Get documents about "kingsbury
Shared by: XZX8QW
-
Stats
- views:
- 0
- posted:
- 11/10/2011
- language:
- English
- pages:
- 63
Document Sample
2010-2011 Tennessee School Improvement Planning Process
Kingsbury Middle School
Ronald W. Mackin, Principal
Marcus D. Jones, Resident Principal
Knowledge
Multiculturalism
Strong Character
Memphis City Schools
Dr. Kriner Cash, Superintendent
Tennessee School Improvement
Planning Process (TSIPP)
Tennessee Department of Education
Commissioner Lana C. Seivers
October 7, 2010
Kingsbury Middle School
Memphis City Schools
Page 2 of 63
Tennessee School Improvement Planning Process
(TSIPP)
Assurances
with Signature of Principal
I certify that Kingsbury Middle School has utilized the data and other requirements requested
for each component. The school will operate its programs in accordance with all of the required
assurances and certifications for each program area.
I CERTIFY that the assurances referenced above have been satisfied to the best of my
knowledge.
__________________________________________ ______________________
Signature of Principal Date Signed
Kingsbury Middle School
Memphis City Schools
Page 3 of 63
Component 1a:
School Profile and
Collaborative
Process
Kingsbury Middle School
Memphis City Schools
Page 4 of 63
Component 1a - School Profile and Collaborative Process
SIP Leadership Team Composition
Leader-
SIP Leadership Team ship Name of Subcommittee(s) (when
Position
Member Name Chair? applicable)
(Y/N)
N Community Member Component 1, 2, 4
N Student Component 1
N Student Component 2, 3
N Behavior Specialists Component 3
N Parent Components 1
N ESL Chair Component 4
N Literacy Coach Component 1
N Guidance Counselor Component 5
Young, Raquel N Assistant Principal Component 5
Mackin, Ronald Y Principal Component 2
N Teacher Aide Component 1
Smith, Clifford N Special Education Chair Component 5
N Math Coach Component 4
Chatman, Cherita N Instructional Facilitator Component 3
Kingsbury Middle School
Memphis City Schools
Page 5 of 63
Subcommittee for COMPONENT 1 School Profile and Collaborative Process
Member Name Position Chair
Student No
Community Member No
PE/Health No
Bowdon, Judith Librarian No
House, Tamara Science Teacher No
Literacy Coach Yes
Limbaugh, John Guidance Counselor No
Riser, Kathleen Music/Band No
Teacher Assistant No
(tab in last cell to create a new row as needed)
Component 1 Subcommittee has met to address critical
YES NO
components of the SIP and minutes are on file.
Subcommittee 1 Chair Signature
Subcommittee for COMPONENT 2 Beliefs, Mission and Vision
Member Name Position Chair
Parent N
Community member N
Gunn, Jamie Language Arts Teacher N
Mackin, Ronald Principal Y
Lowe, Trent Language Arts Teachers N
Schuyler, Cassandra Science/Physical Science Teacher N
Willis, Yashira ESL Language Arts Teacher N
(tab in last cell to create a new row as needed)
Component 2 Subcommittee has met to address critical
YES NO
components of the SIP and minutes are on file.
Subcommittee 2 Chair Signature
Kingsbury Middle School
Memphis City Schools
Page 6 of 63
subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and
Organizational Effectiveness
Member Name Position Chair
Student No
Owens, Rebecca ESL Social Studies Teacher No
Cherita Chatman Science No
Family Specialist No
Kelley, Nina Language Arts Teacher No
Lee, Kathleen American History Teacher No
Rosser, Breon Pre Algebra Teachers No
Owens, Rebecca ESL Social Studies No
Saleem, Hassan PE/Health Teacher No
Ringold, Danielle Social Studies Teacher No
Chatman, Cherita Instructional Facilitator Yes
(tab in last cell to create a new row as needed)
Component 3 Subcommittee has met to address critical
YES NO
components of the SIP and minutes are on file.
Subcommittee 3 Chair Signature
Subcommittee for COMPONENT 4 Action Plan Development
ember Name Position Chair
Woodall, Lasheba Special Ed - CDC Teacher No
Breeden, Bradley Mathematics Teacher No
Schuyler, Cassandra Science Teacher No
Willis, Yashira ESL ELA Teacher No
Garrett, Mosesella American History Teacher No
Spanish Teacher No
Math Coach Yes
Community Member No
Wicker, David Language Arts Teacher No
(tab in last cell to create a new row as needed)
Component 4 Subcommittee has met to address critical
YES NO
components of the SIP and minutes are on file.
Subcommittee 4 Chair Signature
Kingsbury Middle School
Memphis City Schools
Page 7 of 63
Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation
Member Name Position Chair
Shelton, Erin Math Teacher No
Lampkin, Rosalyn Special Ed – ED Teacher No
Abidi, Stayce Parent No
Limbaugh, John Guidance Counselor Yes
Young, Raquel Assistant Principal Yes
Lampkin, Rosalyn Special Ed Language Arts Teacher No
McClain, Reginald Math Teacher No
Lee, Kathyrn Social Studies Teacher No
Seemann, Danielle Social Worker No
Smith, Clifford Special Education Coordinator No
Woodall, Lasheba Specail Ed Language Arts Teacher No
(tab in last cell to create a new row as needed)
Component 5 Subcommittee has met to address critical
YES NO
components of the SIP and minutes are on file.
Subcommittee 5 Chair Signature
Kingsbury Middle School
Memphis City Schools
Page 8 of 63
Component 1a - School Profile and Collaborative Process
Data Sources (including surveys)
Data Source Relevant Findings
Memphis City Schools Total enrollment
Chancery Reports Grade Level Enrollment
Ethnic Composition
Average Daily Attendance by Grade
Average Daily Attendance by Gender
Number of Students in Honors Classes
Title I Reports Economically Disadvantaged by Subgroups
Easy IEP Number of Students
Achievement Levels
Gender
Grade Level
Registration Forms ESL Population by Grade
Staff Data Survey Job Assignments
Ethnic Composition
Gender
Years of Experience
Types of Degrees
Tennessee Department of Highly Qualified
Education Licensing
Building Survey and Building Layout
Inventories Computer Access
Maintenance
Monthly Drills
Safety Guidelines
Memphis City Schools Number of Teaching Days
District-Wide Policies and Length of School Day
Procedures Budget
Busing
Teacher and Student Teaming
Handbooks Curriculum
Programs
Tutoring Programs
Kingsbury Middle School
Memphis City Schools
Page 9 of 63
Data Source Relevant Findings
Activities
MCS School Profile School Leadership Opportunities
Census Report Boundaries
Community Ethnicity
Area Private Schools
Feeder Schools
Occupations
Support
1.3.2: School and Community Data
Narrative and analysis of relevant school and community factors:
Student Characteristics
Kingsbury Middle School has a total enrollment of 455 students in grades 7 and 8. This
enrollment represents a 9.5% decrease in enrollment from the 503 students enrolled in the 2007-
2008 school year.
The enrollment of students in each grade is as follows: 7th grade 241 (96 girls and 145 boys),
8th grade – 214 (84 girls and 130 boys). The ethnic composition of Kingsbury Middle is 37.6%
African American, 33.8% Hispanic or Latino, 25.5% white, 2.9% Asian, and 0.2%
Hawaiian/Pacific Islander. During the 2007-2008 school year, the average daily attendance
percentage for the school was 93%
Grade 7 8 Total
2008-09
241 214 455
Enrollment
2007-08
257 246 503
Enrollment
Enrollment
-16 -32 -48
Difference
Kingsbury Middle School qualifies for Title I funds because 87.78% of our students are
economically disadvantaged.
Kingsbury Middle School
Memphis City Schools
Page 10 of 63
Students served in our special education program encompass a wide variety of achievement
levels. Kingsbury Middle has 84 children with IEPs. Fifty-two children are in resource classes,
9 in CDC - ED classes, 16 CDC - Mild, and 5 CLUE students. Seventy-five percent of these
students are male and twenty-five percent are female. There are a total of 48 Special
Education students in 7th grade and 36 in 8th grade. Of these, 12 are enrolled in speech therapy.
These students receive either direct services or consultation from a special education teacher
based on the recommendation of the IEP Team.
Exceptional Middle Middle
Total
Children School School
Enrollment
Program Resource CDC
2008-2009
51 25 76
Enrollment
2007-2008
50 18 68
Enrollment
The seventh and eighth grade schedules include a section designated for Optional Program
students. Kingsbury Middle School has increased from two to four honor homerooms. In the
Optional Program students study an accelerated academic program with the students in grade
eight taking Physical Science and Algebra I for Carnegie credits. Every day, all students
participate in a lab class. During this time, students are led in a variety of reading activities
including sustained silent reading, oral reading, guided reading, and paired reading. The Middle
School exploratory courses not only include the traditional health, physical education, and music,
but also include course selections of Spanish, vocal music, orchestra, and band. There are forty-
seven 8th grade students and forty-seven 7th grade students participating in honor classes. Of the
94 students participating, 38 are female and 56 are male.
Kingsbury Middle School also serves as an English as a Second Language (ESL) Center for
Memphis City Schools. In 2008-2009 the ESL program served approximately 166 students from
10 different countries. Eighty-eight of these students receive direct ESL instruction and 78 of
them are transitioning out of ESL. As part of the enrollment process, the ESL students are tested
to determine scheduling placement. ESL course offerings in the Middle School curriculum
include Language Arts, Integrated Social Studies, and American History. The ESL students are
mainstreamed into the regular curriculum for science, mathematics, and exploratory classes.
Bilingual-mentor facilitators offer students and teachers academic support for curriculum
modification based on student English language proficiency.
