Cordova Elementary Annual Plan (2020 - 2021)



Cordova Elementary Annual Plan (2020 - 2021)Last Modified at Sep 18, 2020 12:02 PM CDT[G 1] Reading/Language ArtsBy spring 2021, Cordova Elementary School will improve K-5 literacy, with a particular emphasis on early grades literacy. We believe improvement in this area can continue to improve developing students' deep understanding of content and mastery of the standards based on work done in the prior year including the implementation of new reading language arts curriculum material, the continued placement of the second grade paraprofessional to support reading, ELA response to instruction and intervention, and the development of rigorous professional development to support reading. Performance MeasureCordova Elementary School will work toward increasing the following percentage of students who are on track or mastered in grades 3-5 from 2018-19 on track or mastered of 26.4% to 32% for 2020-2021 as reflected on TCAP. All students will demonstrate 70% on-track/mastery on District Formative Assessments.StrategyAction StepPerson ResponsibleEstimated Completion DateFunding SourceNotes[S 1.1] Standards-Aligned Core InstructionProvide access to rigorous curriculum, quality core instruction, and assessments aligned with the State's academic content standards.Benchmark IndicatorPerformance levels at 70% on-track/mastery on District Formative Assessments (Fall, Winter and Spring) will demonstrate the alignment of core instruction being taught to standards for the specific quarter.TN Ready State Standards - annually meeting AMO'rmal observations using the SCS observational tools to gauge the implementation of standard aligned instruction. Informal observations will be monitored through the district’s PD management system (Professional Learning Zone/PLZ) for 80% standard aligned core instructional implementation with fidelity at 2 per teacher per semester.??TEM rubric for formal observations - for each observation at 3 or better.Review of SCS PLC Planning Guides - Weekly.Review of weekly common assessments.- Bi-Weekly.Review of student work and exit tickets - WEEKLY.Review master school schedule and classroom schedules - ANNUALLY.[A 1.1.1] Implementation of Effective Literacy Shifts?CES will utilize SCS informal observation tools to monitor effective delivery of standards aligned instruction.CES Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser04/30/2021[A 1.1.2] Improving student achievement and growth by supporting rich learning environments.Secure supplies, materials, equipment, and resources to support reading academic growth and achievement.Nekia Patton, Rikki Glaser01/29/2021[A 1.1.3] Alignment of Classroom Observation and FeedbackUtilize formal (TEM rubric) and informal (SCS observation tools) observation processes to provide regular feedback to teachers to ensure ELA instruction is aligned to the TN State Standards and that evidenced based strategies are used to address varying student needs.?Nekia Patton, Sheena Robinson, Rikki Glaser04/30/2021[A 1.1.4] Use of Common Formative Assessment to Measure Student ProgressUse the District Formative Assessment as an interim measure of K-5th grade student progress in English Language Arts.?Use CES Common Formative Assessment as a weekly measure of 2-5th grade student progress.?Kindergarten and 1st grade will be assessed with CES Common Formative Assessment every 3 weeks in English Language Arts.CES Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser,05/28/2021[A 1.1.5] Focus on Early LearningStrengthen early literacy proficiency by focusing on early foundational skills. This will be accomplished by identifying one K-2 teacher leader as the CES literacy laureate, and one paraprofessional dedicated to supporting early literacy by working with student on foundational skills in 2nd grade, and by providing on-going professional development for educators on early foundational skills.Nekia Patton, Sheena Robinson, Rikki Glaser, Holly Hester, Mary Callahan06/16/2021[A 1.1.6] Differentiated Learning OpportunitiesCES will support ELA academic success though differentiated professional development for ELL, SPED, and Gen Ed ELA teachers that focus on building students' foundational skills and addressing grade level standards.CES Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser05/28/2021[A 1.1.7] Uninterrupted Reading BlockEach classroom teacher will involve all students in K-5 in an uninterrupted literacy block in Tier I Reading. Daily reading instruction will include small group instruction and learning stations.CES Classroom Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser06/16/2021[A 1.1.8] Improving Student Achievement through PLCSPLC Teams will utilize weekly data to guide re-teaching, differentiated instruction and interventions for reading/language arts addressing specific individual student deficiencies. Teachers will share strategies to increase student achievement. ESL and SPED teachers will attend PLC meetings to collaborate on data.CES Classroom Teachers, CES ESL Teachers, CES SPED Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser06/16/2021[A 