Narrative

School Plan History Log

Shelby County (792) Public District - FY 2019 - DuBois Elementary School of Entrepreneurship (792-8135) Charter School - School Plan - Rev 0

Date User Status (S) / Comment (C) S / C

9/28/2018 3:34:42 PM

Deborah Currie

Status changed to 'LEA School Plan Reviewer Approved'. S

9/28/2018 12:47:17 PM

Jannifer Steward

Status changed to 'School Plan Reviewer Approved'. S

9/27/2018 10:35:25 AM

Dana Sims Status changed to 'Draft Completed'. S

9/27/2018 10:18:25 AM

Jannifer Steward

Status changed to 'School Plan Reviewer Returned Not Approved'. S

9/25/2018 1:16:24 PM

Dana Sims Status changed to 'Draft Completed'. S

9/25/2018 9:45:44 AM

Jannifer Steward

Status changed to 'School Plan Reviewer Returned Not Approved'. S

9/25/2018 9:45:29 AM

Jannifer Steward

Status changed to 'Draft Completed'. S

9/10/2018 3:48:59 PM

Jannifer Steward

Status changed to 'School Plan Reviewer Returned Not Approved'. S

8/28/2018 4:39:42 PM

Dana Sims Status changed to 'Draft Completed'. S

6/12/2018 11:34:05 AM

Dana Sims Status changed to 'Draft Started'. S

1/3/2018 4:53:56 PM

ePlan Administrator

Status changed to 'Not Started'. S

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School Planning Team

Shelby County (792) Public District - FY 2019 - DuBois Elementary School of Entrepreneurship (792-8135) Charter School - School Plan - Rev 0

Please identify all planning team members, including team member titles. The school plan must be developed in consultation with teachers, principals, other school leaders, paraprofessionals in the school, administrators (including administrators of Title programs), students (if a secondary school), other appropriate school personnel, and with parents of students. Audrey Hudson, Principal Dana Briggs, Curriculum Coordinator O'Kessa Edwards, Counselor Wanda Wicks, District Curriculum Coordinator Heather Hanna, Teacher Violet Jeffries, Secretary Deborah Singleton, Teacher Barbara Dandridge, Teacher Alita Arnold, Instructional Assistant Patris Garrett, Community Partner Davidra Cheairs, Parent

Describe how the school actively and consistently involves all stakeholders identified in the development of the school plan and how the plan is regularly monitored and revised based on students' needs. Parents meet monthly with school administrators to advise the school on needs of the students, parents, and community at large. Each month, our team meets to discuss our progress toward meeting the goals that have been identified in our School Improvement Plan, which sets the tone and serves as a guide for all educational practices and experiences. If it is observed that our goals and strategies are not fulfilling the needs of our students, we meet to revise our our plan based on those needs identified.

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School Plan - Elementary and Middle Grades Academic Data

Shelby County (792) Public District - FY 2019 - DuBois Elementary School of Entrepreneurship (792-8135) Charter School - School Plan - Rev 0

CHECK HERE IF NOT APPLICABLE (HIGH SCHOOLS)

Elementary/Middle School Subjects

3-8 Reading/Language Arts - Data Tables

3-8 Reading/Language Arts - % Proficient / Advanced 2014-15 Improvement 2015-16 Improvement 2016-17

All Students 29.5 20.5

- Asian *

- Black or African American 30.1 17.9

- Hispanic or Latino * *

- Native American / Alaskan Native *

- Native Hawaiian / Pacific Islander *

- White *

Economically Disadvantaged 32.1 14.6

Students with Disabilities * *

English Learners *

After analyzing data for all students in this content area, provide a summary of the progress and challenges, and identify underlying causes for each. Discuss the progress and challenges of students overall and in traditional subgroups. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

This is a comparison of the TNReady data from 2016-2017 to 2017-2018 for the total tested students. The data for specific subgroups can be found below the chart.

Comparative Data

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School

Discipline

% of Mastered and On Track

2017

% of Mastered and On Track

2018

Percentage Growth (+/-)

Du Bois Entrepreneurship

Reading/LA

19.8

25.2

+5.4

This is the 2018 TNReady literacy performance data by grade:

2018 Proficiency Percentage

School Discipline % of Mastered and On Track

2018

3rd Grade

Du Bois Entrepreneurship ELA 8/51=16%

4th Grade

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Du Bois Entrepreneurship ELA 13/54=24%

5th Grade

Du Bois Entrepreneurship ELA 7/51=14%

Performance by Subgroup: Our economically disadvantaged scholars had an increase in proficiency. In 2017, this subgroup had a proficiency percentage of 12.8% and in 2018, this subgroup had a proficiency of 22.2% that lead to a growth of 9.4% in ELA. 17% of 3rd grade, 47% of 4th grade and 15% of 5th grade African American scholars scored proficiently on the TNReady assessment.

In 2017, we had one student who was receiving SPED services in the tested grades, and he performed proficiently on the assessment. In 2018, all five of our scholars scored Below Basic, which lead to 100% decrease of our students with disabilities scoring proficient on the TNReady assessment.

ELA Proficiency Percentages by Gender (2017-2018 TNReady Data) 3rd Grade 16% - females 15% - males 4th Grade 46% - females 48% - males 5th Grade 17% - females 12% - males

According to our Tennessee Value Added Assessment System (TVASS) Growth Data, the W.E.B. Du Bois Elementary School of Entrepreneurship received a composite score of 3, and a 3 in literacy. Although the score of a 3 indicates that scholars met expectations within that tested discipline, we strive for our scholars to exceed expectations.

Our scholars made progress in reading because of our eclectic approach to teaching reading and writing. We used Journeys, ANET and IReady to supplement the teaching of the literacy standards. Scholars were given opportunities to work with both nonfiction and literary texts. The teachers taught literacy skills comprehensively and thematically. We are shifting our thinking and practices in literacy so that scholars will be able to comprehend complex texts. We are also providing more opportunities for scholars to problem solve and respond to various types of literature, whether it is literary or informational.

The challenges that scholars may have experienced are as follows: -greater need for time to annotate complex text -3rd grade had a lot of transition regarding teachers, so teacher absenteeism,during the 1st semester, was a concern.

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-limited implementation of small group instruction in reading, writing and foundational skills -greater need for differentiation with text content -greater need for intensive small group instruction

We will make certain to employ an equitable education for our students with disabilities, ELL learners, economically disadvantaged so that ALL our scholars will be confident in reading and responding to complex text. Regular education teachers and SPED teacher collaborate and discuss the scholars' IEPs At a Glance so the teacher will know the exceptional students' goals and objectives to assist in working in their deficit area. Our teachers who teach special education work collaboratively with all general education teachers to ensure that the necessary accommodations and modifications are implemented.

If the school has an EL subgroup, describe how the data for the ELs will be used to inform the ESL instructional program. In 2017, of the 2 English learners who took the TNReady test, 0% of them demonstrated proficiency. In 2018, of the 6 English learners who took the TNReady test, 0% of them demonstrated proficiency. Unlike 2017-2018, we began the year with our ESL teacher in place; therefore, she will assist in closing the achievement gap of our English Learners.

3-8 Mathematics - Data Tables

3-8 Mathematics - % Proficient / Advanced 2014-15 Improvement 2015-16 Improvement 2016-17

All Students 42.1 18.7

- Asian *

- Black or African American 43.3 16.9

- Hispanic or Latino * 40

- Native American / Alaskan Native *

- Native Hawaiian / Pacific Islander *

- White *

Economically Disadvantaged 37.7 11.6

Students with Disabilities * *

English Learners *

After analyzing data for all students in this content area, provide a summary of the progress and challenges, and identify underlying causes for each. Discuss the progress and challenges of students overall and in traditional subgroups. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

This is a comparison of the TNReady data from 2016-2017 to 2017-2018 for the total tested students. The data for specific subgroups can be found below the chart.

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Comparative Data

School

Discipline

% of Mastered and On Track

2017

% of Mastered and On Track

2018

Percentage Growth (+/-)

Du Bois Entrepreneurship

Mathematics

17.2

22.6

+5.4

This is the 2018 TNReady mathematics performance data by grade:

2018 Proficiency Percentage

School

Discipline

% of Mastered and On Track

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2018

3rd Grade

Du Bois Entrepreneurship

Mathematics

8/51=16%

4th Grade

Du Bois Entrepreneurship

Mathematics

4/54=7%

5th Grade

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Du Bois Entrepreneurship

Mathematics

17/51=33%

Our economically disadvantaged scholars had an increase in proficiency. In 2017, this subgroup had a proficiency percentage of 12.8% and in 2018, this subgroup had a proficiency

In 2017, we had one student who was receiving SPED services in the tested grades, and he performed proficiently on the assessment. In 2018, all five of our scholars scored Below Basic, which lead to 100% decrease of our students with disabilities scoring proficient on the TNReady assessment.