Grade 7 8 Total
2008-09
45 43 88
Enrollment
2007-08
31 54 85
Enrollment
Percentage +31% -26% +3.4%
Kingsbury Middle School
Memphis City Schools
Page 11 of 63
Enrollment
Change
Staff Characteristics
Kingsbury Middle School faculty and staff represent a diverse group of men and women. The
administrative staff consists of a principal and assistant principal. Instructional support consists
of a professional development school compliance coach (PDSCC), a literacy coach, and a
mathematics coach. There are thirty academic core and exploratory teachers, one part time
orchestra, and a library media specialist. In addition Kingsbury Middle School has a behavior
specialist, a family specialist, a social worker, and two guidance counselors. Non-certified
staff includes four special education assistants, one student aide, a financial secretary, one
attendance secretary, a building engineer, one custodian, and five cafeteria staff. The ethnic
composition of the administration is 50% Caucasian and 50% African American, 50% male
and 50% female. The instructional support staff composition is 33% Caucasian, 67% African
American, 33% male, and 67% female. The academic composition is 42% Caucasian, 42 %
African American, 3% Indian, 3% Native American, 3% Hispanic, 3% Spanish, 26% male, and
74% female. The composition of the non-instructional support staff is 40% African American,
40% Caucasian, and 20% Hispanic, and 60% female and 40% male. The composition of non-
certified staff is 93% African American, 7% Caucasian, and 86% female and 14% male.
The professional staff represents a broad spectrum of teaching experience ranging from 8 first
year teachers, 6 teachers with 1-2 years of experience, 5 teachers with 3-5 years of experience,
12 teachers with 6-10 years experience, and 5 teachers with 11-20 years of experience. Also,
one teacher has accumulated over 20 years in the field of education and 3 with over 30. Of the
40 certified staff, three are trained mentors and assist new teachers. The professional staff
holds the following degrees: Bachelors Degrees 37%, Masters Degrees 54%, Masters Degree
plus 45 hours 5%, Education specialists 0%, Masters plus a Jurist Doctorate 2%, and Masters
plus a Religious Doctorate 2%. Seventy-eight percent of the staff is fully certified. Every
teacher who is not fully certified is currently working toward the completion of Tennessee
Department of Education requirements. Of the 40 teachers and academic staff, 38 are currently
classified as highly qualified for their subject, five are not required to have highly qualified
status, and one teacher who is not highly qualified is completing course requirements in order
to become highly qualified. There are four educational assistants serving special education
students, one student aide, one family specialist, and one behavior specialist provided through
the No Child Left Behind Grant. The Bredesen Education Plan provides one literacy coach,
one math coach, one behavior specialists, and one social worker.
Kingsbury Middle School
Memphis City Schools
Page 12 of 63
The principal, vice principal, instructional facilitator, and guidance counselor are members of
our Academic Support Team.
Faculty Data Survey
Years of Highly
Teachin Qualified
Name Position Degree g Status Gender Ethnicity
ESL Social Studies
Anderson, Kristyn 8 BA 1 no Female Caucasian
Bowdon, Judy Librarian MA+45 32 YES Female Caucasian
Breeden, Bradley K Pre-Algebra 7 MA 7 YES Male Caucasian
Brooks, Arthur Orchestra BA 27 YES Male Caucasian
Instructional African
Chatman, Cherita Facilitator Ed.S 6 YES Female American
African
Coats, Alberta Language Arts 8 BS 4 YES Female American
Attendance African
Davis, Paula Secretary Female American
Dugas, Melinda US History 8 Female Caucasian
African
Garrett, Mosesella American History 8 MA 10 YES Female American
Gunn, Jamie Language Arts 7 BS 1 no Female Caucasian
Henderson, African
Brittanny Reading 7 BS 2 YES Female American
African
House, Tamara Science 8 BS 5 YES Female American
Howe, Georgia Pre-Algebra 7 BA 1 no Female Caucasian
African
Kelley, Nina Language Arts 7 MA 11 YES Female American
African
Lampkin, Rosalyn SPED MA 4 YES Female American
American History
Lee, Kathryn 8/Science 8 MA 2 YES Female Caucasian
Limbaugh, John Guidance 7 MA, JD 15 YES Male Caucasian
Loy, Yuridia Family Specialists Female Hispanic
Mackin, Ronnie Principal MS 11 YES Male Caucasian
African
Maxon, Eliza Financial Secretary American
Algebra I & Pre- African
McClain, Reginald E Algebra 8 BS 4 YES Male American
ESL Social Studies
Owens, Rebecca 7 MA 2 YES Female Caucasian
Ringold, Danielle Social Studies 7 BS 2 no Female Caucasian
Riser, Kathleen Music BA 19 YES Female Caucasian
African
Saleem, Hassan Health MA 9 Male American
Schuyler, Cassandra Science 7 BS 4 YES Female Caucasian
Seemann, Danielle Social Worker MS 6 Female Caucasian
Smith, Clifford D. SPED Math MA 9 YES Male Caucasian
Wade-Simpson, African
Melanie READ 180 MA + 45 9 YES Female American
Wicker, David Language Arts 8 MS 10 YES Male Caucasian
African
Wilburn, Jesse ISS-Coordinator Male American
Kingsbury Middle School
Memphis City Schools
Page 13 of 63
ESL Language Arts
Willis, Yashira 7 BA 2 YES Female Hispanic
SPED Language African
Woodall, Lasheba A Arts BA 3 no Female American
African
Young, Raquel Vice-Principal MA. 8 YES Female American
School Characteristics
Kingsbury was organized in 1950 as an elementary school with Mrs. Hallie Douglas, principal.
Seventh and eighth grade classes were added in the fall of 1952 with the addition of ten
classrooms and a library. Kingsbury School became a full junior high in 1954. The elementary
school moved to a new location at the corner of Graham and Bayliss in 1956. The vacated
elementary wing was converted to a junior high, and the senior high occupied the present high
school building. Building modifications and additions were made to the senior high building, and
the tenth grade was added in the fall of 1957. In 1958, Kingsbury Junior High and Kingsbury
High School operated under separate administrations. Students came to Kingsbury Junior High
from the following feeder schools: Berclair Elementary, Grahamwood Elementary, Kingsbury
Elementary, Wells Station Elementary, Macon Road Elementary, and Gragg Elementary.
Kingsbury High graduated its first class in 1959.
In 1962-1963 a gym expansion allowed for the construction of space for a band room and
industrial arts classes to the senior high building. The R.O.T.C. program was instituted in 1967.
In the fall of 1977, Kingsbury Career and Technology Center was built within walking distance
of the Kingsbury High School campus. The 5.5 million dollar facility added extensively to the
vocational courses offered at Kingsbury High School. In the fall of 1988, Kingsbury High School
became the only vocational optional school in Memphis City Schools Optional Schools Program.
In the fall of 1995 Kingsbury High School merged with Kingsbury Junior High to form one
school, serving students in grades seven through twelve. Students came to Kingsbury Middle
High School from the following feeder schools: Berclair Elementary, Grahamwood Elementary,
Hollywood Elementary, Jackson Elementary, Kingsbury Elementary, Macon Elementary,
Treadwell Elementary, Wells Station Elementary, and Cypress Middle.
In 2007, the schools once again separated under two administrations. Kingsbury High School is
in the original senior high building while Kingsbury Middle is in the original Junior High
building. The two-story middle school building provides 26 teaching stations that include one
instrumental music room, two ESL rooms, and one teacher resource room. Classroom
technology for teachers includes school-wide computer network, Internet access in every
classroom, 20 classrooms with Smartboards, lap tops, and LCD projectors, and fifteen CPS
(Classroom Performance System) Systems. The two schools share a cafeteria, library,
gymnasium, and auditorium. All classrooms in the middle school are equipped with Channel
One televisions. All teams have access to a laptop computer. For the new district accountability
instrument, all teachers have an IBM computer to maintain Chancery. Administrative offices are
located in the front of the building to provide easy access for students and parents. Under the
leadership of Mr. Ronnie Mackin, Kingsbury Middle School has fully implemented gender
specific classes.
Kingsbury Middle School
Memphis City Schools
Page 14 of 63
Signs are posted throughout the building instructing visitors to report to the main office where
they must sign-in to receive a security badge. School staff, vendors, students, and district
personnel are required to wear an identification badge. Kingsbury Middle School has
implemented a fight free initiative. A large bulletin board displays number of consecutive
fight-free days by grade and gender. When ten days are accumulated, students immediately
receive a jeans day. Students are also reminded to adhere to strict safety guidelines by
postings throughout the school in reference to disciplinary options, and penalties involving
weapons on campus. A School Emergency Management Plan has been developed to address
multi-hazard emergencies. Monthly fire drills and metal detector scanning are an important
part of this plan.
There are 180 teaching days in the school year. Teachers report to work by 7:15 a.m. and may
leave after 2:30 p.m. The 6 hour 45 minute school day for Kingsbury’s students begins at 7:30
a.m. and ends at 2:15 p.m. Approximately 75 students are transported by bus. The remaining
students either walk or arrive by car.
Interdisciplinary teaming is fully implemented. These teams consist of four teachers with one
of the five serving as team leader. Students are assigned to teams that utilize flexible
scheduling of instructional time to address academic needs. Kingsbury Middle School has two
7th grade teams, two 8th grade teams, one instructional resource team, one English as a Second
Language team, and one exploratory team.
Academic core teaming is fully implemented. There are four teams which consist of teachers
of English, mathematics, science, and social studies. These teams meet weekly to review SPI’s
and data and to share ideas.
Kingsbury Middle School’s curriculum includes Language Arts, Mathematics, Social Studies,
Science, and exploratory classes. Seventh and eighth grade exploratory classes include
Reading, Vocal Music, Band, Orchestra, Physical Education, Spanish, and Health. Honors
classes are taught in eighth grade and include Algebra I and Physical Science. In addition,
students who meet the criteria have the opportunity to participate in the National Honor
Society and the International Music Honors Society.
Kingsbury Middle School students are offered many opportunities to develop the academic
skills needed in the 21st Century with differentiated instruction. Kingsbury Middle School
students take part in the MCS Exhibition of Student Work. Creation of products for this
exhibition allows students an opportunity to apply their knowledge/talents beyond the
classroom. Mathematic skills are developed in classrooms with Stanford Math. Reading skills
are developed in the classrooms by using literacy strategies across the content area. In
addition, READ 180 is an adding intervention class for students who are reading at a lovel.
Good first teaching is supplemented with technology, in-class libraries, reading logs, writing
opportunities, and a focus on reading fluency. Students with learning disabilities use Failure
First Reading to improve their reading skills. Reading is Fundamental (RIF) gives students the
opportunity to select a book of their choice three times a year. Kingsbury has a Family
Reading Night once a year to promote literacy. Kingsbury fully implements the district’s
Formative Assessment testing with Discovery Education Assessment and Learning Express
Kingsbury Middle School
Memphis City Schools
Page 15 of 63
Folio. All teachers use Learning Village to post lesson plans, view curriculum guides, and
access diagnostic tools. An extended day enrichment program is offered through the Lottery
for Education After School Progam (LEAP). Brain Power Tutoring and Writing Workshop are
extended learning programs offered through the No Child Left Behind Act.