1.1.9] PLC CoachPLC Coach will assist daily in Reading to help identify at risk students to provide materials and professional development to increase Reading Scores.Rikki Glaser06/16/2021[A 1.1.10] Family Reading NightParents and students will participate in Family Reading Night. Reading activities will be planned for students in every grade K-5 for parents and students to participate together to strength the literacy instruction.CES Classroom Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser12/11/2020[A 1.1.11] Literacy Learning StationsAll Reading teachers will create daily, academically challenging, effective learning environments through the use of learning stations. Technology may be used during the literacy stations including the use of Smart Boards, document cameras, projectors, and literacy activities.CES Reading Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser06/16/2021[A 1.1.12] Monitor and Ensure ESL Student ProgressUtilize ELLevation and ESL Walkthrough tool to provide regular feedback to teachers to ensure ESL students are progressing.Nekia Patton, Sheena Robinson, Rikki Glaser, ESL Teachers, CES Teachers03/31/2021[S 1.2] Professional DevelopmentProvide ongoing, high quality professional development at Cordova Elementary School for school leaders, teachers, and other instructional staff that focuses on changing instructional practices that result in improved student performance.Benchmark IndicatorIPG and walk-through observation data - WEEKLY at 80% fidelity implementation of practices that were presented during ILT meetings and sessions.?District Formative Assessment data - QUARTERLY student performance levels at 70% on track/mastery.?Professional Learning Zone (PLZ) transcript data - ONGOING at 85% overall attendance rate.?Review of lesson plans and common assessments Weekly.Review of professional development feedback and surveys - ONGOING.[A 1.2.1] High-Quality, Continuous Professional DevelopmentTeachers and staff will participate in ongoing, research-based professional development through various activities including modeling effective instructional practices (including implementing Common Core State Standards), behavior management strategies, assessment techniques, and directed teaching methods; acting as a coach and support to teachers; and, modeling effective intervention strategies.CES Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser, Holly Hester, Alicia Bradfield, Safiyyah Salaam, Erin Lee04/30/2021[A 1.2.2] Use of Instructional Leadership TeamUse Instructional Leadership including ILT ELA Leads, Literacy Laureate, SPED Lead Teacher, ESL Lead Teacher, and PLC Coaches to provide direct support to teachers to improve reading instructional practices in classrooms and across relevant content areas.Nekia Patton, Sheena Robinson, Rikki Glaser, Holly Hester, Alicia Bradfield, Safiyyah Salaam, Erin Lee05/28/2021[A 1.2.3] Inclusion Professional DevelopmentSPED and ESL Co-Teachers will attend district and/or state offerings alongside of their regular education co- teacher.Nekia Patton, Sheena Robinson, Rikki Glaser, Safiyyah Salaam, Erin Lee05/28/2021[A 1.2.4] Parent Training - LiteracyProvide literacy trainings to empower parents to promote literacy at home, as well as help parents learn teaching strategies that can help their child succeed in school.?CES Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser, Holly Hester, Alicia Bradfield, Safiyyah Salaam, Erin Lee05/28/2021[A 1.2.5] New Teacher MentorCES will support ELA academic success through the development and implementation of a targeted support mentor program for new teachers to CES. On-going monthly new teacher training will focus on proven instructional strategies, behavior management, effective routines and procedures, teacher reflection, and observation of master teachers.Nekia Patton, Sheena Robinson, Rikki Glaser, Rhonda Mitchell06/11/2021[A 1.2.6] PLC Teams Utilizing DataPLC Teams will utilize weekly data to guide re-teaching, differentiated instruction and interventions for reading/language arts addressing specific individual student deficiencies. Teachers will share strategies to increase student achievement. ESL and SPED teachers will attend PLC meetings to collaborate on data. Copiers will be used to make copies of data and benchmark materials.CES Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser06/16/2021[A 1.2.7] Professional Development for General Education Teachers and ESL TeachersGeneral education teachers in all content areas and ESL teachers will participate in Safe School Training Supporting ESL Students.CES Teachers, ESL Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser11/30/2020[S 1.3] Targeted Intervention and Personalized LearningProvide academic interventions and personalized learning activities that are designed to meet the individual needs of the student and provide a learning pace and instructional approaches to meet the needs of each learner.Benchmark IndicatorDistrict Formative Assessment data review to show effectiveness of targeted intervention and personalized learning in alignment of standards and performance measure.?QUARTERLY student performance outcome 70% on-track/mastery.?Progress monitoring from the universal screener/FastBridge will provide feedback data on the impact of targeted intervention and personalized learning. QUARTERLY student performance outcome 70% on-track/mastery. (Illuminate/Fast Bridge)?RTI2 instructional tool data review – WEEKLY student performance outcome 70% on-track/mastery.??TN Ready Assessment - ANNUALLY meeting AMOs for identified targeted subgroups.??Review of lesson plans and common assessments - WEEKLY.