Proficiency Percentages by Gender (2017-2018 TNReady Data) 3rd Grade 16% - female 15% - male 4th Grade 17% - female 24% - male 5th Grade 38% - females 31% - males

According to our Tennessee Value Added Assessment System (TVASS) Growth Data, the W.E.B. Du Bois Elementary School of Entrepreneurship received a composite score of 3, and a 3 in mathematics. Although the score of a 3 indicates that scholars met expectations within that tested discipline, we strive for our scholars to exceed expectations.

The underlying causes for our challenges are as follows:

-Some scholars lacked the conceptual understanding fluency and application with equal intensity -lack of effective classroom management techniques in some classrooms -lack of bell-to-bell instruction in some classrooms (too much idle, non-instructional activities) -lack of visual models and real life application of problem solving such as number lines, pictures and real world examples -use of flexible groupings across the grade level based on assessment data for each unit of instruction

If the school has an EL subgroup, describe how the data for the ELs will be used to inform the ESL instructional program. In 2017, of the 4 English learners who completed the assessment, 0% of those scholars performed proficiently. In 2018, 16.7% of the 6 English learners performed proficiently in mathematics on the TNReady assessment. Unlike 2017-2018, we began the year with our ESL teacher in place; therefore, she will assist in closing the achievement gap of our English Learners.

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3-8 Science - Data Tables

3-8 Science - % Proficient / Advanced 2014-15 Improvement 2015-16 Improvement 2016-17

All Students 46.6 41.3

- Asian *

- Black or African American 48.2 40.6

- Hispanic or Latino * 50

- Native American / Alaskan Native *

- Native Hawaiian / Pacific Islander *

- White *

Economically Disadvantaged 47.2 33.8

Students with Disabilities * *

English Learners *

After analyzing data for all students in this content area, provide a summary of the progress and challenges, and identify underlying causes for each. Discuss the progress and challenges of students overall and in traditional subgroups. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment. This is comparative data from the 2017 and 2018 school year:

Comparative Data

School Discipline % of Mastered and On Track

2017

% of Mastered and On Track

2018

Percentage Growth (+/-)

Du Bois Entrepreneurship Science 40.0 22.0 -18.0

5th Grade Proficiency Percentages by Gender (2017-2018 TNReady Data)

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13% - females 31% - males

According to our Tennessee Value Added Assessment System (TVASS) Growth Data, the W.E.B. Du Bois Elementary School of Entrepreneurship received a composite score of 3, and a 3 in science. Challenges and Causes for decrease in proficiency in science: -teacher turn-over -greater need for science supplemental instructional material -greater need for exposing scholars to scientific text through literacy instruction

If the school has an EL subgroup, describe how the data for the ELs will be used to inform the ESL instructional program.

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School Plan - High School Academic Data

Shelby County (792) Public District - FY 2019 - DuBois Elementary School of Entrepreneurship (792-8135) Charter School - School Plan - Rev 0

CHECK HERE IF NOT APPLICABLE (ELEMENTARY AND MIDDLE SCHOOLS)

High School Subjects

English I - Data Tables

English I - % Proficient / Advanced 2014-15 Improvement 2015-16 Improvement 2016-17

All Students

- Asian

- Black or African American

- Hispanic or Latino

- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander

- White

Economically Disadvantaged

Students with Disabilities

English Learners

After analyzing data for all students in this content area, provide a summary of the progress and challenges, and identify underlying causes for each. Discuss the progress and challenges of students overall and in traditional subgroups. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

If the school has an EL subgroup, describe how the data for the ELs will be used to inform the ESL instructional program.

English II - Data Tables

English II - % Proficient / Advanced 2014-15 Improvement 2015-16 Improvement 2016-17

All Students

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- Asian

- Black or African American

- Hispanic or Latino

- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander

- White

Economically Disadvantaged

Students with Disabilities

English Learners

After analyzing data for all students in this content area, provide a summary of the progress and challenges, and identify underlying causes for each. Discuss the progress and challenges of students overall and in traditional subgroups. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

If the school has an EL subgroup, describe how the data for the ELs will be used to inform the ESL instructional program.

English III - Data Tables

English III - % Proficient / Advanced 2014-15 Improvement 2015-16 Improvement 2016-17

All Students

- Asian

- Black or African American

- Hispanic or Latino

- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander

- White

Economically Disadvantaged

Students with Disabilities

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English Learners

After analyzing data for all students in this content area, provide a summary of the progress and challenges, and identify underlying causes for each. Discuss the progress and challenges of students overall and in traditional subgroups. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

If the school has an EL subgroup, describe how the data for the ELs will be used to inform the ESL instructional program.

Algebra I - Data Tables

Algebra I - % Proficient / Advanced 2014-15 Improvement 2015-16 Improvement 2016-17

All Students

- Asian

- Black or African American

- Hispanic or Latino

- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander

- White

Economically Disadvantaged

Students with Disabilities

English Learners

After analyzing data for all students in this content area, provide a summary of the progress and challenges, and identify underlying causes for each. Discuss the progress and challenges of students overall and in traditional subgroups. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

If the school has an EL subgroup, describe how the data for the ELs will be used to inform the ESL instructional program.

Algebra II - Data Tables

Algebra II - % Proficient / Advanced 2014-15 Improvement 2015-16 Improvement 2016-17

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All Students

- Asian

- Black or African American

- Hispanic or Latino

- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander

- White

Economically Disadvantaged

Students with Disabilities

English Learners

After analyzing data for all students in this content area, provide a summary of the progress and challenges, and identify underlying causes for each. Discuss the progress and challenges of students overall and in traditional subgroups. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

If the school has an EL subgroup, describe how the data for the ELs will be used to inform the ESL instructional program.

Geometry - Data Tables

Geometry - % Proficient / Advanced 2014-15 Improvement 2015-16 Improvement 2016-17

All Students

- Asian

- Black or African American

- Hispanic or Latino

- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander

- White

Economically Disadvantaged

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Students with Disabilities

English Learners

After analyzing data for all students in this content area, provide a summary of the progress and challenges, and identify underlying causes for each. Discuss the progress and challenges of students overall and in traditional subgroups. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

If the district has an English learner (EL) subgroup, describe how the data for the ELs will be used to inform the ESL instructional program.

Integrated Math I - Data Tables

Math I - % Proficient / Advanced 2014-15 Improvement 2015-16 Improvement 2016-17

All Students

- Asian

- Black or African American

- Hispanic or Latino

- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander

- White

Economically Disadvantaged

Students with Disabilities

English Learners

After analyzing data for all students in this content area, provide a summary of the progress and challenges, and identify underlying causes for each. Discuss the progress and challenges of students overall and in traditional subgroups. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

If the district has an English learner (EL) subgroup, describe how the data for the ELs will be used to inform the ESL instructional program.

Integrated Math II - Data Tables

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Math II - % Proficient / Advanced 2014-15 Improvement 2015-16 Improvement 2016-17

All Students

- Asian

- Black or African American

- Hispanic or Latino

- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander

- White

Economically Disadvantaged

Students with Disabilities

English Learners

After analyzing data for all students in this content area, provide a summary of the progress and challenges, and identify underlying causes for each. Discuss the progress and challenges of students overall and in traditional subgroups. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

If the district has an English learner (EL) subgroup, describe how the data for the ELs will be used to inform the ESL instructional program.

Integrated Math III - Data Tables

Math III - % Proficient / Advanced 2014-15 Improvement 2015-16 Improvement 2016-17

All Students

- Asian

- Black or African American

- Hispanic or Latino

- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander

- White

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Economically Disadvantaged

Students with Disabilities

English Learners

After analyzing data for all students in this content area, provide a summary of the progress and challenges, and identify underlying causes for each. Discuss the progress and challenges of students overall and in traditional subgroups. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

If the district has an English learner (EL) subgroup, describe how the data for the ELs will be used to inform the ESL instructional program.