There are a variety of student activities offered at Kingsbury Middle School. Students can
participate in cheerleading, dance, piano, and band. Kingsbury Middle has an extensive
athletic program offering girls’ basketball, track, softball, soccer and volleyball. Boys can
participate in basketball, football, track, soccer and baseball.
Parent or Guardian Demographics
Education Below are the US Census Educational Statistics for our zip code, 38122:
Educational Attainment
Number Percent
Population 25 years and over 16,612 100.0
Less than 9th grade 1,495 9.0
9th to 12th grade, no diploma 2,964 17.8
High school graduate (includes equivalency) 5,475 33.0
Some college, no degree 3,809 22.9
Associate Degree 744 4.5
Bachelor’s degree 1,369 8.2
Graduate or professional degree 756 4.6
Percent high school graduate or higher 73.2
Percent bachelor’s degree or higher 12.8
Household Income Below are the US Census Economic Statistics for our zip code, 38122:
Income Distribution
Number Percent
Families 6,148 100.0
Less than $10,000 546 8.9
$10,000 - $14,999 341 5.5
$15,000 - $24,999 956 15.5
$25,000 - $34,999 1,106 18.0
Kingsbury Middle School
Memphis City Schools
Page 16 of 63
$35,000 - $49,999 1,319 21.5
$50,000 - $74,999 1,275 20.7
$75,000 - $99,999 418 6.8
$100,000 - $149,999 135 2.2
$150,000 - $199,999 19 0.3
$200,000 or more 33 0.5
Median household income (dollars) 35,906
Kingsbury provides opportunities for parents to share experiences, offer suggestions, and
participate in decisions related to the education of their children. Parents serve on the site-
based School Leadership Council and frequently serve as chaperones and volunteers for school
activities. Parents are encouraged to conference with teachers as they pick-up report cards
each six weeks. Information regarding school status and transfer choices according to No
Child Left Behind is shared with parents in a letter sent home at the beginning of the school
year. It is also discussed at the first Title I parent meeting.
Community Characteristics
Kingsbury Middle High School is located in the 38122 zip code of Memphis, TN. The
approximate size of the community is twenty (20) square miles. The population of the area is
approximately 49,000 residents. The majority of the students at Kingsbury come from two zip
code areas in the city, 38122 and 38108. In zip code 38122, there are an estimated 4,600 African
Americans (20%), 17,400 Caucasians (74%), 1,100 Hispanics (5%), 50 Native Americans (less
than 1%), 300 Asians (1%), and 70 classified as other. In zip code 38108, there are 18,400
African Americans (74%), 6,300 Caucasians (25%), 200 Hispanics (1%), 30 Native Americans
(less than 1%), 60 Asians (less than 1%), and 30 classified as other. There are several private
schools that are associated with churches in the area. They include Gateway Christian School,
Harding Academy, Thrifthaven Academy, Macon Road Baptist Academy, and St. Michael’s
Catholic School. Students come to Kingsbury Middle School from the following feeder schools;
Berclair Elementary, Grahamwood Elementary, Jackson Elementary, Kingsbury Elementary,
Shelby Oaks and Wells Station Elementary. Primary employers in the community are Plough,
Inc., Velsicol Chemical, Buckman Laboratories, Sears, and other service related businesses.
There are approximately 1,550 households with school-age children. Residents and
organizations are actively involved and supportive of our educational endeavors. They include
Kroger, Gaisman Community Center, Latino Memphis, Memphis Interfaith Association, Girls
Incorporated, Boy Scouts of America, Special Olympics of Tennessee, Memphis Works,
Memphis Chapter for Independent Living, Fogelman Scholars, Campus Crusade for Christ,
Fellowship of Christian Athletes, Memphis Fellowship Church, McDonald’s, Back Yard Burger,
Super Cuts, and Wendy’s.
Kingsbury Middle School
Memphis City Schools
Page 17 of 63
Kingsbury Middle School
Memphis City Schools
Page 18 of 63
Component 1b:
Academic
and
Non-Academic
Data Analysis
Kingsbury Middle School
Memphis City Schools
Page 19 of 63
Component 1b – Academic and Non-Academic Data Analysis/Synthesis
1.4: Variety of Academic and Non-Academic Assessment Measures
List Data Sources
2009 No Child Left Behind (NCLB)
Annual Yearly Progress
(The following subgroups are not adequately represented at Kingsbury Middle – Native
American and Asian)
2009 TCAP Achievement by Gender
2009 TCAP Writing Assessment
2009 TCAP Alt
2009 TCAP Participation Rate
2009 Algebra One Gateway
2009 – 2010 First Semester Report Cards
2009 – 2010 Discovery Education Assessments
2009 Attendance Rate
2009 Promotion Rate
2009 Discipline Report
2009 State Status Report
2009 – 2010 Teacher Assessment of Student Needs
1.5 Data Collection and Analysis
Data was collected from a variety of sources such as the Tennessee Department of Education, Memphis
City Schools Department of Research, Evaluation and Assessment, and other sources. Data was then
parceled out to the members of the Component 1 Committee to provide analysis, information, editing
and other input. Members of other Components and other teams were consulted as necessary.
A thorough data collection and consistent analysis are included with assessment methods described
and strengths and needs identified. Academic and non-academic data analysis was utilized to determine
the goals of the School Improvement Plan. Content area teachers worked by department teams to
review academic and nonacademic data for decision making regarding instruction and
assessment. Academic Data analyzed included NCLB AYP Detail Report, TCAP Achievement,
TCAP Writing Assessment, TCAP Participation Rate, Gateway and End of Course Assessments, and
District Discovery Education Assessments. Most of the academic data was disaggregated by the
following subgroups:
Kingsbury Middle School
Memphis City Schools
Page 20 of 63
White
Hispanic
African-American
Asian/Pacific Islander (less than 45)
Native American (less than 45)
Economically Disadvantaged
Students with Disabilities
Limited English Proficient
Student Gender
Non-Academic data included Attendance, Promotion Rate, Discipline, School Climate Surveys, State
Status Report and the Teacher Assessment of Student Needs.
The following strengths were identified:
Student average daily attendance
TCAP participation rate
White students scored above annual target goals in math
White students scored above annual target goals in reading/language arts and writing.
The following needs were identified
African American sub group scored below the benchmarks in both math and reading/language
arts.
Hispanics sub group scored below the benchmarks in both math and reading/language arts.
Students with disabilities sub group scored below the benchmarks in both math and
reading/language arts.
Limited English Proficient sub group scored below the benchmarks in both math and
reading/language arts.
Kingsbury Middle School
Memphis City Schools
Page 21 of 63
1.6 Report Card Data Disaggregation
Report Card Data Disaggregation
No Child Left Behind (NCLB)
Adequate Yearly Progress (AYP)
No Child Left Behind ?
NCLB
Good Standing
Status:
SCHOOL AYP Summary
+ Met Federal x Did not meet Federal <45 fewer than 45
Benchmark Benchmark students not reported
Elementary/Middle AYP Summary ?
Economic Students
Asian/ Limited
African Native Whit ally w/
All Pacific Hispanic English
American American e Disadvant Disabilitie
Islander Proficient
aged s
Math
% Tested
% Proficient/Adv
Reading/Language Arts/Writing
% Tested
% Proficient/Adv
Additional Indicator
Attendance Rate
Met AYP? New
Kingsbury Middle School
Memphis City Schools
Page 22 of 63
1.7 Narrative Synthesis of Data
No Child Left Behind Annual Yearly Progress Report
One hundred percent (100%) of students took the math portion of the 2009 TCAP achievement
test. Fourteen percent (14%) of all students scored Below Proficient. Fifteen percent (15%) of
African American students, sixteen percent (16%) of Hispanic students, ten percent (10%) of
White students, and nine percent (9%) of Asian/Pacific Islander students scored Below
Proficient. Thirteen percent (13%) of Economically Disadvantaged students, forty five percent
(45%) of Students with Disabilities, and twenty six percent (26%) of Limited English Proficient
students scored Below Proficient.
One hundred percent (100%) of students took the Reading/Language Plus Writing portion of the
2009 TCAP achievement test. Sixteen percent (16%) of all students scored Below Proficient.
Sixteen percent (16%) of African American students, nineteen percent (19%) of Hispanic
students, ten percent (10%) of White students, and nineteen percent (19%) of Asian-Pacific
Islander students scored Below Proficient. Sixteen percent (16%) of Economically
Disadvantaged students, forty four percent (44%) of Students with Disabilities, and thirty three
(33%) Limited English Proficient students scored Below Proficient.
2009 TCAP Achievement by Gender
7th Grade Math
Fifteen percent (15%) of 7th grade boys taking the math portion of the TCAP Achievement test
in 2009 were Below Proficient whereas ten percent (10%) of 7th grade girls were Below
Proficient. Fifty three percent (53%) of 7th grade boys were Proficient on the TCAP
Achievement in 2009, whereas fifty eight (58%) of 7th grade girls were Proficient. Thirty three
percent (33%) of 7th grade boys were Advanced on the TCAP Achievement test in 2009 whereas
thirty two percent (32%) of 7th grade girls were Advanced.
8th Grade Math
Twenty percent (20%) of 8th grade boys taking the math portion of the TCAP Achievement test
in 2009 were Below Proficient whereas ten percent (10%) of 8th grade girls were Below
Proficient. Fifty percent (50%) of 8th grade boys were Proficient on the TCAP Achievement in
2009, whereas seventy five (75%) of 8th grade girls were Proficient. Thirty percent (30%) of 8th
grade boys were Advanced on the TCAP Achievement test in 2009 whereas fifteen percent
(15%) of 8th grade girls were Advanced.
Kingsbury Middle School
Memphis City Schools
Page 23 of 63
7th Grade Reading/Language Arts
Fourteen percent (14%) of 7th grade boys taking the Reading/Language Arts portion of the
TCAP Achievement test in 2008 were Below Proficient whereas six percent (6%) of 7th grade
girls were Below Proficient. Sixty eight percent (68%) of 7th grade boys were Proficient on the
TCAP Achievement in 2009, whereas sixty eight (68%) of 7th grade girls were Proficient.