[A 1.3.1] Response to InterventionIdentification of Tier II and Tier III students by utilizing Illuminate FastBridge aReading assessments. Students scoring below the 10th percentile on either assessment shall receive follow-up benchmark assessments to assist in determining the appropriateness of a tiered intervention. Implementation monitoring is ongoing. ESL student requiring additional language support will receive English language development intervention during scheduled RTI.CES Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser, Safiyyah Salaam, Erin Lee06/11/2021[A 1.3.2] Personalized Literacy SupportsProvide targeted enrichment and support for students using District-provided online intervention tools (IReady), differentiated instruction and classes with fidelity.CES Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser06/11/2021[A 1.3.3] Extended LearningProvide extended learning opportunities students to support ELA academic success.??Nekia Patton, Rikki Glaser04/30/2021[A 1.3.4] Parent and Community Volunteer PlanCreate and implement a plan for parent and community volunteers to support and promote literacy.Nekia Patton, Sheena Robinson, Rikki Glaser, Thelma Doss, Jonathan Ferrell10/30/2020[A 1.3.5] Response to Covid 19 Virtual Learning in ELASecure supplies to maintain technology and personal protective equipment to support academic growth and achievement and ensure a safe and healthy learning environment. Create and implement a plan for virtual learning ELA small groups and for addressing student learning styles while learning literacy skills remotely.Nekia Patton, Sheena Robinson, Rikki Glaser10/02/2020[A 1.3.6] Parent Training - Virtual Open HouseProvide parent trainings on virtual learning tools like Microsoft TEAMs to empower parents to promote literacy at home, as well as help parents learn strategies that can help their child succeed in school.?CES Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser, Laura Hanna, Jean Murchison10/02/2020[A 1.3.7] ELA Homework - Reading Fluency FocusCreate and implement a homework policy plan for kindergarten through fifth grade with a focus on reading literacy, high frequency words, and vocabulary.Nekia Patton, Sheena Robinson, Rikki Glaser, Laura Hanna, Holly Hester, Alicia Bradfield, Safiyyah Salaam, Erin Lee10/02/2020[A 1.3.8] Attending High Quality Professional DevelopmentTeachers and administrators will participate in local, state and national conferences and trainings based on the academic and social needs of the students of Cordova Elementary School to increase their professional knowledge to become more effective teachers and administrators. Teacher and administrators will learn a variety of strategies and techniques to use in the classrooms to enhance the curriculum and increase student achievement. Teachers and administrations will return after the PD and provide ongoing, research-based professional development for teachers and staff through various activities including modeling effective instructional practices (including Common Core State Standards), behavior management strategies, assessment techniques, and directed teaching methods; acting as a coach and support to teachers; and modeling effective intervention strategies.CES Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser06/16/2021[A 1.3.9] Strategies for the English Language LearnerESL Teachers will provide ongoing, research-based professional development for teachers and staff through various activities including modeling effective instructional practices (including implementing Common Core State Standards), behavior management strategies, assessment techniques, and directed teaching methods; acting as a coach and support to teachers and modeling effective intervention strategies. PD will be for all staff and will be ongoing through PLCs.Safiyyah Salaam, Kimberly DeLara, Emily Shifflette06/16/2021[G 2] MathematicsBy spring 2021, Cordova Elementary School will improve K-5 mathematics. CES believes improvement in this area can continue based on work done in the prior year including the implementation of the math curriculum material, the execution of rigorous professional development to support math, and a continued instructional shift that will align with an increase focus on content, coherence of student understanding, and rigorous instruction that requires students to apply all shifts to real world applications.Performance MeasureCordova Elementary School will work toward increasing the percent of students