Revised Tennessee School and DistrictImprovement Plan Template

School: / Rivercrest Elementary School
District: / Shelby County Schools
Analysis of last year’s final results: / Areas of Greatest Progress: / Areas of Greatest Challenge:
Proficient/Advanced
Improvements
RLA
Black/Hispanic/Native American Subgroup – exceeded the gap closure target of 7.1 by .5%
MATH
3rd – 5th : 55.1% Proficient/Advanced exceeded the AMO of 47.4 by 7.7% / Proficient/Advanced
Set Backs
RLA
3rd – 5th: 44.1% Proficient/Advanced – missed AMO goal of 50.9% by6.8%
3rd – 5thEconomically Disadvantaged–31.7% Proficient/Advanced – Gap Closure 29.4% missed the Gap Closure Target (GCT) of 27.6% by 1.8%
3rd – 5thEnglish Language Learners – 20% Proficient/Advanced – Gap Closure 24.4% missed the GCT of 0 by 24.4%
3rd – 5th Students With Disabilities – 15.4% Proficient/Advanced – Gap Closure 25.2% missed the GCT of 33.5% by 8.3%
MATH
Black/Hispanic/Native American Subgroup – 49.5% Proficient/Advanced - Gap Closure 5.6 missed the GCT of 5.4% by .2%
3rd – 5thEnglish Language Learners – 40% Proficient/Advanced – Gap Closure 15.2% missed the GCT of 3.7 by 11.5%
3rd – 5th Economically Disadvantaged – 41.7% Proficient/Advanced – Gap Closure 31.7% missed the Gap Closure Target (GCT) of 23.6% by 8.1%
3rd – 5th Students With Disabilities – 21.2% Proficient/Advanced – Gap Closure 39.5% missed the GCT of 35.1% by 4.4%
Source of Progress: / Source of Challenge:
Only the Hispanic subgroup made gains in RLA but all made gains in Math. Despite the gains made in math no subgroup met the AMO Gap Targetto close the achievement gap so reducing the disparity between the achievement of these groups is still a goal. The gains in math can be attributed to the following: 1) Students in the ED group were targeted for extra instruction by a Math coach during the FY13/14. 2) Grade levels had common planning time and participated in PLCs. 3) All teachers received Formative Assessment training and incorporated formative assessment into instruction. 4) Designated Intervention time targeting students in reading/LA and math was scheduled into each day. 5) Teachers participated in “data digs” to examine benchmark assessment data and plan strategic instruction to meet the needs of students. 6) Teachers working with SWD modified recommended curriculum and supplemented with “Number Worlds.” / According to teachers failure to meet the AMO and GCT may be attributed to the following: 1) Many students enter Kindergarten with limited vocabulary and reading experiences. 2) Students come to testing grades not reading on grade level. More focus is needed at grades K-2 on intensive phonics instruction and sight words. 3) Disparity between the length of passages in textbook assessments and those on TCAP. TCAP passages are much longer so teachers need to work to create reading stamina in students. 4) Focus of current reading series is mainly on narrative texts. Students need more instruction on reading expository texts similar to TCAP.
Goals for this school year: / Overall Achievement Goals: (Aligned to First to the Top Goals)
1)In Reading Language Arts to increase the percentage of all students scoringat or above proficiency from 44.1% to 47.6%.
2)In Math to increase the percentage of all students scoring at or above proficiency from 55.1% to 57.9%.
Subgroup Goals: (List each subgroup individually)
1)Increase Reading/Language Arts scores of student subgroups: African American subgroup scoring at or above proficiency from 36.7% to 43%; Hispanic subgroup scoring at or above proficiency from 44.4% to 47.9%;Economically Disadvantaged subgroup from 31.7% to 36% Proficient or Advanced.
2)Increase Math scores of student subgroups: African American subgroup from 48.9% to 52.1%; Hispanic subgroup from 66.6% to 68.7%; Economically Disadvantaged subgroup from 41.7% to 45.3%; and Students with Disabilities subgroup from 21.2% to 26.1%.
Other Required Goal Areas:
In Science to increase the percentage of all students scoring at or above proficiency.
To continue to exceed the state attendance goal of 95%.
Plan for this school year: / Key strategies to achieve goals:
  1. Daily Intervention periods each day focused on R/LA and Math at every grade level
  2. Triumph Learning Materials
  3. Weekly Grade Level PLC’s around formative assessment data
  4. Continued use of Mountain Language and Mountain Math
  5. Education City – web based R/LA, Math and Science program for teaching, reinforcement, and enrichment
  6. Istation for all grades to monitor and provide intervention for reading skills
  7. Data Digs Fall 2013 – Spring 2014 to examine DEA/Formative Data and plan instructional strategies to increase learning for all students
  8. Six Trait Writing for all grades
  9. Star Reading to assess reading levels and reading comprehension skills
  10. Accelerated Reading to promote reading across the grade levels
  11. Math Problem Solving Strategies for all grade levels
  12. Compass Math for students scoring basic on TCAP/DEA.
  13. Focus on Common Core State Standards in ELA and Math to provide rigorous instruction developing problem solving skills
  14. Parenting Workshops on vocabulary development, sight word reinforcement, and reading aloud for parents/guardians of early grade students.
  15. Incorporating “Daily Five” structure into K-2 reading block to develop literacy practices that will support reading fluency and comprehension in upper grades.
  16. Incorporate CCSS by conducting “Task Tuesdays” to strengthen students’ math problem solving.
  17. Incorporate writing at all grade levels through “Writing Wednesdays.”
  18. Use TCAP Blitz beginning in January to prepare students for testing.
  19. Use of LAMPS teachers to tutor students.
  20. Arts Infusion
  21. Grade level common formative assessments.
  22. Book It Reading Program
  23. Responsive Classroom Training for teachers
  24. Responsive Classroom Book Study for teachers