Seventeen percent (17%) of 8th grade boys were Advanced on the TCAP Achievement test in
2009 whereas twenty six percent (26%) of 7th grade girls were Advanced.
8th Grade Reading/Language Arts
Twenty four percent (24%) of 8th grade boys taking the Reading/Language Arts portion of the
TCAP Achievement test in 2008 were Below Proficient whereas eight percent (8%) of 8th grade
girls were Below Proficient. Fifty one percent (51%) of 8th grade boys were Proficient on the
TCAP Achievement in 2009, whereas sixty eight (68%) of 8th grade girls were Proficient.
Twenty five (25%) of 8th grade boys were Advanced on the TCAP Achievement test in 2009
whereas thirty two percent (32%) of 8th grade girls were Advanced.
It appears that the difference in achievement for both math and reading/language arts is
great enough that the boys in both 7th and 8th could be targeted as a group that might
benefit from intervention.
This data will be used as baseline data for comparison used to evaluate the gender-based
classrooms.
2009 TCAP Writing
Ninety-nine percent (99%) of 8th grade students took the Writing portion of the 2009 TCAP
achievement test. Twenty three (23%) of all students scored Below Proficient. Fifteen perecent
(15%) of 8th grade African American students were Below Proficient, thirty six perecent (36%)
of 8th grade Hispanic students were Below Proficient, and sixteen percent (16%) of 8th grade
White students were Below Proficient Twenty three percent (23%) of 8th grade Economically
Disadvantaged students were Below Proficient, forty percent (40%) of 8th grade Students with
Disabilities were Below Proficient, and sixty six percent (66%) of 8th grade Limited English
Proficient studens were Below Proficient. Twenty-nine percent (29%) of 8th grade boys were
Below Proficient and thirteen percent (13%) of 8th grade girls were Below Proficient.
2009 TCAP ALT
Nine (9) students took TCAP-Alt in the 2008-2009 school year. Six (6) seventh grade and three
(3) eighth grade students. Two (2) were Proficient and seven (7) were Advanced.
2009 TCAP Participation Rate
The TCAP participation rate for Math and Reading/LA was one hundred percent (100%) for the
2008-2009 school year.
Kingsbury Middle School
Memphis City Schools
Page 24 of 63
2009 Algebra I Gateway
Gateway scores from the Algebra I assessment will be used as baseline data for future
comparisons. The percentage 8th grade Algebra 1 students who were Advanced was seventy
percent (70%), with only four percent (4%) of 8th grade Algebra 1 students scoring Below
Proficient. The percentage of 8th grade male Algebra 1 students scoring Proficient or Advanced
was ninety six percent (96%), while the percentage of 8th grade female Algebra 1 students
scoring Proficient or Advanced was ninety four percent (94%).
2008 – 2009 Discovery Education Formative Assessment
Eighteen percent (18%) of 7th grade students were Below Proficient on the Reading Discovery
Formative Assessment A, sixteen percent (16%) of 7th grade students were Below Proficient on
Reading Discovery Formative Assessment B, and sixteen percent (16%) of 7th grade students
were Below Proficient on Reading Discovery Formative Assessment Test C. Seventeen percent
(17%) of 8th grade students were Below Proficient on the Reading Discovery Formative
Assessment A, sixteen percent (16%) of 8th grade students were Below Proficient on Reading
Discovery Formative Assessment B, and twenty two percent (22%) of 8th grade students were
Below Proficient on Reading Discovery Formative Assessment C.
Ten percent (10%) of 7th grade students were Below Proficient on the Math Discovery
Formative Assessment A, thirteen percent (13%) of 7th grade students were Below Proficient on
Math Discovery Formative Assessment B, and twelve percent (12%) of 7th grade students were
Below Proficient on Math Discovery Formative Assessment C. Ten percent (10%) of 8th grade
students were Below Proficient on the Math Discovery Formative Assessment A, nineteen
percent (19%) of 8th grade students were Below Proficient on Math Discovery Formative
Assessment B, and ten percent (10%) of 8th grade students were Below Proficient on Math
Discovery Formative Assessment C.
Two percent (2%) of 8th grade Algebra 1 students were Below Proficient on the Algebra
Discovery Formative Assessment A, four percent (4%) of 8th grade Algebra 1 students were
Below Proficient on the Algebra Discovery Formative Assessment B, and five percent (5%) of
8th grade Algebra 1 students were Below Proficient on the Algebra Discovery Formative
Assessment C.
When we disaggregate the data by gender, we find that more boys than girls are below proficient
than girls. We also find that more ELL students scored and below proficient than other
students.
Findings: All the above Discovery Formative Assessment data is from the formative
assessments A and B given by the district. One additional assessment, Test C will follow, one in
Kingsbury Middle School
Memphis City Schools
Page 25 of 63
February. Further comparisons will be made to determine increase or decrease in mastery of the
SPIs.
2008 -2009 First Semester Report Card Data
7th Grade 8th Grade
Grade Point Average Grade Point Average
Girls 2.58 Girls 2.61
Boys 2.07 Boys 2.47
Overall 2.27 Overall 2.52
1.7 Narrative Synthesis of Data
No Child Left Behind Annual Yearly Progress Report
One hundred percent (100%) of students took the math portion of the 2009 TCAP achievement
test. Fourteen percent (14%) of all students scored Below Proficient. Fifteen percent (15%) of
African American students, sixteen percent (16%) of Hispanic students, ten percent (10%) of
White students, and nine percent (9%) of Asian/Pacific Islander students scored Below
Proficient. Thirteen percent (13%) of Economically Disadvantaged students, forty five percent
(45%) of Students with Disabilities, and twenty six percent (26%) of Limited English Proficient
students scored Below Proficient.
One hundred percent (100%) of students took the Reading/Language Plus Writing portion of the
2009 TCAP achievement test. Sixteen percent (16%) of all students scored Below Proficient.
Sixteen percent (16%) of African American students, nineteen percent (19%) of Hispanic
students, ten percent (10%) of White students, and nineteen percent (19%) of Asian-Pacific
Islander students scored Below Proficient. Sixteen percent (16%) of Economically
Disadvantaged students, forty four percent (44%) of Students with Disabilities, and thirty three
(33%) Limited English Proficient students scored Below Proficient.
2009 TCAP Achievement by Gender
7th Grade Math
Fifteen percent (15%) of 7th grade boys taking the math portion of the TCAP Achievement test
in 2009 were Below Proficient whereas ten percent (10%) of 7th grade girls were Below
Proficient. Fifty three percent (53%) of 7th grade boys were Proficient on the TCAP
Achievement in 2009, whereas fifty eight (58%) of 7th grade girls were Proficient. Thirty three
percent (33%) of 7th grade boys were Advanced on the TCAP Achievement test in 2009 whereas
thirty two percent (32%) of 7th grade girls were Advanced.
8th Grade Math
Twenty percent (20%) of 8th grade boys taking the math portion of the TCAP Achievement test
in 2009 were Below Proficient whereas ten percent (10%) of 8th grade girls were Below
Proficient. Fifty percent (50%) of 8th grade boys were Proficient on the TCAP Achievement in
Kingsbury Middle School
Memphis City Schools
Page 26 of 63
2009, whereas seventy five (75%) of 8th grade girls were Proficient. Thirty percent (30%) of 8th
grade boys were Advanced on the TCAP Achievement test in 2009 whereas fifteen percent
(15%) of 8th grade girls were Advanced.
7th Grade Reading/Language Arts
Fourteen percent (14%) of 7th grade boys taking the Reading/Language Arts portion of the
TCAP Achievement test in 2008 were Below Proficient whereas six percent (6%) of 7th grade
girls were Below Proficient. Sixty eight percent (68%) of 7th grade boys were Proficient on the
TCAP Achievement in 2009, whereas sixty eight (68%) of 7th grade girls were Proficient.
Seventeen percent (17%) of 8th grade boys were Advanced on the TCAP Achievement test in
2009 whereas twenty six percent (26%) of 7th grade girls were Advanced.
8th Grade Reading/Language Arts
Twenty four percent (24%) of 8th grade boys taking the Reading/Language Arts portion of the
TCAP Achievement test in 2008 were Below Proficient whereas eight percent (8%) of 8th grade
girls were Below Proficient. Fifty one percent (51%) of 8th grade boys were Proficient on the
TCAP Achievement in 2009, whereas sixty eight (68%) of 8th grade girls were Proficient.
Twenty five (25%) of 8th grade boys were Advanced on the TCAP Achievement test in 2009
whereas thirty two percent (32%) of 8th grade girls were Advanced.
It appears that the difference in achievement for both math and reading/language arts is
great enough that the boys in both 7th and 8th could be targeted as a group that might
benefit from intervention.
This data will be used as baseline data for comparison used to evaluate the gender-based
classrooms.
2009 TCAP Writing
Ninety-nine percent (99%) of 8th grade students took the Writing portion of the 2009 TCAP
achievement test. Twenty three (23%) of all students scored Below Proficient. Fifteen perecent
(15%) of 8th grade African American students were Below Proficient, thirty six perecent (36%)
of 8th grade Hispanic students were Below Proficient, and sixteen percent (16%) of 8th grade
White students were Below Proficient Twenty three percent (23%) of 8th grade Economically
Disadvantaged students were Below Proficient, forty percent (40%) of 8th grade Students with
Disabilities were Below Proficient, and sixty six percent (66%) of 8th grade Limited English
Proficient studens were Below Proficient. Twenty-nine percent (29%) of 8th grade boys were
Below Proficient and thirteen percent (13%) of 8th grade girls were Below Proficient.
2009 TCAP ALT
Nine (9) students took TCAP-Alt in the 2008-2009 school year. Six (6) seventh grade and three
(3) eighth grade students. Two (2) were Proficient and seven (7) were Advanced.
2009 TCAP Participation Rate
Kingsbury Middle School
Memphis City Schools
Page 27 of 63
The TCAP participation rate for Math and Reading/LA was one hundred percent (100%) for the
2008-2009 school year.
2009 Algebra I Gateway
Gateway scores from the Algebra I assessment will be used as baseline data for future
comparisons. The percentage 8th grade Algebra 1 students who were Advanced was seventy
percent (70%), with only four percent (4%) of 8th grade Algebra 1 students scoring Below
Proficient. The percentage of 8th grade male Algebra 1 students scoring Proficient or Advanced
was ninety six percent (96%), while the percentage of 8th grade female Algebra 1 students
scoring Proficient or Advanced was ninety four percent (94%).