who are on track or mastered in Mathematics for grades 3-5 from 25.9% in 2018-2019 to 31% for 2020 - 2021 as reflected on TCAP. All students will demonstrate 70% on-track/mastery on District Formative Assessments.StrategyAction StepPerson ResponsibleEstimated Completion DateFunding SourceNotes[S 2.1] Standards-Aligned Core InstructionProvide access to rigorous curriculum, quality core instruction, and assessments aligned with the State's academic content standards.Benchmark IndicatorPerformance levels at 70% on-track/mastery on District Formative Assessments (Fall, Winter and Spring) will demonstrate the alignment of core instruction being taught to standards for the specific quarter.TN Ready State Standards - annually meeting AMO'rmal observations using the SCS observational tools to gauge the implementation of standard aligned instruction. Informal observations will be monitored through the district’s PD management system (Professional Learning Zone/PLZ) for 80% standard aligned core instructional implementation with fidelity at 2 per teacher per semester.??TEM rubric for formal observations - for each observation at 3 or better.Review of SCS PLC Planning Guides - Weekly.Review of weekly common assessments.- Bi-Weekly.Review of student work and exit tickets - WEEKLY.Review master school schedule and classroom schedules - ANNUALLY.[A 2.1.1] Improving student achievement and growth by supporting rich learning environments.CES will secure supplies, materials, equipment, and resources to support math academic growth and achievement.Nekia Patton, Rikki Glaser01/29/2021[A 2.1.2] Alignment of Classroom Observation and FeedbackUtilize formal (TEM rubric) and informal (SCS observation tools) observation processes to provide regular feedback to CES teachers to ensure instruction is aligned to the TN State Standards and that evidenced based strategies are used to address varying student needs.Nekia Patton, Sheena Robinson, Rikki Glaser04/30/2021[A 2.1.3] Use of Assessment to Measure Student ProgressUse District Formative Assessment as an interim measure and weekly CES Common Formative Assessment as an on ongoing measure of K-5 math progress.CES Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser05/28/2021[A 2.1.4] Implementation of Effective Mathematics ShiftsCES will utilize SCS observation tools to monitor effective delivery of standards aligned instruction.CES Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser04/30/2021[A 2.1.5] Differentiated Learning OpportunitiesCES will support Mathematics academic success though differentiated professional development for ELL, SPED, and Gen Ed ELA teachers that focus on building students' mathematics foundational skills and addressing grade level standards.Nekia Patton, Sheena Robinson, Rikki Glaser, Safiyyah Salaam, Erin Lee05/28/2021[A 2.1.6] Improving student achievement through PLCsPLC Teams will break down the standards and utilize weekly data to guide re-teaching, differentiated instruction, and interventions for math addressing specific individual student deficiencies. Teachers will share strategies to increase student achievement ESL and SPED teachers will attend PLC meeting to collaborate on data.CES Math Teachers, CES ESL Teachers, CES SPED Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser06/16/2021[A 2.1.7] PLC CoachPLC Coach will assist daily in Math to help identify at risk students to provide materials and professional development to increase Math scores.Rikki Glaser06/16/2021[A 2.1.8] Parental TrainingParental Training will be offered for parents in all grades to help their child succeed in school. Parents will learn grade specific strategies to use at home to help their child improve in Math.CES Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser, Lisa Shelton05/28/2021[A 2.1.9] Science and Math ManipulativesStudents will be provided with additional resources for hands-on Math and Science instruction. In addition Science subscriptions may be used to enhance the curriculum. Classroom resources for science experiments, including books for math and science classroom libraries will be purchased to enhance the curriculum. In addition, hands on manipulatives for math and science centers will be purchased to enhance the curriculum. Technology, computers, Smart Boards, etc. will be purchased to enhance instruction.CES Math Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser06/16/2021[S 2.2] Professional DevelopmentProvide ongoing, high quality professional development at the District and school level for school leaders, teachers, and other instructional staff that focuses on changing instructional practices that result in improved student performance.Benchmark IndicatorInformal and walk-through observation data?