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					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

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                                                                                                                                              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

				
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