Biology I - Data Tables

Biology I - % Proficient / Advanced 2014-15 Improvement 2015-16 Improvement 2016-17

All Students

- Asian

- Black or African American

- Hispanic or Latino

- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander

- White

Economically Disadvantaged

Students with Disabilities

English Learners

After analyzing data for all students in this content area, provide a summary of the progress and challenges, and identify underlying causes for each. Discuss the progress and challenges of students overall and in traditional subgroups. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

If the school has an EL subgroup, describe how the data for the ELs will be used to inform the ESL instructional program.

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School Plan - College/Career Readiness

Shelby County (792) Public District - FY 2019 - DuBois Elementary School of Entrepreneurship (792-8135) Charter School - School Plan - Rev 0

N/A

ACT - Data Tables

ACT Scores 2014-15 2015-16 2016-17

Composite

English

Math

Reading

Science

Graduation Rate - Data Tables

Graduation Rate 2014-15 Improvement 2015-16 Improvement 2016-17

All Students

- Asian

- Black or African American

- Hispanic or Latino

- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander

- White

Economically Disadvantaged

Students with Disabilities

English Learners

Analyze the school's ACT data. Summarize the progress and challenges, especially in increasing the number of students who reach college

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ready benchmarks and score above 21 on the ACT composite. Describe how the school will address those challenges and how the school is considering variation across subjects and different subgroups (i.e. BHN, EL, SWD, ED).

Review the school's graduation data and summarize progress and challenges students are facing, especially if graduation rates are below 90 percent. Consider graduation rates overall and among different subgroups (i.e. BHN, EL, SWD, ED).

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School Plan - School Climate and Culture

Shelby County (792) Public District - FY 2019 - DuBois Elementary School of Entrepreneurship (792-8135) Charter School - School Plan - Rev 0

Student Enrollment - (represents student enrollment on October 1)

2014-15 2015-16 2016-17

# % # % # %

All Students 240 266 303 100

- Asian 1 0.3

- Black or African American 96.3 246 92.5 270 89.1

- Hispanic or Latino 8 3.3 18 6.8 31 10.2

- Native American / Alaskan Native 1 0.4 1 0.4 1 0.3

- Native Hawaiian / Pacific Islander

- White 1 0.4

Economically Disadvantaged 138 58.5 131 49.2 163 53.8

Students with Disabilities 9 3.8 13 4.9 12 4

English Learners 5 2.1 7 2.6 6 2

Student Attendance

Student Attendance - Elementary and Middle Grades

2014-15 2015-16 2016-17

% % %

All Students 95.1 94.3 94.4

- Asian 97.8 94.8

- Black or African American 95 94.3 94.3

- Hispanic or Latino 94.7 98.3 97.8

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- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander 87 89.4

- White

Economically Disadvantaged 94.3 93.3

Students with Disabilities 96.5 92.8 93

English Learners 97.3 92.7 96.9

Student Attendance - High School

2014-15 2015-16 2016-17

% % %

All Students

- Asian

- Black or African American

- Hispanic or Latino

- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander

- White

Economically Disadvantaged

Students with Disabilities

English Learners

Chronic Absenteeism - Data Tables

Students Who Were Chronically Absent (by subgroup)

2014-15 2015-16 2016-17

10% or More 20% or More 10% or More 20% or More 10% or More 20% or More

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# % # % # % # % # % # %

All Students 16 6 6 2.8 35 12.7 7 2.5 49 16.6 ** **

- Asians * * * *

- Black or African American 47 17.7 ** **

- Hispanic or Latino ** ** ** **

- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander

- White

Students Who Were Chronically Absent (by grade level)

2014-15 2015-16 2016-17

10% or More 20% or More 10% or More 20% or More 10% or More 20% or More

# % # % # % # % # % # %

All Students 16 6 6 2.8 35 12.7 7 2.5 49 16.6 ** **

Kindergarten 3 4.7 1 4.7 13 22.8 0 0 12 25 ** **

Grade 1 0 0 0 0 2 4.4 1 2.2 9 18.4 ** **

Grade 2 1 2.1 2 4.2 8 16.7 0 0 6 11.5 ** **

Grade 3 5 11.6 2 4.7 5 10.4 1 2.1 8 15.7 ** **

Grade 4 2 6.5 0 0 4 8.5 2 4.3 6 12.5 ** **

Grade 5 5 11.6 1 2.3 3 10 3 10 8 16.7 ** **

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

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Grade 11

Grade 12

Student Discipline - Suspensions (by subgroup) - Percentages are calculated using all students enrolled at any point during the school year as the denominator and will differ from the report card percentages.

2014-15 2015-16 2016-17

# % # % # %

All Students (students suspended; not incidents) 9 2.6 9 2.6 36 9.6

- Asian * *

- Black or African American 9 2.7 9 2.7 34 10

- Hispanic or Latino 0 0 0 0 2 5.9

- Native American / Alaskan Native * *

- Native Hawaiian / Pacific Islander * *

- White

Economically Disadvantaged 17 9.7

Students with Disabilities 2 15.4 2 15.4 2 11.8

English Learners * *

Student Discipline - Suspensions (by grade level) - Percentages are calculated using all students enrolled at any point during the school year as the denominator and will differ from the report card percentages.

2014-15 2015-16 2016-17

# % # % # %

All Students 9 2.6 30 9.1 36 9.6

Kindergarten 0 0 3 4.5 1 1.8

Grade 1 2 3.5 10 20 3 4.6

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Grade 2 5 7.8 2 3.6 4 6.9

Grade 3 1 1.5 3 4.9 7 10.6

Grade 4 1 2.3 7 11.3

Grade 5 0 0 5 12.2 11 17.2

Grade 6 * *

Grade 7 * *

Grade 8 * *

Grade 9 * *

Grade 10 * *

Grade 11 * *

Grade 12 * *

Student Discipline - Expulsions (by subgroup) - Percentages are calculated using all students enrolled at any point during the school year as the denominator and will differ from the report card percentages.

2014-15 2015-16 2016-17

# % # % # %

All Students (students expelled; not incidents) 0 0 0 0 0 0

- Asian * *

- Black or African American 0 0 0 0 0

- Hispanic or Latino 0 0 0 0 0 0

- Native American / Alaskan Native * *

- Native Hawaiian / Pacific Islander * *

- White * *

Economically Disadvantaged 0 0

Students with Disabilities 0 0 0 0 0 0

English Learners * *

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Student Discipline - Expulsions (by grade level) - Percentages are calculated using all students enrolled at any point during the school year as the denominator and will differ from the report card percentages.

2014-15 2015-16 2016-17

# % # % # %

All Students 0 0 0 0 0 0

Kindergarten 0 0 0 0 0 0

Grade 1 0 0 0 0 0 0

Grade 2 0 0 0 0 0 0

Grade 3 0 0 0 0 0 0

Grade 4 0 0 0 0 0 0

Grade 5 0 0 0 0 0 0

Grade 6 * *

Grade 7 * *

Grade 8 * *

Grade 9 * *

Grade 10 * *

Grade 11 * *

Grade 12 * *

Review chronic absenteeism data. Discuss progress and challenges with chronic absenteeism overall, by grade level, or subgroup, especially if rates exceed 10%. Identify steps to be taken to ensure students have opportunities to learn. Although Du Bois of Entrepreneurship's chronic absenteeism rate did not exceed 10%, we have created a team that will closely monitor absenteeism.

Strategies that will be implemented to decrease chronic absenteeism are: -Ensuring that pupils with attendance problems are identified as early as possible to provide appropriate support services and interventions. -Holding attendance conferences with the parent and pupils when their child reaches a certain number of absences and tardies before it is considered chronic. -Raising awareness of school personnel, parents, guardians, and caregivers of the effects of chronic absence and truancy. -Identifying and responding to grade level and pupil subgroup patterns of chronic absence and truancy.

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-Identifying ad addressing factors contributing to chronic absenteeism and habitual truancy, including suspension and expulsion. -Incentivizing students and parents with jean passes, popcorn parties, student social events and 20-day rewards for parents.

Review student discipline data. Discuss progress and challenges with discipline overall, by grade level, or subgroups, especially if rates exceed 8 percent for out-of-school suspensions and .25 percent for expulsions. Identify specific steps to be taken to reduce lost instructional time and/or disparate impact. The school climate and culture of Du Bois Prep Academy of Entrepreneurship is very positive in nature. Although we had a decrease in our suspension percentage from 2017, we were above the statewide suspension percentage by 3.5%. Our suspension rate for 2017 was 9.7% We had no expulsions.