- WEEKLY?at 80% fidelity implementation of practices that were presented during ILT meetings and sessions.?District Formative Assessment data -?Fall, Winter, and Spring - student performance levels at 70% on track/mastery.?Professional Learning Zone (PLZ) transcript data -?ONGOING?at 85% overall attendance rate.?Review of SCS planning guide -?Weekly.Review of common assessments. - Bi-Weekly[A 2.2.1] High-Quality Professional DevelopmentTeachers and staff will participate in ongoing, research-based professional development through various activities including modeling effective instructional practices ( including implementing, TN State Standards), behavior management strategies, assessment techniques, and directed teaching methods; acting as a coach and support to teachers, and modeling effective intervention strategies. CES Math Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser, Lisa Shelton06/16/2021[A 2.2.2] Use of Instructional LeadershipUse Instructional Leadership including ILT Math Leads and PLC Coaches to provide direct support to teachers to improve math instructional practices in classrooms and across relevant content areas.Nekia Patton, Sheen Robinson, Rikki Glaser, Lisa Shelton05/28/2021[A 2.2.3] Inclusion Professional DevelopmentSPED Co-Teachers will attend district and/or state offerings alongside of their regular education co- teacher.Nekia Patton, Sheena Robinson, Rikki Glaser, Erin Lee, Tina Butler04/30/2021[A 2.2.4] Parent Training - MathematicsProvide parent mathematics training opportunities to empower parents to promote mathematics at home, as well as help parents learn teaching strategies that can help their children succeed in school. Develop and offer periodic math trainings directly specific to Eureka curriculum for parents and family. Provide parent surveys to assess parent understanding of math curriculum and determine the area to focus math trainings. Provide Eureka vocabulary handouts to keep in homework folders. Include Eureka homework help video links in newsletters.CES Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser, Lisa Shelton, Erin Lee, Tina Butler04/30/2021[A 2.2.5] New Teacher MentorCES will support Math academic success through the development and implementation of a targeted support mentor program for new teachers to CES. On-going monthly new teacher trainings will focus on proven instructional strategies, behavior management, effective routines and procedures, and teacher reflectionNekia Patton, Rhonda Mitchell06/11/2021[A 2.2.6] Math Standards Targeted Professional DevelopmentSurvey teachers to determine which math standards they need support to plan professional development.Nekia Patton, Sheena Robinson, Rikki Glaser, Lisa Shelton02/26/2021[A 2.2.7] Eureka Math Professional DevelopmentTeachers will receive ongoing professional development on Eureka Math Curriculum during faculty meetings and PLC meetings.CES Math Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser, Lisa Shelton06/16/2021[A 2.2.8] Professional Development for General Education Teachers and ESL TeachersGeneral education teachers in all content areas and ESL teachers will participate in Safe School Training - Supporting ESL Students.CES Teaches, ESL Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser11/30/2020[S 2.3] Targeted Interventions and Personalized Learning,Provide academic interventions and personalized learning activities that are designed to meet the individual needs of the student and to provide a learning pace and instructional approaches that meet the needs of each learner.Benchmark IndicatorDistrict Formative Assessment data review to show effectiveness of targeted intervention and personalized learning in alignment of standards and performance measure.?Fall, Winter, Spring student performance outcome 70% on-track/mastery.?Progress monitoring from the universal screener/FastBridge will provide feedback data on the impact of targeted intervention and personalized learning.?Fall, Winter, Spring student performance outcome 70% on-track/mastery. (Illuminate/Fast Bridge)?RTI2 instructional tool data review –?WEEKLY?student performance outcome 70% on-track/mastery. (iReady)?TN Ready Assessment -?ANNUALLY?meeting AMOs for identified targeted subgroups.??Review of SCS planning guide -?WEEKLY.Review common assessments -?Bi-WEEKLY.[A 2.3.1] Progress MonitoringCreate and implement a systemic approach to monitoring the implementation of the math intervention and using the data to drive instruction.Nekia Patton, Sheena Robinson, Rikki Glaser06/11/2021[A 2.3.2] Personalized Math SupportProvide targeted enrichment opportunities for students and targeted support for Tier II and Tier III students using District-provided online intervention tools with fidelity and differentiated instruction and enriched classes.CES Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser, Tina Butler, Erin Lee06/11/2021[A 2.3.3] Response to InterventionIdentification of Tier II and Tier III students by utilizing a formative assessment tool to identify the bottom 15% of students in need of intervention, students are then bench-marked, after which students are scheduled for intervention services for RTI2 in all K-12 schools. Implementation monitoring is ongoing, and student progress is bench-marked every three weeks. Interventions provided for students are adjusted according to student mastery.CES Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser, Erin Lee06/11/2021[A 