2013 to May 2014(Weekly)

Teachers will apply research-based teaching through the use of technology to increase student achievement in Algebra I.

Teachers will network with district math teachers to acquire additional strategies to assist their students.

Participates will obtain and acquire ideas for implementing the graphing calculators, navigator system and TI-Inspire activities that can be shared with teachers to improve classroom instruction.


Test ScoresStudent Data

ObservationsLesson PlansTest ScoresReview of student work

ObservationsLesson PlanStudent Data

Meeting MinutesSign-in sheetsAgendasReview of Students work


school


school

$11,400.00($1,800.00 per

teacher: registration,

lodging, meals, and airlines)


school


Parents will acquire strategies from teachers to increase student achievement in Math at the “Family Math Night”

Parents will acquire strategies to increase student achievement for the end of course assessment for Algebra I-“End of Course Night”

Exceptional Children parents will acquire information about inclusion classrooms and strategies used in these classes- “Exceptional Children Night”


Title I PLC CoachInstructional FacilitatorMath Department Chair


Instructional FacilitatorsExceptional Children Chair


Nov. 12, 2013

March 18, 2014

Sept. 24, 2013

Nov. 5, 2013Jan. 16, 2013April 2, 2014

Teachers will share mathematical strategies with parents and community members to increase student achievement in mathematics.

Teachers will share strategies with parents and community members to increase student achievement on State Assessments.



Meeting MinutesSign-in sheetsAgendasTest Scores

Meeting MinutesSign-in sheetsAgenda Test Scores




school


school


school


school


Addendum

Professional Learning Activities/Events Presenters/Leaders Implementation

Timeline Expected Outcomes

What data sources will you use to evaluate effectiveness? (i.e., teacher data, student

data

$11,400.00Total PD Budget Balance

National Council of Social Studies Teachers

Multiple National Recognized Presenters Nov. 22-24, 2013

Teachers will acquire new skills, resources, strategies, and information that will aid teachers in providing a more rigorous class.

Student Test ScoresLesson PlansObservations

$8,328.60($1535.70 per person for

meals, lodging, and registration)

National Title I Conference Multiple National Recognized Presenters Feb. 2-5, 2014

To provide teachers with instructional facilitators, who are up to date on policies, proven techniques and strategies that will take our program to new heights.

Student Test ScoresTeacher Evaluation ScoresTVASS School-wide ScoresTeacher Retention

$5,328.60($1500.00 per person for


Council of Exceptional Children

Multiple National Recognized Presenters April 9- 12, 2014

Teachers will acquire new skills, resources, strategies, and information that will aid teachers in providing a more rigorous class

Student Test ScoresLesson PlansObservations

$2,328.60($1500.00 per person for


NOTE: Professional development activities are subject to change or additional professional development activities may be added as needed.


The office of Research, Evaluation and Assessment provides individual student academic assessment results to parents for the following assessments:

TCAP Writing Assessment

End-of-Course Testso English I, English II & English IIIo Algebra I & Algebra IIo Biologyo United States History

Central High School provides individual student assessment results to parents for the following assessments: PLAN PSAT ACT

Report to Parents in Multiple Languages

Central High School is committed to providing communication to all parents in an effective manner. When parents call and need assistance, our ELL teacher arranges for a translator to be present during the conference. The following statement, provided by the ELL Department, is attached to each document sent to parents.

“If you need additional information or if you have questions, please call your school’s principal.”

The statement above is available in the following languages: Arabic Bosnian Korean Kurdish


Lao Somali Spanish Vietnamese

Reports of Assessments ResultsStrategies to Attract High Quality, Highly Qualified Teachers

Check all that apply:

__X__ Support uncertified personnel in gaining certification

__X__ Establish collaboration with colleges and universities

__X__ Provide ongoing professional development

__X__ Encourage local, state, and national professional development

__X__ Implement mentoring program

__X__ Establish networks to build capacity

__X__ Provide time for team planning and collaboration

__X_ Provide generous resources and materials to assist teachers

Central High School’s


Assurance Page

I, Mr. Greg McCullough, principal of Central High School, give assurance that this Title I Schoolwide Plan was developed during a one-year period with parents and other members of the community. This plan is available to the local educational agency, parents, and the public. When appropriate there is coordination with programs under Carl D. Perkins Vocational Act and Head Start.

High Priority Schools Only__________________ School is on the “high priority” list. Therefore, I understand that I must spend not less than 10% of Title I funds for professional development.

________________________________ ________________Principal Signature Date


title i involvement - memphis central high web viewall instructors on our staff have specified...

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