Key strategies to achieve progress for students with the greatest need:
  1. Compass Learning Intervention for non-proficient students
  2. Fastt Math Interventionfor grades 3 – 5 for to promote math fact fluency
  3. TCAP Math Coach for intervention for non-proficient students
  4. TCAP LA Coach for intervention for non-proficient students
  5. Before/ After School R/LA Tutoring for grades K, 1, 2, and 3
  6. Before/After School Math Tutoring for 3rd grade
  7. TCAP Boot Camps for R/LA, Math, and Writing for grades 3-5
  8. Target academic vocabulary in Math and RLA particularly for Hispanic subgroup
  9. Intensive phonics instruction to develop reading fluency for grades K-2.
  10. Intensive sight word instruction to develop reading fluency for grades K-2.
  11. Project 21, an after-school tutoring program.
  12. Big Idea Book Club for 4th grade boys in targeted subgroups.
  13. Title I Parenting workshops on Reading and Math strategies.

Projected costs and funding sources for key strategies:
  1. Strategy 1 requires no additional funding. Materials from adopted reading series will be used.
  2. Title I funds will be used. $3000.00 for a school site of up to 399 students in Grades 3-5.
  3. No cost.
  4. Mountain Language and Mountain Math were purchased in 2010 with Title I funds. No further funding needed
  5. Education City subscription is purchased with Title I funds. - $2,814.00
  6. Istation is funded by the District
  7. Data Digs Fall 2013-2014 will be funded by Title I. - $2809.68
  8. Six Trait Crates were purchased in 2011-2012 with Title I funds. No further funding necessary.
  9. Star Reading is funded with school funds
  10. Accelerated Reader is funded with school funds
  11. No cost for Math Problem Solving Strategies
  12. No cost for daily intervention periods
  13. Common Core State Standard training was provided by the district
  14. Compass Learning is funded by the District
  15. Fastt Math is funded by the District
  16. TCAP Math Coach is funded through Title I Funds – $54,931.02
  17. TCAP LA Coach is funded through Title I Funds - $18,932.18
  18. Parenting Workshops and materials for parents will be funded through Title I funds - $1500
  19. Before/After school tutoring for Grades K, 1, 2- $5039.65
  20. Before/After school tutoring for Grades 1,2,and 3 – ECU funds-$4796.40
  21. TCAP Writing, RLA, and Math Boot Camps for Grades 3-5-$1397.40
  22. Writing Boot Camp for grades 3 – 4 - $931.60
  23. Triumph Learning Online Materials for grades 3-5 - $500
  24. Project 21 is grant funded.
  25. Responsive Classroom Book Study materials - $1,103 from Title I Funds
  26. Responsive Classroom Resources for teachers – 6 copies Doing Science in Morning Meeting and 6 copies Interactive Modeling - $249.90

Benchmarks for Progress / Benchmark: / Timeline:
DEA – Grades 2-5 / September 2013, December 2013, March 2014
IStation –Grades K-5 / August 2013, - May 2014
Star Reading Grades 1-5 / September, January, and May
2013-2014
Data Digs around R/LA and Math DEA data / October, January, and March
Teacher TEM 3.0 Evaluations / September 2013-April 2014

Revised January 2014