2.3.4] Extended Learning OpportunitiesProvide extended learning opportunities students to support Math academic success.??Nekia Patton, Sheena Robinson, Rikki Glaser04/30/2021[A 2.3.5] Response to Covid 19 MathematicsSecure supplies to maintain technology and personal protective equipment to support academic growth and achievement and ensure a safe and healthy learning environment. Create and implement a plan for virtual learning Math small groups and for addressing student learning styles while learning math skills remotely.Nekia Patton, Sheena Robinson, Rikki Glaser01/29/2021[A 2.3.6] Parent and Community Volunteer PlanCreate and implement a plan for parent and community volunteers to support and promote mathematics fluency.CES Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser, Thelma Doss, Jonathan Ferrell12/18/2020[A 2.3.7] Differentiated InstructionTeachers in all grades will utilize resources to differentiate instruction to meet the needs of all their students in math,CES Math Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser06/16/2021[A 2.3.8] Response to Intervention TrainingAll Math teachers will be provided ongoing support on RTI and meeting the needs of all their students. The process of RTI will be shared as well as resources that can be used to meet students individualized Tier needs. On going support will be held during faculty meetings, PLCs and grade level meetings.Nekia Patton, Sheena Robinson, Rikki Glaser06/16/2021[A 2.3.9] Attending High Quality Professional DevelopmentTeachers and administrators will participate in local, state, and national conferences and trainings based on the academic and social needs of the students of Cordova Elementary School to increase their professional knowledge to become more effective teachers and administrators. Teachers and administrators will learn a variety of strategies and techniques to use in the classroom to enhance the math curriculum and increase student achievement. Teachers and administrators will return after the PD and provide ongoing research-based professional development for teachers and staff through various activities (including implementing Tennessee State Standards), behavior management strategies, assessment techniques, and directed teaching methods; acting as a coach and support to teachers; and modeling effective intervention strategies.CES Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser06/16/2021[A 2.3.10] Math Fluency FocusCreate and implement a math fluency skill plan for kindergarten through fifth grade. Develop a weekly assessment that addresses fluency and foundation skills. Plan a Math Fluency Bee for grade bands. Work with adopters to purchase incentives for students to learn their math facts.?Nekia Patton, Sheena Robinson, Rikki Glaser, Thelma Doss, Jonathan Ferrell, Lisa Shelton, Erin Lee10/02/2020[G 3] Safe and Healthy StudentsCordova Elementary School will cultivate a positive climate to ensure that school environments are safe and conducive for instruction.Performance MeasureCordova Elementary School will reduce the percentage of chronically out of school students from 12.3% in 2019-20 to 7.3% for the 2020 – 2021 academic school year. StrategyAction StepPerson ResponsibleEstimated Completion DateFunding SourceNotes[S 3.1] Behavioral Interventions and SupportsImplement targeted interventions and support programs and initiatives that address identified behavior needs and provide appropriate student supports.Benchmark IndicatorIn order to look at attendance rates and factors that cause students to be absent from school the benchmark indicators are student discipline reports - 20 day reporting period will assist in monitoring students behavior and effectiveness behavioral interventions and supports measures aimed at reducing student discipline incidents..?Attendance and suspension data - 20 day reporting period, will assist in monitoring students attendance and the?effectiveness of?behavioral interventions and supports measures aimed at improved student attendance.?Monitoring students who have been identified as needing additional support (i.e. homeless, foster care, student involved in RTIB programs).[A 3.1.1] Positive Behavior Intervention SupportImplement a RTI2 behavior prevention and intervention plans with fidelity that provides supports to students.Nekia Patton, Sheena Robinson, Jonathan Ferrell, Thelma Doss06/11/2021[A 3.1.2] RTI2B Intervention TeamsUtilize RTI2B teams to review attendance, chronic absenteeism, and behavioral data to identify at-risk students.Nekia Patton, Sheena Robinson, Jonathan Ferrell, Thelma Doss06/11/2021[A 3.1.3] Intervention Program for Students - Attendance BuddiesImplement Attendance Buddies intervention program to encourage students to attend school. Students who fall into the category of chronically out of school 10% or more of the school year will be assigned to a CES staff member as their Attendance Buddy. Attendance Buddies will check in on their assigned student daily to encourage school attendance.Jonathan Ferrell, Thelma Doss06/11/2021[A 3.1.4] Attendance Communication - CES