2008 – 2009 Discovery Education Formative Assessment
Eighteen percent (18%) of 7th grade students were Below Proficient on the Reading Discovery
Formative Assessment A, sixteen percent (16%) of 7th grade students were Below Proficient on
Reading Discovery Formative Assessment B, and sixteen percent (16%) of 7th grade students
were Below Proficient on Reading Discovery Formative Assessment Test C. Seventeen percent
(17%) of 8th grade students were Below Proficient on the Reading Discovery Formative
Assessment A, sixteen percent (16%) of 8th grade students were Below Proficient on Reading
Discovery Formative Assessment B, and twenty two percent (22%) of 8th grade students were
Below Proficient on Reading Discovery Formative Assessment C.
Ten percent (10%) of 7th grade students were Below Proficient on the Math Discovery
Formative Assessment A, thirteen percent (13%) of 7th grade students were Below Proficient on
Math Discovery Formative Assessment B, and twelve percent (12%) of 7th grade students were
Below Proficient on Math Discovery Formative Assessment C. Ten percent (10%) of 8th grade
students were Below Proficient on the Math Discovery Formative Assessment A, nineteen
percent (19%) of 8th grade students were Below Proficient on Math Discovery Formative
Assessment B, and ten percent (10%) of 8th grade students were Below Proficient on Math
Discovery Formative Assessment C.
Two percent (2%) of 8th grade Algebra 1 students were Below Proficient on the Algebra
Discovery Formative Assessment A, four percent (4%) of 8th grade Algebra 1 students were
Below Proficient on the Algebra Discovery Formative Assessment B, and five percent (5%) of
8th grade Algebra 1 students were Below Proficient on the Algebra Discovery Formative
Assessment C.
When we disaggregate the data by gender, we find that more boys than girls are below proficient
than girls. We also find that more ELL students scored and below proficient than other
students.
Findings: All the above Discovery Formative Assessment data is from the formative
assessments A and B given by the district. One additional assessment, Test C will follow, one in
February. Further comparisons will be made to determine increase or decrease in mastery of the
Kingsbury Middle School
Memphis City Schools
Page 28 of 63
SPIs.
2008 -2009 First Semester Report Card Data
7th Grade 8th Grade
Grade Point Average Grade Point Average
Girls 2.58 Girls 2.61
Boys 2.07 Boys 2.47
Overall 2.27 Overall 2.52
Again this year, scores were more heavily weighted toward average and above.
2009 Attendance Rate
The attendance rate for the 2008-2009 school year at Kingsbury Middle was ninety four percent
(94%).KMS met the minimal 93% attendance requirement. .
2009 Promotion Rate
The 2009 promotion rate was ninety eight percent (98%) which surpassed the state goal of 97%.
2009 Discipline Report
The number of suspensions for the 2008-2009 school year was 226. Thirteen students were
expelled.
2009 State Status Report
The state has placed Kingsbury Middle School in Target Status.
Teacher Assessment of Student Needs
The Component 1 Committee developed and distributed a survey to all teachers regarding needs
of their students. The greatest need in 2008 was for feeling safe at school, followed by structure
and varied instructional strategies and resources. The 2008 survey revealed that teachers felt the
greatest need was tutoring for students, followed by raising student reading comprehension
levels and improving school’s physical environment.
Kingsbury Middle School
Memphis City Schools
Page 29 of 63
1.8: Prioritized List of Goal Targets
Prioritized List of Goal Targets
Goal 1 is to increase the number of middle school students scoring at least Proficient on the
TCAP Mathematics test from eighty six percent (86%) in 2008-2009 to ninety one percent
(90%) in 2009-2010 as detailed in the No Child Left Behind academic benchmarks listed below:
The number of African-American students scoring at least Proficient on the TCAP
Mathematics test will increase from eighty four percent (84%) in 2008-2009 to ninety
percent (90%) by May 2010.
The number of White students scoring at least Proficient on the TCAP Mathematics test
will increase from ninety percent (90%) in 2008-2009 to ninety three percent (93%) by
May 2010.
The number of Hispanic students scoring at least Proficient on the TCAP Mathematics
test will increase from eighty four percent (84%) in 2008-2009 to ninety percent (90%)
by May 2010.
The number Economically Disadvantaged students scoring at least Proficient on the
TCAP Mathematics test will increase from eighty five percent (85%) in 2008-2009 to
ninety percent (90%) by May 2010.
The number of Students with Disabilities scoring at least Proficient on the TCAP
Mathematics test will increase from fifty five percent (55%) in 2008-2009 to seventy five
percent (75%) by May 2010.
The number of Limited English Proficient students scoring at least Proficient on the
TCAP mathematics test will increase from seventy four percent (74%) in 2008-2009 to
eighty percent (80%) by May 2010.
Goal 2 is to increase the number of middle school student scoring at least Proficient on the
TCAP Reading/Language Arts and Writing assessment tests from eighty four percent (84%) in
2008-2009 to ninety percent (90%) in 2009-2010 as detailed in the No Child Left Behind
academic benchmarks listed below:
The number of African-American students scoring at least Proficient on the TCAP
Reading/Language Arts and Writing assessment tests will increase from seventy nine
percent (79%) in 2008-2009 to ninety percent (90%) by May 2010.
The number of White students scoring at least Proficient on the TCAP Reading/Language
Arts and Writing assessment tests will increase from eighty nine percent (89%) in 2008-
2009 to ninety-two percent (92%) by May 2010.
The number of Hispanic students scoring at least Proficient on the TCAP
Reading/Language Arts and Writing assessments tests will increase from eighty one
percent (81%) in 2008-2009 to ninety percent (90%) by May 2010
Kingsbury Middle School
Memphis City Schools
Page 30 of 63
The number of Economically Disadvantaged students scoring at least Proficient on the
TCAP Reading/Language Arts and Writing assessment tests will increase from eighty
four percent (84%) in 2008-2009 to ninety percent (90%) by May 2010.
The number of Students with Disabilities students scoring at least Proficient on the TCAP
Reading/Language Arts and Writing assessment tests will increase from fifty six percent
(56%) in 2008-2009 to seventy percent (70%) by May 2010.
The number of Limited English Proficient students scoring at least Proficient on the
TCAP Reading/Language Arts and Writing assessment test will increase from sixty seven
percent (67%) in 2008-2009 to eighty percent (80%) by May 2010.
Goal 3 is to maintain or exceed 2008-2009 students’ attendance percentage of ninety four
percent (94%) for the school year of 2009-2010 as detailed in the No Child Left Behind non-
academic benchmarks. The No Child Left Behind non-academic subgroup benchmarks are not
provided for analysis by the Tennessee Department of Education.
Kingsbury Middle School
Memphis City Schools
Page 31 of 63
Component 2:
Beliefs,
Mission,
and
Vision
Kingsbury Middle School
Memphis City Schools
Page 32 of 63
Component 2 – Beliefs, Common Mission and Shared Vision
Beliefs
All stakeholders collaborated to ensure Kingsbury Middle School belief statements were
clearly stated and easily understood. The Kingsbury Middle School learning community
believes:
1) Student learning is the primary purpose of the school.
2) All students are capable of learning.
3) Students’ learning needs should be the primary focus of all decisions impacting the
operation of the school.
4) Students learn best when they are actively engaged in the learning process.
5) Students should be able to compute with accuracy as part of an encompassing
instructional program.
6) Reading and writing are important elements in the instructional process and should be
implemented across the curriculum.
7) Students learn in different ways and should be provided with a variety of instructional
approaches to support their learning.
8) Students need to not only demonstrate their understanding of essential knowledge and
skills but also need to be actively involved in solving problems and producing quality
work.
9) The commitment to continuous improvement of student formative assessment data is
imperative for our school to enable students to become confident, self-directed, lifelong
learners.
10) All students should be involved with the assessment and testing processes.
11) Teachers, administrators, parents and community share the responsibility for decision
making and advancing the school’s mission.
12) Students have an active role in the decision making process that affects their educational
environment (i.e. School Leadership Council, Student Reading is Fundamental
Committee).
Each student is a valued individual with unique physical, social, emotional and intellectual needs
in policy and practice.
Kingsbury Middle School
Memphis City Schools
Page 33 of 63
Common Mission
The faculty at Kingsbury Middle School is dedicated to student development. We work to
release the inherent intellectual capacity of all students while affirming their right to learn, so
they will know and be able to demonstrate proficiency on all state and federal standards.
Shared Vision
Our vision for school success in the future is a school dedicated to producing citizens who are
prepared to constructively participate in society.
Kingsbury Middle School
Memphis City Schools
Page 34 of 63
Component 3:
Curriculum,
Instructional, and
Organizational
Effectiveness
Kingsbury Middle School
Memphis City Schools
Page 35 of 63
TEMPLATE 3.1.a: Curricular Practices
Template 3.1.a: Curricular Practices
(Rubric Indicators 3.1 and 3.2)
Current Curricular
Practices __________ __________ __________ __________ __________ __________ __________
(identify practice) (identify practice) (identify practice) (identify practice) (identify practice) (identify practice) (identify practice)
Evidence of Practice (State in
definitive/tangible terms)
Is the current practice research-
based?
Is it a principle & practice of
high-performing schools?
Has the current practice been
effective or ineffective?
What data source(s) do you have
that support your answer?
(identify all applicable sources)
Evidence of effectiveness or
ineffectiveness (State in terms of
quantifiable improvement)
Evidence of equitable school
support for this practice
Next Step (changes or
continuations)
Kingsbury Middle School
Memphis City Schools
Page 36 of 63
TEMPLATE 3.1.b: Curriculum Gap Analysis
Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we
have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy,
or the gap, between the current state – “What Is” –which is identified in your practices – and the desired future state
– “What Ought To Be” – which is found in the rubric. Completing Template 3.1.b (the gap analysis) should help
school team members discover “What Ought To Be.”
Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy
questions relative to curricular practices, also to be recorded in Template 3.1.b.
Template 3.1.b: Curriculum Gap Analysis
Curriculum Gap Analysis - Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
(How are we currently allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality curricular practices?)
TIME
MONEY
PERSONNEL
OTHER RESOURCES
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality curricular practices?)