Du Bois Entrepreneurship uses a school-wide behavioral support system that includes proactive strategies for defining, teaching and supporting appropriate student behavior to create a positive school environment. Research-based positive behavioral support models are the foundation of the school-wide discipline program. This system includes a clear statement of expectations in regard to student behavior and consequences, as well as modeling and reinforcing positive social behavior. The Student Code of Conduct is reviewed with every scholar. In addition to the conduct code, a school-wide behavior matrix is used in conjunction with the school motto, "Be Respectful, Responsible and Safe" to encourage a positive school climate. Students may be referred to the counselor and administrators when necessary.

In an effort to reduce loss of instructional time, students who are at-risk of being absent from school due to suspensions, will implement the following things: -An incentive program has been implemented, in which, students are rewarded bi-weekly for their positive behavior. -The Guidance counselor will conduct grade-level student meetings to discuss and address behavior trends and provide solutions and problem solving techniques. -The Guidance counselor will implement a curriculum that encourages, inspires and motivates students to do the right thing. -Teachers have have weekly culture and climate meetings to discuss student behaviors and teachers have weekly celebrations to acknowledge scholars that are meeting and exceeding behavioral expectations.

Describe the priority for providing a safe, supportive, and healthy environment in the school and how the school will meet those needs. We have revised our behavioral hierarchy, so that teachers play a bigger role in enforcing school-wide expectations and procedures. The administrative team teaches Conduct College to support our Positive Behavioral Interventions and Support program so that each scholar will know and understand school-wide expectations and procedures. Our behavioral hierarchy allow the instructional staff and administrators to be firm, consistent and fair. Because each staff member and scholar will know and understand our discipline system, our learning environment will flourish.

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School Plan - Human Capital

Shelby County (792) Public District - FY 2019 - DuBois Elementary School of Entrepreneurship (792-8135) Charter School - School Plan - Rev 0

STAFF Characteristics - Data Tables - (Please enter data in the fields provided.)

STAFF Characteristics 2014-15 2015-16 2016-17

# % # % # %

Principal - Years in position 2 4 5

Teaching Staff (Certified) - Number of Teachers 15 17 16

1 to 3 years 1 6 % 2 12 % 4 25 %

4 to 10 years 0 0 % 9 53 % 9 56 %

11 to 20 years 0 0 % 6 35 % 3 19 %

21 + years 0 % 0 0 % 0 0 %

How are new teachers supported in the school? What strategies are currently in place to generate growth among new hires? New teachers are supported in the school by having mentors to guide them through the process of becoming acclimated to our school's instructional practices, expectations and procedures. New hires are paired with veteran teachers whose instructional practices have been proven effective. These mentors model lessons, assist with lesson planning, conduct informal observations with timely and appropriate feedback, provide resources and general support. Also, the administrative team administers frequent "walk-throughs" in an effort to give positive and constructive feedback.

What retention practices, incentives, or growth opportunities are in place, specifically for teachers who have demonstrated strong performance over time? There have been many things implemented in the effort of retaining our staff. Teachers who have demonstrated strong performance over time receive the opportunities to be a mentor to our new teachers and to be the "lead" in their grade level or subject area. They also become coordinators to various instructional programs: curriculum nights, science fairs, spelling bees and etc.

Teachers who demonstrate a willingness to lead and serve and who have demonstrated a commitment to the school are recognized and celebrated in staff meetings and publicly at Award Assemblies. Also, teacher leaders are provided opportunities for additional professional development that builds capacity and leadership potential.

What procedures are in place to ensure that low income and minority students are not being taught at a higher rate than other students by ineffective, inexperienced, or out-of-field teachers. Include steps to be taken in order to address these disparities and ensure equitable access

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to highly-effective teachers. Our scholars are taught by a highly qualified staff, no matter what socioeconomic class they come from. All scholars have access to an equitable education.

The Consortium is exploring various initiatives and strategies to address the equitable distribution of effective teachers:

-work actively to distribute new teacher hires evenly across schools and provide intensive early support. - build administrative capacity to implement strong recruitment and retention practices that can improve teacher talent. -offer financial and/or leadership incentives to attract experienced and effective teachers.

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School Plan - Additional Areas

Shelby County (792) Public District - FY 2019 - DuBois Elementary School of Entrepreneurship (792-8135) Charter School - School Plan - Rev 0

School Data - Data Tables - (Please enter data in the fields provided.)

School Report as 2014-15 2015-16 2016-17

Length of school year - Instructional days (#)

Length of school day - Instructional minutes (#)

Additional Areas

RTI2

Describe the school's progress in implementing RTI2 across all grades. Identify areas of strength and weakness, identify root causes and discuss actions needed. Our Response to Intervention process has made progress in comparison to the 2016-2017 school year. The teachers had a better understanding of what was expected and mandated. We ensured the scholars received their correct "face-to-face" time with their teachers and their "computer time" on our intervention program, IREADY.

Fidelity checks were administered to ensure that effective interventions were being implemented. Data team meetings were held to review if the interventions worked properly and if not effective, they were changed to meet the needs of the students. Once instructional and skill deficit areas were determined, the team reviewed the data to determine what information was necessary to assist general education teachers in their core instruction.

There were things that caused negative impacts across all grade bands. These things included the lack of instructional materials for record-keeping and beginning the process too late. This year, we were able to start our RTI program at the beginning of the school year. The main goal of our RTI2 program is to ensure that interventions are targeting the correct deficit skill area and provide our Tier 3 scholars with 225 intervention minutes weekly. (135 face-to-face and 90 computer-based instruction) and our Tier 2 scholars with 150 minutes of intervention - (60 minutes of face-to-face instruction and 90 minutes of computer-based instruction.) Beginning on time will assure consistency with data recording and will ensure the scholars will receive the necessary services. Faculty and staff will hold data meetings every 23 days for our Tier II and Tier III scholars. Creating an RTI data meeting schedule, conducting fidelity checks, conducting one-on-one training sessions with team members who may need it and consistent RTI practices will make our 2018-2019 school year a progressive and successful one!

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Technology Access and Use

Describe the level of access that students have to technology as part of the instructional program and the challenges faced in effectively integrating technology into the instructional program. What steps is the school taking to address these challenges? (Include possible funding sources to be used to support increased access to technology.) Students had a high level of access to technology, because the teachers at Du Bois Prep incorporated technology into their daily lessons such as PowerPoint presentations, videos and etc. Thus, the daily use of technology to drive instruction was a strength. The weaknesses, however, were that there were no working desktop computers in the classrooms, and Chromebooks were not always working or available due to testing, RTI and other things that may have arisen.

Professional Development

Describe how professional development for teachers and school leaders will build capacity for high quality instruction, positively impact student academic achievement, and address the needs of educators in the school. In 2017-2018, we had various professional development sessions that include the following:

ANET Training - Teachers received targeted professional development that was based on students' performance on the quarterly ANET assessment. The ANET coach, leadership team and instructional personnel dis-aggregated the data received from the quarterly assessments and used that information as their guide for instructional purposes Responsive Classroom Training - Teachers received Responsive Classroom Training in order to assist in establishing a positive culture of high expectations. Hemophiliac Training - We have a scholar who has severe hemophilia; therefore, the entire staff was trained on what the hemophilia is and was provided strategies on how to prevent crisis and how to respond in a crisis. How to Embed Videos into PowerPoint Presentations - Teachers were trained on how to embed educational videos into their instructional PowerPoint presentations. School Improvement Planning - The curriculum coordinator led a training session with teachers regarding the components of the SIP. They suggested strategies to include and instructional materials to purchase in the effort of increasing student achievement. Checks for Understanding Training - The principal provided training on various ways to check for understanding of the concepts/skills taught. Class Dojo - A teacher shared with other colleagues her implementation of Class Dojo. It curtailed her class's behavior because of the positive reinforcements implemented. How to Set up Group Emails - The technology teacher provided training to assist teachers in setting up their class emails. Class emails is one of the ways Du Bois Entrepreneurship keeps parents up to date on current events and learning for the week. TNCore Lesson Plan/Instructional Alignment - To ensure that alignment existed between standards, lessons, instruction and assessments. TEAM- Teachers were trained on the evaluation instrument we use: TEAM. Homeless Training - Staff members were trained on the procedure to take when they are informed or notices a child may be displaced. RTI - Teachers were trained in administering the EasyCBM assessment to determine RTI placements. PowerTeacher - Teachers have been trained our new system of grade input.