NewsletterUtilize the CES Newsletter to communicate attendance percentages for each grade level. The school newsletter will remind and encourage CES families about the importance of school attendance and the part it plays in academic success for our entire CES family.Nekia Patton, Sheena Robinson, Jonathan Ferrell, Thelma Doss, Laura Hanna06/11/2021[A 3.1.5] Intervention Program - Weekly and Quarterly Attendance IncentivesSurvey students and implement a weekly and quarterly attendance incentive plan to encourage and reward perfect attendance.Nekia Patton, Sheena Robinson, Jonathan Ferrell, Thelma Doss06/11/2021[A 3.1.6] Attendance Intervention - Wellness ChecksContact student families when a student is absent. Teachers will call a student's parent when the student is absent to check on why the student was absent and to let the family know the student was missed. ESL teachers and Instructional Resource teachers will contact their student's parent when the student misses 2 consecutive days to check on why the student was absent and to let the family know the student was missed. Counselors will contact families when a student misses 5 school days to discuss why the student is absent and the importance attendance plays in the student's academic success.CES Teachers, Nekia Patton, Sheena Robinson, Jonathan Ferrell, Thelma Doss06/11/2021[A 3.1.7] Most Improved Award at Honor's ProgramIdentify the most improved students in each class quarterly for the following categories: Most Improved ELA, Most Improved Math, an Most Improved Behavior. Students will receive recognition and an award and the Honor Assembly each quarter.CES Teachers, Nekia Patton, Sheena Robinson, Jonathan Ferrell, Thelma Doss06/11/2021[A 3.1.8] Behavior Intervention - Counselor Check InsCounselors will create a schedule and conduct check ins with at-risk students.?Counselors will update the Counselor Check In Schedule monthly.Nekia Patton, Sheena Robinson, Jonathan Ferrell, Thelma Doss06/16/2021[A 3.1.9] Character Trait AwardIdentify and award a student for each class that demonstrates the character trait of the month.CES Teachers, Nekia Patton, Sheena Robinson, Jonathan Ferrell, Thelma Doss06/16/2021[S 3.2] Professional DevelopmentProvide ongoing, high quality professional development at the District level and school site for school leaders, teachers, and other instructional staff to focus on changing instructional practices that result in improved student attendance and behavior positively impacting student achievement.?Benchmark IndicatorStudent discipline and attendance reports 20-day reporting cycle will be used to measure impact of changed practices as a result of professional development.???Fidelity checks of student data entry will be conducted during the 20-day reporting cycle to monitor the incidents of data entry errors and erroneous reporting.?[A 3.2.1] RTI2B Targeted TrainingProvide CES faculty and staff professional development to address student discipline, attendance, and chronic absenteeism.Nekia Patton, Sheena Robinson, Jonathan Ferrell, Thelma Doss05/28/2021[A 3.2.2] New Teacher MentorCES will support social and emotional learning success through the development and implementation of a targeted support mentor program for new teachers to CES. On-going monthly new teacher trainings will focus on proven instructional strategies, behavior management, effective routines and procedures, and teacher reflection.Nekia Patton, Rhonda Mitchell06/11/2021[S 3.3] Parent, Family, and Community EngagementPromote effective parent, family, and community engagement activities that support safe schools with increasing student attendance positively impacting the overall academic success of students.Benchmark IndicatorDiscipline reports - reviewed 20 day reporting cycle; attendance reports - reviewed 20 day reporting cycle; number of school adopters surveyed annually; number of parent ambassadors named each semester.[A 3.3.1] Family Needs AssessmentCreate a family needs assessment to be administered to all families and analyzed each semester. Strategies for family engagement will be developed or revised and implemented from this analysis. The needs assessment will be given at the beginning of each semester in order to determine current needs.Nekia Patton, Sheena Robinson, Rikki Glaser, Jonathan Ferrell, Thelma Doss05/28/2021[A 3.3.2] Pre-K to Kindergarten and 5th Grade to Middle School Transition PlanSchool counselors will develop and implement Pre-K-to-Kindergarten and a 5th grade-to-Middle transition plan focused informing parents and students of the routines and expectations of the upcoming year.Nekia Patton, Sheena Robinson, Jonathan Ferrell, Thelma Doss06/11/2021[A 3.3.3] Family and Community Engagement CommitteeCreate a family and community engagement committee, comprised of CES teachers, school counselors, CES Behavior Specialist, PIE representatives, and CES administration to improve outreach efforts by assessing needs and planning specific activities to support the CES community. This committee will meet each semester.Nekia Patton, Sheena Robinson, Rikki