TIME
MONEY
PERSONNEL
OTHER RESOURCES
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all
their students?
Based on the data, are we accurately meeting the needs of all students in our school?
Kingsbury Middle School
Memphis City Schools
Page 37 of 63
TEMPLATE 3.1.c: Curricular Summary Questions
The following summary questions are related to curriculum. They are designed as a culminating activity for your
self-analysis, focus questions discussions, and findings, regarding this area.
Template 3.1.c: Curricular Summary Questions
(Rubric Indicator 3.2)
Curriculum Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
Curriculum Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as curricular practice challenges
identified in the templates above, that could be a cause of the prioritized needs identified in component 1.)
Curriculum Summary Questions- Narrative Response Required
How will we address our challenges?
Kingsbury Middle School
Memphis City Schools
Page 38 of 63
TEMPLATE 3.2.a: Instructional Practices
Template 3.2.a: Instructional Practices
(Rubric Indicators 3.3 and 3.4)
Current Instructional
Practices __________ __________ __________ __________ __________ __________ __________
(identify practice) (identify practice) (identify practice) (identify practice) (identify practice) (identify practice) (identify practice)
Evidence of Practice (State in
definitive/tangible terms)
Is the current practice research-
based?
Is it a principle & practice of
high-performing schools?
Has the current practice been
effective or ineffective?
What data source(s) do you have
that support your answer?
(identify all applicable sources)
Evidence of effectiveness or
ineffectiveness (State in terms of
quantifiable improvement)
Evidence of equitable school
support for this practice
Next Step (changes or
continuations)
Kingsbury Middle School
Memphis City Schools
Page 39 of 63
TEMPLATE 3.2.b: Instructional Gap Analysis
Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we
have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy,
or the gap, between the current state – “What Is” –which is identified in your practices – and the desired future state
– “What Ought To Be” – which is found in the rubric. Completing Template 3.2.b (the gap analysis) should help
school team members discover “What Ought To Be.”
Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy
questions relative to instructional practices, also to be recorded in Template 3.2.b.
Template 3.2.b: Instructional Gap Analysis
Instructional Gap Analysis - Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
(How are we currently allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality instructional practices?)
TIME
MONEY
PERSONNEL
OTHER RESOURCES
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality instructional practices?)
TIME
MONEY
PERSONNEL
OTHER RESOURCES
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all
their students?
Based on the data, are we accurately meeting the needs of all students in our school?
Kingsbury Middle School
Memphis City Schools
Page 40 of 63
TEMPLATE 3.2.c: Instructional Summary Questions
The following summary questions are related to instruction. They are designed as a culminating activity for your
self-analysis, focus questions discussions, and findings, regarding this area.
Template 3.2.c: Instructional Summary Questions
(Rubric Indicator 3.4)
Instructional Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
Instructional Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as instructional practice challenges
identified in the templates above, that could be a cause of the prioritized needs identified in component 1.)
Instructional Summary Questions- Narrative Response Required
How will we address our challenges?
Kingsbury Middle School
Memphis City Schools
Page 41 of 63
Kingsbury Middle School
Memphis City Schools
Page 42 of 63
TEMPLATE 3.3.a: Assessment Practices
Template 3.3.a: Assessment Practices
(Rubric Indicators 3.5 and 3.6)
Current Assessment
Practices __________ __________ __________ __________ __________ __________ __________
(identify practice) (identify practice) (identify practice) (identify practice) (identify practice) (identify practice) (identify practice)
Evidence of Practice (State in
definitive/tangible terms)
Is the current practice research-
based?
Is it a principle & practice of
high-performing schools?
Has the current practice been
effective or ineffective?
What data source(s) do you have
that support your answer?
(identify all applicable sources)
Evidence of effectiveness or
ineffectiveness (State in terms of
quantifiable improvement)
Evidence of equitable school
support for this practice
Next Step (changes or
continuations)
Kingsbury Middle School
Memphis City Schools
Page 43 of 63
TEMPLATE 3.3.b: Assessment Gap Analysis
Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we
have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy,
or the gap, between the current state – “What Is” –Which is identified in your practices and – and the desired future
state – “What Ought To Be” – which is found in the rubric. Completing Template 3.3.b (the gap analysis) should
help school team members discover “What Ought To Be.”
Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy
questions relative to assessment practices, also to be recorded in Template 3.3.b.
Template 3.3.b: Assessment Gap Analysis
Assessment Gap Analysis – Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
(How are we currently allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality assessment practices?)
TIME
MONEY
PERSONNEL
OTHER RESOURCES
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality assessment practices?)
TIME
MONEY
PERSONNEL
OTHER RESOURCES
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all
their students?
Based on the data, are we accurately meeting the needs of all students in our school?
TEMPLATE 3.3.c: Assessment Summary Questions
The following summary questions are related to assessment. They are designed as a culminating activity for your
self-analysis, focus questions discussions, and findings, regarding this area.
Template 3.3.c: Assessment Summary Questions
(Rubric Indicator 3.6)
Assessment Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
Assessment Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as assessment practice challenges
identified in the templates above, that could be a cause of the prioritized needs identified in component 1.)
Assessment Summary Questions- Narrative Response Required
How will we address our challenges?
Kingsbury Middle School
Memphis City Schools
Page 45 of 63
TEMPLATE 3.4.a: Organizational Practices
Template 3.4.a: Organizational Practices
(Rubric Indicators 3.7and 3.8)
Current Organizational
Practices __________ __________ __________ __________ __________ __________ __________
(identify practice) (identify practice) (identify practice) (identify practice) (identify practice) (identify practice) (identify practice)
Evidence of Practice (State in
definitive/tangible terms)
Is the current practice research-
based?
Is it a principle & practice of
high-performing schools?
Has the current practice been
effective or ineffective?
What data source(s) do you have
that support your answer?
(identify all applicable sources)
Evidence of effectiveness or
ineffectiveness (State in terms of
quantifiable improvement)
Evidence of equitable school
support for this practice
Next Step (changes or
continuations)
TEMPLATE 3.4.b: Organizational Gap Analysis
Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we
have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy,
or the gap, between the current state – “What Is” –which is identified in your practices – and the desired future state
– “What Ought To Be” – which is found in the rubric. Completing Template 3.4.b (the gap analysis) should help
school team members discover “What Ought To Be.”
Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy
questions relative to organizational practices, also to be recorded in Template 3.4.b.
Template 3.4.b: Organizational Gap Analysis
Organizational Gap Analysis – Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
(How are we currently allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality organizational practices?)
TIME
MONEY
PERSONNEL
OTHER RESOURCES
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality organizational practices?)
TIME
MONEY
PERSONNEL
OTHER RESOURCES
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all
their students?
Based on the data, are we accurately meeting the needs of all students in our school?
Kingsbury Middle School
Memphis City Schools
Page 47 of 63
TEMPLATE 3.4.c: Organization Summary Questions
The following summary questions are related to organization. They are designed as a culminating activity for your
self-analysis, focus questions discussions, and findings, regarding this area.
Template 3.4.c: Organization Summary Questions
(Rubric Indicator 3.8)
Organization Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
Organization Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as organizational practice
challenges identified in the templates above, that could be a cause of the prioritized needs identified in component
1.)
Organization Summary Questions- Narrative Response Required
How will we address our challenges?
Kingsbury Middle School
Memphis City Schools
Page 48 of 63
Component 4:
Action Plan
Development
Kingsbury Middle School
Memphis City Schools
Page 49 of 63
GOAL 1 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: __________________________
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal 1: To increase the number of students scoring at least proficient on the TCAP Mathematics tests
from eight percent (8%) in 2009-2010 to twenty percent (20%) or above for the 2010-2011 school year.
The number of African-American students scoring at least proficient on the TCAP mathematics test will
increase from eight percent (8%) in 2009-2010 to twenty (20%) by May 2011.
The number of White students scoring at least proficient on the TCAP mathematics test will increase from
twelve percent (12%) in 2009-2010 to twenty percent (20%) by May 2010.
Goal The number of Hispanic students scoring at least proficient on the TCAP mathematics test will increase from
four percent (4%) in 2009-2010 to 10 percent (10%) by May 2011.
The number of students with disabilities scoring at least proficient on the TCAP mathematics test will
increase from fifty-five percent (0%) in 2009-2010 to five percent (5%) by May 2011.
The number of limited English proficient students scoring at least proficient on the TCAP mathematics test
will increase from two percent (2%) in 2009-2010 to eight percent (8%) by May 2011.
The number of economically disadvantaged students scoring at least proficient on the TCAP mathematics
test will increase from eight percent (8%) in 2009-2010 to twenty percent (20%) by May 2011.
In order to achieve the standards set forth in No Child Left Behind, Kingsbury Middle School needs to have measured
Which need(s) does this Goal address? yearly gains in mathematics particularly in the sub-groups of greatest needs which are identified as Students With
Disabilities (SWD) and Limited English Proficiency (LEP).
Memphis City Schools (MCS) five-year plan includes creating academically challenging, safe supportive and effective
How is this Goal linked to the system’s Five-Year
learning environments. Also included in MCS five-year plan is the expectation that all schools respond to the needs of
Plan? an increasingly diverse student population.
ACTION STEPS – Template 4.2 – (Rubric Indicator
IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
4.2)
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
Section B – Descriptively list the action you plan to take to ensure sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
you will be able to progress toward your goal. Action steps are step.)
strategies and interventions which should be scientifically based
Projected
where possible and include professional development, technology,
communication, and parent and community involvement initiatives Person(s) Required Cost(s) & Performance Results
Timeline Evaluation Strategy
within the action steps of each goal. Responsible Resources Funding / Outcomes
Sources
Regular Content
Instructional Facilitator will meet with Math August Cherita
Meetings which Documented/monitor
Action teachers to ensure that syllabi and lesson 2010, and Chatman, Appropriate SPIs
will include No Cost ed by Instructional
Step plans are correlated to the developed on going Instructional coverage and pacing.
lesson plans and Facilitator.
curriculum guide. (weekly) Facilitator
syllabi.
Math teachers will meet a minimum of 4 times September Math Documented/monitor Improved instruction.
Action Regular Meeting
every 9 weeks to discuss strategies to develop 2010-May Teachers No Cost ed by principal and Assessment
Step Place
appropriate assessments for the SPIs. 2011 Instructional Instructional development.