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Annotating Texts - Literacy teachers were trained in text annotation. This training will assist teachers in teaching scholars how to analyze complex texts. Customer Service Standards - Staff members were trained on how to to provide good customer service to our parents and scholars. IReady - Teachers were trained on the IReady program. We used IReady to implement interventions. Utilizing Paired Text - Literacy teachers were trained on how to use paired texts to make learning more systematic and meaningful to the scholars.

Parent and Family Engagement

Describe the strategies used to implement effective family and community engagement activities that are meaningful and aligned with student academic achievement in the school. If applicable, address activities specifically designed to engage the parents and families of English learners. We will use frequent parent contact, weekly class newsletters, One Call, monthly school calendars, daily conduct sheets, weekly progress reports and RTI parent letters to make certain to inform parents about the RTI process, student behavior, academic progress and school-wide functions and programs.

Some of our parent and family engagement activities that have occurred are:

·Muffins for Moms-We used this forum to discuss the importance of volunteering at school, partaking in school-wide decision making. We also discussed the new jargon and terminology of upcoming assessments and the shifts in math and literature.

Doughnuts for Dads- Fathers and father-like figures participated in a forum to discuss the importance of attendance and its impact on student achievement.

·Math and Science Night- Families participated in math games related to common core math and The Engaged New York curriculum. They also were involved in hands-on Science experiments to help enhance scholars’ knowledge of science. Parents were also given pamphlets and vital information about the TNReady assessment and the shift in Common Core.

·Family Literacy Night-Parents partook in Big 5 components of literature: Phonics, Fluency, Comprehension, Vocabulary, and Phonemic awareness. They were also exposed to complex, paired and cold read text. They all walked away with an understanding of the importance of daily reading and the best teaching strategies used to increase scholar’s reading levels.

Writer’s Workshop- Parents partook in a writing workshop to inform them about the TNReady writing expectations and strategies to assist their scholar at home. This setting was used to inform parents of We also sectioned off the various types of writing expectations for each grade-level. Parents’ and the scholars’ practiced writing an informational and argumentative piece.

·Open House/Title I. Meeting- This forum was utilized to share data from state assessments, goals for the school year, the school compact, how monies are distributed students’ educational experience and academic success. During the Open House segment parents were provided training and were given information about the following:

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Career Day International Festival Entrepreneurship Day Read Around America Day Polar Express Day Awards Assemblies per Nine Weeks Kindergarten Promotional Ceremony Fifth Grade Promotional Ceremony End of Year Awards

· Learning Standards in all subjects at each grade level

· Homework Policy

· How to assist students with skills that they need to improve

· Calendars with daily / weekly activities for parents and students to do at home or in the community

· The Use ALL communication channels used at our school:

· Phone calls, e-mail, notes home, flyers, newsletters, bulletin boards, school website, suggestion box, surveys

All of the activities promoted a positive school culture for our scholars and in turn, yielded family/student engagement and academic success.

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School Plan - Needs Assessment Summary

Shelby County (792) Public District - FY 2019 - DuBois Elementary School of Entrepreneurship (792-8135) Charter School - School Plan - Rev 0

Summarize your accomplishments and what is working for students. To what do you attribute these accomplishments? Our biggest accomplishment occurred in the 2nd grade on the 2nd Grade Assessment, where scholars scored Level 5. Our other accomplishment was the establishment of our school culture of high expectations for academic achievement and ethical reasoning.

We attribute these accomplishments to: - high, quality teaching staff as indicated by TEAM -parental involvement -utilization of community resources -positive behavior support -positive culture and climate -professional development

List, in priority order, the top 3-5 areas of needs as identified through the needs assessment. These should be the areas that can be addressed in the coming year. Prioritizing needs will identify the most critical areas where your work will begin with the creation of goals and strategies.

Priority Need Content/Topic Focus - (such as RLA, math climate, ACT, etc.)

Grade Level Focus - (single grade or range of grades)

Primary Student Focus - (such as all students or subgroup(s))

Increase % of Proficient Students on the 2018 TNReady

Reading 3rd-5th grades All students

Increase % of Proficient Students on the 2018 TNReady

Math 3rd-5th grades All students

Sustain a Positive School Culture Culture and Climate K-5th Grades All Students

Assurance

* The strategies developed and implemented within and through this plan will specifically address the priority needs identified.

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School Plan Prioritized Goals and Strategies

Shelby County (792) Public District - FY 2019 - DuBois Elementary School of Entrepreneurship (792-8135) Charter School - School Plan - Rev 0

Plan Items ( )

1) District-Level: Reading/Language Arts - School-Level: Reading/Language Arts Description:

District-Level: In the 2018-19 school year, Shelby County Schools will receive a level 3 TVAAS score or higher in literacy and meet the District's AMO (3-5 26%, 6-8 24.7%, HS English 26.1%). School-Level: In the 2018-2019 school year, WEB Du Bois Elementary School of Entrepreneurship will receive a score of 3 or higher in literacy, with a 35% proficiency target in 2019 on the TNReady assessment.

Performance Measure: District-Level: TN Ready Assessment & 70% of schools or higher will meet their RIT goal in ELA on the Fall, winter, and Spring MAP Assessment and 50% of schools or higher will score at the 65th percentile in ELA on Fall, Winter, and Spring MAP assessment School-Level: TN Ready Assessment, MAP assessment

1.1) District-Level: Standards Aligned Core Instruction - School-Level: State Content Standards Alignment Description:

District-Level: Provide access to rigorous curriculum, quality core instruction, and assessments aligned with the State's academic content standards School-Level: W.E.B. Du Bois Entrepreneurship will provide access to rigorous curriculum, quality core instruction, and assessment aligned with the State's academic content standards.

1.1.1) Utilization of Instructional Resources to Ensure State Content Standards Alignment Description:

W.E.B. Du Bois Elementary School of Entrepreneurship will utilize multiple instructional resources that will prepare scholars for the TNReady assessment. Some of these resources include IReady, Journey's, and EasyCBM. Because scholars will be tested comprehensively in literacy, our teaching must be aligned to the way they will be assessed. We will allocate at least 30 minutes to teach foundational skills. We will disaggregate the assessment data, then reteach and reassess the those deficit areas identified. When 80% of the scholars master the objective, the process starts over.

Benchmark Indicator: Data Results from EasyCBM and IReady

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Person Responsible: 2nd-5th Grade Teachers

Estimated Completion Date: 5/23/2019

Funding Application Grant Notes Amount

State Funds 141 - General Purpose Purchase of EasyCBM $700.00

141 - General Purpose Purchase of IReady Online System $10,000.00

Total $10,700.00

Component Item Name

School-wide Plan

Opportunities for All Students

Strengthening Academics

Quality Learning

Well-rounded Education

At-Risk Students

1.1.2) Standards-based Instruction Description:

W.E.B. Du Bois Elementary School of Entrepreneurship's instructional staff provides standards-based instruction to our scholars. Our teachers use common core standards to plan instruction, execute those plans and to assess. Instructional staff members are given a 50 minute planning periods each day. Lesson plans are due to the admin team by Friday morning. The admin team reviews lesson plans and provides feedback when needed. Our premise is that effective planning prevents poor performance. After assessments have been given, teachers meet with the admin team to review assessment data and to create strategies to employ in order to reteach standards effectively. Lessons will be interactive: scholars will use multiple sources in order to engage in the learning.

Benchmark Indicator: State-mandated Assessment Results

Person Responsible:

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2-5 Teachers, Admin Team Estimated Completion Date:

5/17/2019

Component Item Name

School-wide Plan

Opportunities for All Students

Strengthening Academics

Quality Learning

At-Risk Students

1.1.3) TEAM Training Description:

W.E.B. Du Bois Elementary School of Entrepreneurship provides professional development on the TEAM Rubric in an effort to make certain the instructional staff knows and understands the domains of which they will be evaluated. Teachers are evaluated on standards and objectives, motivating students, instructional content presentation, lesson structure and pacing, activities and materials, questioning, academic feedback, grouping scholars, teacher content knowledge, teacher knowledge of students, thinking and problem-solving. If descriptors are addressed effectively, the teacher provides instruction on a proficient/advanced level to her scholars.

Benchmark Indicator: Team Evaluation Results

Person Responsible: Audrey Hudson and Dana Briggs

Estimated Completion Date: 5/23/2019

Component Item Name

School-wide Plan

Strengthening Academics

Quality Learning

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1.1.4) Literacy Instruction through Counseling Services (Character Education) Description:

W.E.B. Du Bois's professional school counselor implements literacy activities in her character education instruction utilizing a purchased counseling program. When the counselor provides character education to her scholars, she makes certain to incorporate writing prompts that capitalizes the character trait taught and seals the learning.