Glaser, Jonathan Ferrell, Thelma Doss, Laura Hanna, Aishia Hibbler03/31/2021[A 3.3.4] Parent Training or WorkshopsThe counselors and behavior specialist will plan and conduct quarterly parent workshops based on the needs assessment. A brief evaluation will be conducted at the end of each session to determine the effectiveness of the workshop and obtain input about other trainings to be offered.?Nekia Patton, Sheena Robinson, Johnathan Ferrell, Thelma Doss, Aishia Hibbler06/11/2021[G 4] Early LiteracyBy spring 2021, we will improve K-5 literacy, with a particular emphasis on early grades literacy. Cordova Elementary School's early learners will be engaged in literacy-rich environments that offer meaningful, authentic opportunities to develop the reading, writing, speaking and listening skills essential to becoming college and career ready.Performance MeasureCordova Elementary School's K-2 Literacy will increase from 31% on 2018-19 3rd grade TN Ready Assessment to 36% on 3rd grade TN Ready Assessment for the 2020 – 2021 academic school year. ?StrategyAction StepPerson ResponsibleEstimated Completion DateFunding SourceNotes[S 4.1] Early Learning OpportunitiesProvide opportunities for students to access early learning opportunities that appropriately support their academic, social and emotional development and create a continuum of learning through third grade.Benchmark IndicatorDistrict Formative Assessments (including grade 2-Fall, Winter and Spring) will demonstrate the alignment of core instruction to K-2 standards at 70% on-track/mastery level;?WEEKLY student assessment data to monitor daily task alignment with standards;?Wonders phonics program will demonstrate student mastery of foundational literacy skills by achieving 70% mastery on WEEKLY assessments;??ON-GOING?85% attendance and completion of PD focused on foundational literacy for K-2.?[A 4.1.1] Assessment ToolsUtilize District Formative Assessment tools to guide instruction and develop individualized learning opportunities for K-2 students to ensure readiness skills.CES Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser, Holly Hester05/28/2021[A 4.1.2] Improving student achievement and growth by supporting rich learning environments.CES will secure supplies, materials, equipment, and resources to support early learning academic growth and achievement.Nekia Patton, Rikki Glaser01/29/2021[A 4.1.3] InterventionUtilize one-on-one tutoring and online assessment tools as a tiered intervention method for Pre-K-2 students.??CES Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser05/28/2021[S 4.2] Effective Transitions into KindergartenProvide programs and initiatives designed to prepare students and teachers for the smooth and positive transition between specific grade levels and educational placements.Benchmark IndicatorDistrict-wide curriculum maps assure seamless articulation and spiraling of content from one grade level or grade band to the next, ensuring that students have been appropriately exposed to skills and standards that will allow them to achieve at increasingly higher levels; Weekly informal observations by ILT and principals to monitor the implementation of the curriculum maps will allow our district to monitor the implementation of curriculum along with the impact of instructional best practice on grade-to-grade transitions.[A 4.2.1] Kindergarten Information SessionSchedule end of year grade level tours and brochures for parents of rising kindergartens to talk with CES Kindergarten teachers.CES Kindergarten Teachers, Nekia Patton, Sheena Robinson, Jonathan Ferrell, Thelma Doss06/11/2021[A 4.2.2] Pre-K Exit InterviewsConduct exit interviews with Pre-K parents.Chandra Madden, Nicole Settle06/16/2021[S 4.3] Professional DevelopmentProvide support to K-2 all teachers through job-embedded professional development activities.Benchmark IndicatorStudent assessment data in the form of quarterly formative assessment and quarterly district CFAs will demonstrate effective professional development as improved pedagogy will yield increasingly positive student results; completion of foundational skills module studies will provide evidence of effective professional development.[A 4.3.1] Tiered Instructional SupportProvide K-2 teachers with tiered instructional support, professional development, coaching, and data digs.Nekia Patton, Sheena Robinson, Rikki Glaser, Holly Hester, Alicia Bradfield05/28/2021[A 4.3.2] Parent Training - LiteracyProvide parent literacy training to empower parents to promote literacy at home, as well as help parents learn teaching strategies that can help their children succeed in school.?CES K-2nd Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser, Holly Hester, Alicia Bradfield06/16/2021[A 4.3.3] Professional Development for General Education Teachers and ESL TeachersGeneral education teachers in all content areas and ESL teachers will participate in Safe School Training Supporting ESL Students.CES Teachers, ESL Teachers, Nekia Patton, Sheena Robinson, Rikki Glaser11/30/2020 ................
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