Kingsbury Middle School
Memphis City Schools
Page 50 of 63
Facilitator Facilitator
Staff will have professional development with All Teachers
Scheduled by
Action focus on diversity for improved cultural November Instuctional Regular Meeting
No Cost Instructional Improved instruction.
Step connections among students, families, and 2010 Facilitator Place
Facilitator
communities of different ethnic backgrounds. Principal
Mr. Mackin,
Principal
Mrs. Willis, Increased
Co-teaching will be implemented in priority Monitored and
ESL Chair differentiation
subject matter to address the needs of August Documented by
Action
students who are classified as Students With 2010-May None No Cost Administrative Team
Step Mr. Smith, Improved instruction.
Disabilities and students with Limited English 2011 (observations, CWT,
SPED
Proficiency. TCAP data)
Coordinator
Teachers
Mr. Mackin,
principal
Improved instruction.
KMS will implement Peer Observations in an September Ms. Chatman, Monitored and
Action
effort to improve instruction with a focus on 2010- Instructional None No Cost Documented by
Step Improved learning
creative and diverse teaching styles. March 2011 Facilitator Administrative Team
environment.
Teachers of
Core subjects
Improved Instruction.
Monitored and
KMS will establish Interdisciplinary teams, August Ms. Chatman, Documented by Effective
Action
which will meet to increase relevance and 2010-May Instructional None No Cost Administrative Team communication.
Step instruction among subject areas. 2011 Facilitator CWT
TCAP data Ongoing professional
growth.
Students will attend gender-specific classes to
Mr. Mackin, Monitor Behavior Decreased behavioral
reduce disruptions and distractions in order to August
Action Principal Occurrences problems.
increase on-task time, which will be measured 2010-May None No Cost
Step TCAP data
through TCAP scores and assessment of 2011
Teachers
discipline referrals.
Common
Students will be trained in the use of TI-84 assessments
August
Action calculators, which will be utilized as an Math developed by the Improved student
2010-May TI-84 calculators No Cost
Step intervention in order to enhance student Teachers math department. performance in math.
2011
performance.
Formative
Kingsbury Middle School
Memphis City Schools
Page 51 of 63
Assessments
TCAP Data
Content Area Mtgs.
October Math Teachers Utilized Interventions
Action Math teachers will maintain a STAR folder on Review STAR folders,
2010 -May Instructional STAR Folders No Cost Improved student
Step each at-risk student Facilitator Analyze TCAP data
2011 performance.
KMS will implement LEAP After-School Monitored and
Tutoring in order expand interest in November Nina Kelly, Testing software, documented by LEAP
Action Lottery Grant: Increased math
Mathematic, encourage continuance of 2010-May LEAP calculators and Coordinator.
Step $24,000 achievement.
education, and thus increase student 2011 Coordinator computers.
performance. TCAP Data
Improved leadership
C. Chatman, for school
KMS will send representatives to the National Instructional Formative improvement
Room, board,
Action Middle School Conference in an effort to November, Facilitator Title I assessments, TCAP
transportation,
Step improve student performance in math, 4, 2010 And R. $1,800.00 data, teacher/student Acquired knowledge
and meals
science, social studies, and language arts. Young, Asst. surveys in school diversity in
Principal how to motivate
students.
Improved leadership
Teachers for school
Room, board, Formative improvement
KMS will send representatives to the Urban
Action November School transportation, Title I assessments, TCAP
Conference on Differentiated Instruction in an
Step 8-9, 2010 Counselor meals, and $1,500.00 data, teacher/student Acquired knowledge
effort to improve student performance in math.
registration surveys in school diversity in
Administrator how to motivate
students.
After activating prior knowledge (daily),
Monitored and
teachers will differentiate instruction to ensure
August, 9, Documented by Improved student
Action that all students have and use the Teachers
2010- May None No Cost Administrative Team achievement in math
Step computational and problem solving strategies
24, 2011 (observations, CWT,
necessary to perform operations.
TCAP data)
Math department will implement Stanford Math Teachers
August Formative
Action Math as an intervention to improve student Improved student
2009-May Principal Computers No Cost assessments, TCAP
Step achievement among below proficient math Instructional achievement.
2010 data, district reports
students. Facilitator
Room, board, Formative Improved student
KMS will send representatives to the National
Action October 28- transportation, Title I assessments, TCAP achievement
Conference of Teachers of Math (NCTM) in Teachers (2)
Step 29, 2010 meals, and $1,000.00 data, teacher/student specifically among
order to improve student performance Math.
registration fees surveys students in math.
Action KMS will send representatives to the National March 18- Room, board, Title I Formative Improved student
Teachers (2)
Step Science Teachers Association Conference 21, 2010 transportation, $1,800.00 assessments, TCAP achievement in
Kingsbury Middle School
Memphis City Schools
Page 52 of 63
(NSTA) in order to improve student meals, and data, science/math.
performance. registration fees
GOAL 2 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: 10/8/2009
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal 2 is to increase the number of middle school student scoring at least proficient on the TCAP reading/language
arts and writing assessment tests from eighteen percent (18%) in 2009-2010 to thirty percent (30%) in 2010-2011
as detailed in the No Child Left Behind academic benchmarks listed below:
The number of African-American students scoring at least proficient on the TCAP reading/language arts and
writing assessment tests will increase from eighteen percent (18%) in 2009-2010 to thirty percent (30%) by
May 2011.
The number of White students scoring at least proficient on the TCAP reading/language arts and writing
assessment tests will increase from eleven percent (11%) in 2009-2010 to twenty percent (20%) by May
2011.
The number of Hispanic students scoring at least proficient on the TCAP reading/language arts and writing
Goal assessments tests will increase from eight percent (8%) in 2009-2010 to fifteen percent (15%) by May 2011.
The number of economically disadvantaged students scoring at least on the TCAP reading/language arts
and writing assessment tests will increase from eighteen percent (18%) in 2009-2010 to thirty percent (30%)
by May 2011.
The number of limited English proficient students scoring at least proficient on the TCAP reading/language
arts and writing assessment test will increase from eighty-four percent (84%) to ninety percent (90%) by
May 2011.
The number of students with disabilities scoring at least proficient on the TCAP reading/language arts and
writing assessment tests will increase from six percent (6%) in 2009-2010 to fifteen percent (15%) by May
2011.
In order to achieve the standards set forth in No Child Left Behind, Kingsbury Middle School needs to have
Which need(s) does this Goal address? measured yearly gains in reading/language arts particularly in the sub-groups of greatest needs which are identified
as Students With Disabilities (SWD) and Limited English Proficiency (LEP).
Memphis City Schools (MCS) five-year plan includes creating academically challenging, safe supportive and
How is this Goal linked to the system’s Five-Year Plan? effective learning environments. Also included in MCS five-year plan is the expectation that all schools respond to
the needs of an increasingly diverse student population.
ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2) IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section B – Descriptively list the action you plan to take to ensure Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
you will be able to progress toward your goal. Action steps are sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
strategies and interventions which should be scientifically based step.)
Kingsbury Middle School
Memphis City Schools
Page 53 of 63
where possible and include professional development, technology, Projected
communication, and parent and community involvement initiatives Person(s) Required Cost(s) & Performance Results
within the action steps of each goal. Timeline Evaluation Strategy
Responsible Resources Funding / Outcomes
Sources
Lang. Arts
Teachers Regular Content
Instructional facilitator will meet with language August
Meetings which Documented/monitor
Action arts/reading teachers to ensure that syllabi and 2010-May Appropriate SPIs
Cherita will include No Cost ed by Instructional
Step lesson plans are correlated to the developed 2011 coverage and pacing.
Chatman, lesson plans and Facilitator
curriculum guide.
Instructional syllabi.
Facilitator
Teachers, Improved instruction.
Language arts/reading teachers will meet a September
Principal Documented/monitor Assessment
Action minimum of 4 times every 9 weeks to discuss 2010-May
2011 Ms. Chatman, None No Cost ed by principal and development.
Step instructional strategies, assessments, and
Instructional Instructional
interventions.
Facilitator Facilitator
KMS will send a representative to ACTFL TCAP Data Improved instructional
Room, board,
(Language Conference) in an effort to obtain November CWT practices.
Action transportation,
instructional strategies that will improve 20-22, Teacher $1,200.00 Formative
Step meals, and
students’ reading and writing skills specifically 2010 Assessments Improved student
registration
among Limited English Proficient students. Observations performance.
Staff will obtain professional development with Monitored and
Available Space
Action a focus on diversity for improved cultural November Title I Documented by Improved leadership
Teachers and Technology
Step connections among students, families, and 2010 $1,800.00 Instructional Improved instruction
for Meeting room
communities of different ethnic backgrounds. Facilitator
Increased
Monitored and
Inclusion and co-teaching will be implemented differentiation
August Documented by
Action in priority subject matter to address the needs SPED & ESL
2010- None No Cost Administrative Team
Step Limited English Proficient Students as well as Teachers Improved instruction.
May2011 (observations, CWT,
Students With Disabilities.
TCAP data)
Mr. Mackin
Improved instruction.
KMS will implement Peer Observations in order August Mr. Jones Monitored and
Action
to implement creative and diverse teaching 2010- Ms. Young None No Cost Documented by
Step Improved learning
styles. March 2011 Teachers of Administrative Team
environment.
Core subjects
Improved Instruction.
KMS will establish/conduct interdisciplinary September Instructional Monitored by principal Effective
Action
teams which will meet to increase relevance 2010-May Facilitator None No Cost And Instructional communication.
Step between subject areas. 2011 Teachers Facilitator
Ongoing professional
growth.
Kingsbury Middle School
Memphis City Schools
Page 54 of 63
Decreased behavioral
Students at KMS will attend gender-specific problems.
August Mr. Mackin, Monitor Behavior
Action classes to reduce disruptions and distractions
2010-May principal None No Cost Occurrences
Step in order to increase on-task time that will be Improved student
2011 Teachers TCAP data
measured through TCAP scores and performance.
assessment of discipline referrals.