Benchmark Indicator: Student Products from Counseling Activities

Person Responsible: Counselor

Estimated Completion Date: 5/23/2019

Funding Application Grant Notes Amount

Consolidated Title I-A Counseling Curriculum and Extension Activities $2,000.00

Component Item Name

School-wide Plan

Opportunities for All Students

Well-rounded Education

At-Risk Students

1.1.5) Aligned Instruction - Engagement Strategies Description:

Teachers will utilize various engagement strategies that help push the content and discourse and discussion. Teachers will also use higher order thinking methodologies and strategies to push academic expectations and meet rigor requirements shown in the standard. Instruction will continuously push complex text and text-based questions that are aligned to standard.

Benchmark Indicator: Student Engagement Survey

Person Responsible:

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K-5 Teachers Estimated Completion Date:

5/23/2019

Component Item Name

School-wide Plan

Opportunities for All Students

Strengthening Academics

1.2) District-Level: Professional Development - School-Level: Professional Development - Improve Student Performance Description:

District-Level: Provide 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. School-Level: W.E.B. Du Bois Elementary School of Entrepreneurship will provide ongoing, high quality professional development at the school site for teachers and other instructional staff to focus on changing instructional practices that result in improved student performance. Administrators, teachers and instructional staff members will be able to attend professional development sessions on the local and state levels. The team will, then, provide professional development to the applicable teachers. Teachers will be involved in weekly PLC meetings that focus on the following: high quality professional training concerning data driven analysis and the creation of action plans to address needed areas of academic intervention, utilizing professional resources that help drive instructional strategies by analyzing, modeling, and re-assessing instructional strategies and their implementations and providing high quality professional planning utilizing curriculum companion guides, while the teacher learning regarding the unpacking and utilization of standards.

1.2.1) Improving student achievement Description:

In the effort of providing scholars with a well-rounded education, DESOE (Du Bois Elementary School of Entrepreneurship) will host a toy invention contest for the scholars. Because entrepreneurship is our theme, we will encourage the winners of the toy invention contest to market their creations and create a business based on the product(s) made. Scholars will have time, during the instructional day, to work on their inventions. The school will be responsible for purchasing the materials for the toy inventions. On the judgement day for the toy inventions, families will be invited to take part in viewing the toy inventions of Du Bois's young entrepreneurs.

Benchmark Indicator: Toy Inventions Parent Sign in Sheets Agenda

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Person Responsible: K-5 teachers

Estimated Completion Date: 1/31/2019

Component Item Name

School-wide Plan Well-rounded Education

1.3) District-Level: Targeted Intervention and Personalized Learning - School-Level: Prevention/intervention (Reading) Description:

District-Level: Provide 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. School-Level: W.E.B. Du Bois Elementary School of Entrepreneurship's administrative team will provide academic interventions and other focused supplemental supports to improve achievement and close gaps in mathematics. Mondays through Thursdays, scholars will follow a response to intervention schedule so that Tier II and Tier III scholars are able to get the adequate amount of online and "face-to-face" interventions in an effort to close achievement gaps. Tier I scholars receive extension activities from instructional assistants.

1.3.1) Improving student achievement Description:

A curriculum coordinator and 2 instructional assistants will be employed in the effort to implement different actions to increase student achievement. Some of the educational practices of the curriculum coordinator are as follows but not limited to: scheduling coordinating Title I activities serving as building test coordinator assisting in creating systems so that a positive culture and climate is sustained coordinating charter school activities facilitating professional learning community meetings coaching and observing teachers and giving feedback evaluation teacher's performance coordinating formative assessment dates Some of the educational practices of the instructional assistants are as follows but not limited to: assisting teachers with instructional practices assisting in our our RTI power hour

Benchmark Indicator: Instructional Assistants and Curriculum Coordinator's Schedule

Person Responsible: principal

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Estimated Completion Date: 5/23/2019

Funding Application Grant Notes Amount

Consolidated Title I-A 23,000 for each instructional assistant's salary $69,000.00

Title I-A Curriculum Coordinator salary $70,000.00

Total $139,000.00

Component Item Name

School-wide Plan At-Risk Students

1.3.2) RTI Program Description:

During inservices that take place at the beginning of the year, teachers will be trained in our RTI program. Scholars will receive interventions Mondays-Thursdays and will progress monitor scholars on Friday. The IReady online system, IReady workbooks and Easy CBM are the instructional resources that are used to provide interventions. Teachers will be given folders or all Tier 2 and 3 students. The leadership team implemented and assigned a specific intervention block to accommodate RTI2. This block was specifically assigned during the 1:30-2:30 time slot. This will allow each grade level to have the needed allotment of time already scheduled for interventions based on the guidelines for RTI2. Each class will have computer lab time that is implemented in the master schedule. This will assist scholars in acquiring the mandated times for computer-based interventions.

Benchmark Indicator: RTI Schedule and RTI Assignments and List of Student Tiers

Person Responsible: Counselor and Principal

Estimated Completion Date: 5/23/2019

Component Item Name

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School-wide Plan At-Risk Students

1.3.3) Parental Involvement Description:

Du Bois Entrepreneurship will host a curriculum night. Literacy instructors will provide a writing workshop to parents and will facilitate literacy activities with parents and scholars that will highlight their current literacy standards.

Benchmark Indicator: Sign In Sheet, Agendas

Person Responsible: Admin Staff

Estimated Completion Date: 5/23/2019

Funding Application Grant Notes Amount

Consolidated Title I-A Refreshments for Title I Literacy Night $400.00

Component Item Name

School-wide Plan Opportunities for All Students

1.3.4) Utilization of IReady online system and workbooks Description:

Scholars in Response to Interventions tiers 2 and 3 will receive interventions utilizing the IReady online system. IReady workbooks are used to assist teachers in remediating deficit areas and close gaps that will allow them to be on grade level.

Benchmark Indicator: Criterion-Referenced Assessment Results

Person Responsible: K-5 Teachers

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Estimated Completion Date: 5/23/2019

Component Item Name

School-wide Plan Strengthening Academics

1.3.5) Additional resources for struggling students Description:

Students will be provided extended learning opportunities through tutoring in mathematics and literacy and field trips that extend learning outside of the classroom. Field trips will focus on both literacy topics and entrepreneurship.

Benchmark Indicator: IReady Data Results

Person Responsible: Audrey Hudson and Dana Briggs

Estimated Completion Date: 5/1/2019

Funding Application Grant Notes Amount

Consolidated Title I-A Wages for After-School Tutors and Site Coordinator $3,000.00

Component Item Name

School-wide Plan At-Risk Students

2) District-Level: Mathematics - School-Level: Mathematics Description:

District-Level: In the 2018-2019 school year, Shelby County Schools will achieve a level 3 TVAAS score or higher in numeracy and meet the

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District's AMO goals (3-5 30.8%, 6-8 21.8%, HS 15.3%) School-Level: In the 2018-2019 school year, WEB Du Bois Elementary School of Entrepreneurship will receive a score of 3 or higher in literacy, with a 32% proficiency target in 2019 on the TNReady assessment.

Performance Measure: District-Level: TN Ready Assessment

2.1) District-Level: Standards Aligned Core Instruction - School-Level: Standards-based Lesson Plans Description:

District-Level: Provide access to rigorous curriculum, quality core instruction, and assessments aligned with the State's academic content standards School-Level: W.E.B. Du Bois Elementary School of Entrepreneurship will provide access to rigorous curriculum, quality core instruction, and assessment aligned with the State's academic content standards.

2.1.1) Standards-based Instruction Description:

W.E.B. Du Bois Elementary School of Entrepreneurship's instructional staff provides standards-based instruction to our scholars. Our teachers use common core standards to plan instruction. They are given a 50 minute planning time per day. Teachers meet with the leadership team to plan lessons, build assessments and review assessment results on a weekly basis. They use that data to drive their planning and instruction.