October L A Teachers Utilized Interventions
Action Language Arts and Reading teachers will Review STAR folders,
2010 -May Instructional STAR Folders No Cost Improved student
Step maintain a STAR folder on each at-risk student Facilitator Analyze TCAP data
2011 performance
KMS will implement Brain Power After School TCAP Data
Title I Utilized
Tutoring in an effort to expand interest in November Instructional Language Arts Teacher
Action Teacher Interventions
Language Arts, encourage continuance of 2010-May Facilitator Instructor and Assessments
Step Salaries: Improved student
education, and thus increase student 2010 Teachers computers Formative
$20,000 performance
performance. Assessments
Formative
KMS will send Language Arts and Reading Nov. 28-
Room, board, Assessments Acquired knowledge
teachers to attend the International Reading Dec. 1,
Action transportation, Title I SRI of effective
Association (IRA) Conference (regional and 2010 Teachers (2)
Step meals, and $3,199.31 Admin Observations instructional reading
national) in for Professional Development in April 25-28,
registration Common strategies.
reading development best practices. 2011
Assessments
After activating prior knowledge (daily),
Monitored and
teachers will differentiate instruction to ensure
August, 9, Documented by Improved student
Action that all students have and use the Teachers
2010- May None No Cost Administrative Team achievement in math
Step computational and problem solving strategies
24, 2011 (observations, CWT,
necessary to perform operations.
TCAP data)
Improved student
Monitor our ESL achievement among
KMS will send a representative to TESOL
Room, board, Students Limited English
Conference to obtain training to improve
Action March 17- Teachers (2) transportation, Title I Performance on Proficient students.
instruction for Language English Proficient
Step 19, 2011 meals, and $1,800.00 Formative
students and increase student
registration Assessments and Acquired knowledge
achievement/performance in LA/Reading.
TCAP of effective co-
teaching strategies.
Improved leadership
Teachers for school
KMS will send representatives to the Urban Room, board, Formative improvement
Action Conference on Differentiated Instruction in an November School transportation, Title I assessments, TCAP
Step effort to improve student performance in 8-9, 2010 Counselor meals, and $1,500.00 data, teacher/student Acquired knowledge
language arts. registration surveys in school diversity in
Administrator how to motivate
students.
Kingsbury Middle School
Memphis City Schools
Page 55 of 63
Room, board,
KMS will send representatives to the Nuts and Monitoring data from Acquired knowledge
Action June 7-10, Teachers transportation, Title I
Bolts Symposium in order to improve student Discovery of effective co-
Step 2011 Administrator meals, and $2,500.00
performance in Language Arts and Reading. Assessment teaching strategies.
registration
GOAL 3 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: 08/05/2010
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal 3 is to maintain or exceed 2009-2010 students’ attendance percentage of ninety-six and one half percent
(96.5%) for the school year of 2010-2011 as detailed in the No Child Left Behind non-academic benchmarks. The No
Goal Child Left Behind non-academic subgroup benchmarks are not provided for analysis by the Tennessee Department of
Education.
This goal addresses the requirement of meeting middle school attendance rate for Adequate Yearly Progress for the
Which need(s) does this Goal address? No Child left Behind requirements.
How is this Goal linked to the system’s Five-Year Goal 3 will allow Kingsbury Middle School to maintain the Memphis City Schools required ninety-three (93%)
Plan? attendance rate.
ACTION STEPS – Template 4.2 – (Rubric Indicator
IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
4.2)
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
Section B – Descriptively list the action you plan to take to ensure sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
you will be able to progress toward your goal. Action steps are step.)
strategies and interventions which should be scientifically based
Projected
where possible and include professional development, technology,
communication, and parent and community involvement initiatives Person(s) Required Cost(s) & Performance Results
Timeline Evaluation Strategy
within the action steps of each goal. Responsible Resources Funding / Outcomes
Sources
Decreased
behavioral
KMS will implement the Fight Free initiative Mr. Jones, problems.
Action with incentives to reduce negative behavior August 2010- Intern Principal Monitored/documented
None BOE
Step toward each other and increase respectful May 2011 Ms. Young, by Assistant Principal
behavior toward students and adults. Asst. Principal Improved student
performance and
attendance.
Mr. Mackin, Measured by reduction Decreased
Salary
September Principal in behavior problems. behavioral
Action KMS will hire an In-School Suspension designated by
2010-May $21,776.00
Step Coordinator.
2011 Mr. Wilburn,
MCS for ISS
Monitored/documented problems.
Coordinator.
ISS by ISS Coordinator,
Kingsbury Middle School
Memphis City Schools
Page 56 of 63
Coordinator Principal, Asst. Improved student
Principal. attendance.
Decreased
Ms. Young, behavioral
KMS will implement an In-School Suspension September Monitored by tracking problems.
Action Asst. Principal
as a transitional period for suspended 2010-May No Cost No Cost discipline occurrences.
Step Mr. Jones,
students. 2011
Intern Principal Improved student
performance.
KMS will implement the Parent Teacher Ms. Chatman, Increased parental
Documented/ involvement.
Student Association (PTO) in order to build a September Instructional
Action Monitored by Principal,
strong unity with the community which will 2010-May Facilitator None No Cost
Step Instructional Facilitator,
promote higher expectations for school 2011 Parents Improved
parent president
attendance. Teachers attendance.
KMS will organize and implement several Improved student
September Documented and
Action clubs that will give all students a sense of Ms. Young
pride and ownership within Kingsbury Middle
2010-May
and Teachers
None No Cost Monitored by Assistant behavior and
Step 2011 Principal and teachers
School. attendance.
KMS will organize and implement an
Documented and Improved student
attendance initiative, which offer positive September
Action Ms. Young, Monitored by Principal,
incentives in order to create a healthy, happy, 2010-May
Asst. Principal
None No Cost
Assistant Principal,
behavior and
Step and safe school environment and thus 2011
and Secretary attendance.
increase attendance.
KMS will hire a social worker that will provide Documented/ Improved student
September Mr. Mackin
Action individual and group therapy for students and Monitored by Principal,
teach them better coping skills to better
2010-May Danielle None No Cost
Assistant Principal,
behavior and
Step 2011 Seeman
handle daily stressors. Social Worker attendance.
KMS will send the principal/school Principal and/or Improved student
Room, board, behavior and
counselor/ISS Coordinator to the Youth At- February 28 School Documented and
Action transportation, Title I
Risk Conference in Savannah, Georgia in to March 3, Counselor,
meals, and $1,800.00
Monitored by Assistant attendance.
Step order to improve student attendance and 2011 and/or ISS Principal
Coordinator registration
increase positive behavior.
KMS will send the principal to the Tennessee 12/2/10- Ronnie Room, board, Title I School Counselor Improved student
Principals Association State Conference in 12/3/10 Mackin, transportation, $935.00 Teacher Surveys behavior
Nashville, TN to acquire effective Principal meals, and School Based Council
Action
knowledge/leadership skills to improve student registration Principal Acquired knowledge
Step achievement. Assistant Principal of effective leadership
ISS Coordinator skills to improve
student achievement.
October J. Limbaugh, Improved student
Action KMS will organize and implement the Connect Documented/monitore
Mentoring Program
2010-May School None No Cost
d by School Counselor
behavior and
Step 2011 Counsloer attendance.
Kingsbury Middle School
Memphis City Schools
Page 57 of 63
Instructional
Facilitator Improved student
August Parenting Documented/monitore
Action KMS will organize and implement parenting Bilingual Mentor Title I behavior and
2010-May Teachers
books/material/ d by Principal and
Step workshops and parent information sessions. $600.00 attendance.
2011 School refreshments Instructional Facilitator.
Counselor
Kingsbury Middle School
Memphis City Schools
Page 58 of 63
Kingsbury Middle School
Memphis City Schools
Page 59 of 63
Component 5 – The School Improvement Plan and Process Evaluation
TEMPLATE 5.1: Process Evaluation
The following summary questions are related to Process. They are designed as a culminating activity for you to
analyze the process used to develop the school improvement plan.
TEMPLATE 5.1: Process Evaluation
(Rubric Indicator 5.1)
Evidence of Collaborative Process – Narrative response required
What evidence do we have that shows that a collaborative process was used throughout the entire planning process?
Evidence of Alignment of Data and Goals – Narrative response required
What evidence do we have that proves alignment between our data and our goals?
Evidence of Communication with All Stakeholders – Narrative response required
What evidence do we have of our communication of the TSIPP to all stakeholders?
Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals – Narrative
response required
What evidence do we have that shows our beliefs, shared vision and mission in Component 2 align with our goals in
Component 4?
Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and
Organization – Narrative response required
What evidence do we have that shows our action steps in Component 4 align with our analyses of the areas of
curriculum, instruction, assessment and organization in Component 3?
Suggestions for the Process – Narrative response required
What suggestions do we have for improving our planning process?
Kingsbury Middle School
Memphis City Schools
Page 61 of 63
TEMPLATE 5.2: Implementation Evaluation
The following summary questions are related to TSIPP Implementation. They are designed as a culminating
activity for you to plan the monitoring process that will ensure that the action steps from Component 4 are
implemented.
TEMPLATE 5.2: Implementation Evaluation
(Rubric Indicator 5.2)
Evidence of Implementation – Narrative response required
What is our plan to begin implementation of the action steps?
Evidence of the Use of Data – Narrative response required
What is the plan for the use of data?
TEMPLATE 5.3: Monitoring and Adjusting Evaluation
The following summary questions are related to TSIPP Monitoring and Adjusting. They are designed as a
culminating activity for the school to plan the monitoring process that will ensure that the school improvement plan
leads to effectively supporting and building capacity for improved student achievement for all students.
TEMPLATE 5.3: Monitoring and Adjusting Evaluation
(Rubric Indicator 5.3)
Evidence of Monitoring Dates – Narrative response required
What are the calendar dates (Nov/Dec and May/June) when the School Leadership Team will meet to sustain the
Tennessee School Improvement Planning Process? Identify the person(s) responsible for monitoring and the role
they will play in the monitoring process.
Kingsbury Middle School
Memphis City Schools
Page 62 of 63
Evidence of a Process for Monitoring Plan – Narrative response required
What will be the process that the School Leadership Team will use to review the analysis of the data from the
assessments and determine if adjustments need to be made in our plan?
Evidence of a Process for Adjusting Plan – Narrative response required
What will be the process that the School Leadership Team will use for adjusting our plan (person(s) responsible,
timeline, actions steps, resources, evaluation strategies) when needed?
Evidence of a Plan for Communicating to All Stakeholders – Narrative response required
How will the School Leadership Team communicate success/adjustments of the plan to stakeholders and solicit
ongoing input from stakeholders?
Kingsbury Middle School
Memphis City Schools
Page 63 of 63