Benchmark Indicator: State-mandated Assessment Results

Person Responsible: 2-5 Teachers

Estimated Completion Date: 5/23/2019

Component Item Name

School-wide Plan

Strengthening Academics

Quality Learning

2.1.2) Utilization of Instructional Resources to Ensure State Content Standards Alignment

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Description: W.E.B. Du Bois Entrepreneurship will utilize multiple instructional resources that are aligned to TNCore. Some of these resources include Go Math, IReady and EasyCBM. W.E.B. Du Bois Elementary School of Entrepreneurship's mathematics instructors use an eclectic approach to teaching mathematics. Long gone are the days where mathematics can be taught procedurally. Mathematics has to be taught so that scholars acquire a conceptual understanding, know the procedure in order arrive to an answer and know how to apply the learning when given different scenarios and problems.

Benchmark Indicator: Assessment Results

Person Responsible: 2nd-5th Grade Teachers

Estimated Completion Date: 5/23/2019

Component Item Name

School-wide Plan

Opportunities for All Students

Strengthening Academics

2.1.3) TEAM Training Description:

W.E.B. Du Bois Elementary School of Entrepreneurship provides professional development on the TEAM Rubric in an effort to make certain the instructional staff knows and understands the domains of which they will be evaluated. Teachers are evaluated on standards and objectives, motivating students, instructional content presentation, lesson structure and pacing, activities and materials, questioning, academic feedback, grouping students, teacher content knowledge, teacher knowledge of students, thinking and problem-solving. If descriptors are addressed effectively, the teacher provides instruction on a proficient/advanced level to her scholars.

Benchmark Indicator: Team Evaluation Results

Person Responsible: Audrey Hudson and Dana Briggs

Estimated Completion Date: 5/23/2019

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Component Item Name

School-wide Plan Strengthening Academics

2.1.4) Parental Involvement Description:

Du Bois Entrepreneurship will host a curriculum night. Mathematics instructors will provide a writing workshop to parents and will facilitate literacy activities with parents and scholars that will highlight their current mathematics standards.

Benchmark Indicator: Flyer, Sign In Sheet, Agendas

Person Responsible: Admin Staff

Estimated Completion Date: 5/23/2019

Funding Application Grant Notes Amount

Consolidated Title I-A Take Aways and Refreshments $400.00

Component Item Name

School-wide Plan Quality Learning

2.1.5) RTI Program Description:

During inservices that take place at the beginning of the year, teachers will be trained in our RTI program. Scholars will receive interventions Mondays-Thursdays and will progress monitor scholars on Friday. The IReady online system, IReady workbooks and EasyCBM are the instructional resources that are used to provide interventions. Teachers will be given folders or all Tier 2 and 3 students. The leadership team implemented and assigned a specific intervention block to accommodate RTI2. This block was specifically assigned during the 1:30-2:30 time slot. This will allow each grade level to have the needed allotment of time already

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scheduled for intervention based on the guidelines for RTI2. Each class will have computer lab time that is implemented in the master schedule. This will assist scholars in acquiring the mandated times for computer-based interventions.

Benchmark Indicator: RTI Schedule and RTI Assignments and List of Student Tiers

Person Responsible: Counselor and Principal

Estimated Completion Date: 5/23/2019

Funding Application Grant Notes Amount

Consolidated Title I-A Interventionist's Salary $40,000.00

Component Item Name

School-wide Plan At-Risk Students

2.2) District-Level: Professional Development - School-Level: Prof Develop- Improve Student Performance Description:

District-Level: Provide 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. School-Level: Du Bois Entrepreneurship will provide 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.

2.2.1) Professional Development Regarding Mathematical Shifts Description:

W.E.B. Du Bois Elementary School of Entrepreneurship will provide ongoing, high quality professional development at the school site for teachers and other instructional staff to focus on changing instructional practices that result in improved student performance. Administrators, teachers and instructional staff members will be able to attend professional development sessions on state and local levels. Du Bois Entrepreneurship also provides professional development to assist teachers in planning and delivering engaging

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learning experiences that strategically build fluency and problem solving skills. Benchmark Indicator:

PLC agenda and sign in sheet Person Responsible:

Audrey Hudson and Dana Briggs Estimated Completion Date:

5/23/2019

Funding Application Grant Notes Amount

Consolidated Title I-A Eureka Math Materials $6,276.40

Component Item Name

School-wide Plan

Opportunities for All Students

Strengthening Academics

Quality Learning

2.2.2) Professional Development Description:

W.E.B. Du Bois Elementary School of Entrepreneurship will provide professional development to assist teachers in planning and delivering engaging learning experiences that strategically build fluency and problem solving skills. During weekly "horizontal" professional learning community meetings and monthly "vertical" PLCs, the administrative team will collaborate with the instructional team to assist them in understanding the mathematical shifts found in the common core standards. Professional development sessions will consist of but will not be limited to project-based learning, Go Math instructional resources, effective usage of manipulatives to engage scholars in the learning, conceptual versus procedural mathematics strategies, teacher-made assessment results, Eureka Math instructional resources and the D.E.W. (Draw, Equate, Write) formula.

Benchmark Indicator: Criterion Assessment Results

Person Responsible: Dana Briggs and Audrey Hudson

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Estimated Completion Date: 5/23/2019

Component Item Name

School-wide Plan

Strengthening Academics

Quality Learning

2.3) District-Level: Targeted Interventions and Personalized Learning, - School-Level: Prevention/intervention (Mathematics) Description:

District-Level: Provide 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. School-Level: W.E.B. Du Bois Elementary School of Entrepreneurship will provide 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.

2.3.1) RTI Program Description:

During inservices that take place at the beginning of the year, teachers will be trained in our RTI program. Scholars will receive interventions Mondays-Thursdays and will progress monitor scholars on Friday. The IReady online system, IReady workbooks. Easy CBM and Smarty Ants are the instructional resources that are used to provide interventions. Teachers will be given folders or all Tier 2 and 3 students. The leadership team implemented and assigned a specific intervention block to accommodate RTI2. This block was specifically assigned during the 1:30-2:30 time slot. This will allow each grade level to have the needed allotment of time already scheduled for intervention based on the guidelines for RTI2. Each class will have computer lab time that is implemented in the master schedule. This will assist scholars in acquiring the mandated times for computer-based interventions. We will employ an interventionist to deliver interventions to Tier 3 scholars during RTI time and throughout the day. This is needed to assist in closing the achievement gap of our fragile learners.

Benchmark Indicator: RTI Schedule, RTI Assignments and List of Student Tiers, Interventionist Schedule

Person Responsible: Counselor and Principal

Estimated Completion Date:

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5/23/2019

Component Item Name

School-wide Plan

Strengthening Academics

Quality Learning

At-Risk Students

2.3.2) Additional resources for struggling students Description:

Students will be provided extended learning opportunities through tutoring in mathematics and literacy and field trips that extend learning outside of the classroom. Field trips will focus on both mathematics topics and entrepreneurship.

Benchmark Indicator: IReady Results

Person Responsible: Audrey Hudson and Dana Briggs

Estimated Completion Date: 5/1/2019

Funding Application Grant Notes Amount

Consolidated Title I-A Wages for After-School Tutors and Site Coordinator $3,000.00

Component Item Name

School-wide Plan At-Risk Students

4) District-Level: Safe and Healthy Students Description:

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District-Level: For 2018-19, students will have equal access to a safe learning environment as evidenced by decreases in student disciplinary infractions and reducing chronically out of school students from 16.9% to 15.8%. School-Level: Du Bois Elementary School of Entrepreneurship's scholars will have equal access to a safe learning environment evidenced by decreases in student disciplinary infractions.

Performance Measure: District-Level: The number of disciplinary actions taken against students. The percentage of expulsions reported. The student attendance rate and chronic absenteeism rate. School-Level: The number of disciplinary actions taken against students and the percentage of suspensions will be decreased.

4.1) District-Level: Behavioral Interventions and Supports - School-Level: Behavioral Interventions and Supports Description:

District-Level: Develop targeted interventions and support programs and initiatives that address identified behavior needs and provide appropriate student supports

4.1.1) Additional resources for struggling students Description:

It is research-based that some scholars who struggle academically exhibit behavioral concerns.The instructional staff at Du Bois Entrepreneurship will be provided with additional resources as a result of RTI.

Benchmark Indicator: -RTI tier movement -Decrease the number in scholars performing at the Tier III level

Person Responsible: Audrey Hudson

Estimated Completion Date: 5/24/2019

Component Item Name

School-wide Plan At-Risk Students

4.1.2) Additional resources for struggling students Description:

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The Du Bois Elementary of Entrepreneurship's staff will implement positive behavior and interventions supports school-wide. A discipline plan that included behavioral expectations for each area of the school, the behavioral hierarchy, consequences for rule-breaking behavior and rewards for positive behavior were incorporated. The teaching of our discipline plan was facilitated by teachers and the administrative team.

Benchmark Indicator: Less disciplinary infractions reported

Person Responsible: Audrey Hudson

Estimated Completion Date: 5/24/2019

Component Item Name

School-wide Plan Opportunities for All Students

4.2) District-Level: Professional Development - School-Level: Professional Development Description:

District-Level: Provide 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 performance.

4.2.1) Professional Learning Communities Description:

The Du Bois administrative team is responsible for facilitating or planning the following professional development sessions that will impact student achievement: standards-based instruction standards-based planning data-driven planning and instruction positive behavior interventions and support response to interventions

Benchmark Indicator: TNReady Results and Decrease in disciplinary referrals

Person Responsible: Audrey Hudson

Estimated Completion Date:

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5/24/2019

Component Item Name

School-wide Plan Strengthening Academics

4.2.2) Additional resources for struggling students Description:

Students will be provided with additional resources as a result of RTI; some of which include IReady books, the online IReady portal, Moby Max online system,Spellingcity, ABCYa, and Cool Math.

Benchmark Indicator: Scholars may experience tier movement throughout the year.

Person Responsible: K-5 Teachers

Estimated Completion Date: 5/24/2019

Component Item Name

School-wide Plan At-Risk Students

4.3) District-Level: Parent, Family and Community Engagement - School-Level: Parent, Family and Community Engagement Description:

District-Level: Promote effective parent, family and community engagement activities that support the overall academic success of students

4.3.1) Improving student achievement Description:

The Du Bois Elementary School of Entrepreneurship's staff will host various activities that will aid parents in helping their scholars meet the academic requirements for their specific grades. Some of these activities may include Curriculum Night,Literacy Night,

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STEAM night and Open House. Benchmark Indicator:

TNReady Assessment Results Person Responsible:

Audrey Hudson Estimated Completion Date:

5/24/2019

Component Item Name

School-wide Plan

Strengthening Academics

Quality Learning

4.3.2) Annual Title I Meeting Description:

The Du Bois Elementary School of Entrepreneurship will host an annual title I meeting. During this meeting, the curriculum coordinator and principal will discuss what it means to be a Title I school: the policies about family engagement, reporting pupil progress, parent-teacher conferences, parental involvement requirements, availability of parent training, district/school progress, school improvement plan, opportunities for additional parent meetings, teacher qualifications, parents' right to know, McKinney-Vento Homeless Act, notice of Title I School status, school/parent compact, student code of conduct and the academic status of the school.

Benchmark Indicator: Sign-in Sheet (Title I Meeting Attendance)

Person Responsible: Dana Briggs

Estimated Completion Date: 9/20/2018

Component Item Name

School-wide Plan Well-rounded Education

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School-wide Plan

Shelby County (792) Public District - FY 2019 - DuBois Elementary School of Entrepreneurship (792-8135) Charter School - School Plan - Rev 0

Required Items [Expand All] [Collapse All] Component Met

1) Opportunities for All Students Describe how strategies will provide opportunities for all children, including each of the subgroups (ED, major racial & ethnic groups, SWDs and ELs) to meet challenging state academic standards.

Explanation Our RTI process lends itself to providing opportunities for all students to learn. Du Bois Entrepreneurship utilizes EasyCBM to place scholars in RTI tiers. Scholars with disabilities are instructed, during intervention time, by their teacher who teaches special education. These scholars are automatically placed in Tier III. We have allocated time during the instructional time for interventions to be implemented. When teachers are able to analyze the academic standards and "unwrap" them so that scholars understand, they are , then, providing opportunities for all children to learn the content.

1) District-Level: Reading/Language Arts - School-Level: Reading/Language Arts

1.1) District-Level: Standards Aligned Core Instruction - School-Level: State Content Standards Alignment

1.1.1) Utilization of Instructional Resources to Ensure State Content Standards Alignment

1.1.2) Standards-based Instruction

1.1.4) Literacy Instruction through Counseling Services (Character Education)

1.1.5) Aligned Instruction - Engagement Strategies

1.3) District-Level: Targeted Intervention and Personalized Learning - School-Level: Prevention/intervention (Reading)

1.3.3) Parental Involvement

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2) District-Level: Mathematics - School-Level: Mathematics

2.1) District-Level: Standards Aligned Core Instruction - School-Level: Standards-based Lesson Plans

2.1.2) Utilization of Instructional Resources to Ensure State Content Standards Alignment

2.2) District-Level: Professional Development - School-Level: Prof Develop- Improve Student Performance

2.2.1) Professional Development Regarding Mathematical Shifts

4) District-Level: Safe and Healthy Students

4.1) District-Level: Behavioral Interventions and Supports - School-Level: Behavioral Interventions and Supports

4.1.2) Additional resources for struggling students

2) Strengthening Academics Describe how the school will use methods and instructional practices that strengthen the academic program in the school.

Explanation Du Bois Prep Academy of Entrepreneurship has provided teachers with professional development on the TN state standards and utilizing them to plan standards-based lessons. Du Bois has partnered with ANET in the effort to work on the planning. We know that planning prevents poor performance, and we feel that this preliminary work with planning assist teachers with providing authentic instructions.

1) District-Level: Reading/Language Arts - School-Level: Reading/Language Arts

1.1) District-Level: Standards Aligned Core Instruction - School-Level: State Content Standards Alignment

1.1.1) Utilization of Instructional Resources to Ensure State Content Standards Alignment

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1.1.2) Standards-based Instruction

1.1.3) TEAM Training

1.1.5) Aligned Instruction - Engagement Strategies

1.3) District-Level: Targeted Intervention and Personalized Learning - School-Level: Prevention/intervention (Reading)

1.3.4) Utilization of IReady online system and workbooks

2) District-Level: Mathematics - School-Level: Mathematics

2.1) District-Level: Standards Aligned Core Instruction - School-Level: Standards-based Lesson Plans

2.1.1) Standards-based Instruction

2.1.2) Utilization of Instructional Resources to Ensure State Content Standards Alignment

2.1.3) TEAM Training

2.2) District-Level: Professional Development - School-Level: Prof Develop- Improve Student Performance

2.2.1) Professional Development Regarding Mathematical Shifts

2.2.2) Professional Development

2.3) District-Level: Targeted Interventions and Personalized Learning, - School-Level: Prevention/intervention (Mathematics)

2.3.1) RTI Program

4) District-Level: Safe and Healthy Students

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4.2) District-Level: Professional Development - School-Level: Professional Development

4.2.1) Professional Learning Communities

4.3) District-Level: Parent, Family and Community Engagement - School-Level: Parent, Family and Community Engagement

4.3.1) Improving student achievement

3) Quality Learning Describe how the school will increase the amount and quality of learning time.

Explanation Du Bois Prep Academy of Entrepreneurship will increase the amount and quality of learning time by having bell to bell instruction. When scholars are in line waiting to use the restroom or any time they are idle, instruction will occur by way of mathematics and literacy flash cards.

1) District-Level: Reading/Language Arts - School-Level: Reading/Language Arts

1.1) District-Level: Standards Aligned Core Instruction - School-Level: State Content Standards Alignment

1.1.1) Utilization of Instructional Resources to Ensure State Content Standards Alignment

1.1.2) Standards-based Instruction

1.1.3) TEAM Training

2) District-Level: Mathematics - School-Level: Mathematics

2.1) District-Level: Standards Aligned Core Instruction - School-Level: Standards-based Lesson Plans

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2.1.1) Standards-based Instruction

2.1.4) Parental Involvement

2.2) District-Level: Professional Development - School-Level: Prof Develop- Improve Student Performance

2.2.1) Professional Development Regarding Mathematical Shifts

2.2.2) Professional Development

2.3) District-Level: Targeted Interventions and Personalized Learning, - School-Level: Prevention/intervention (Mathematics)

2.3.1) RTI Program

4) District-Level: Safe and Healthy Students

4.3) District-Level: Parent, Family and Community Engagement - School-Level: Parent, Family and Community Engagement

4.3.1) Improving student achievement

4) Well-rounded Education Describe how the school will provide an enriched and accelerated curriculum to ensure that students have access to a well-rounded education.

Explanation The implementation of Eureka Math and the exposure to complex texts with the essential theme of learning in mind will ensure that students have access to a well-rounded education. Although we focus on academics in all disciplines, we also offer various extracurricular activities as well. We offer music, physical education, keyboarding/technology classes. Other extracurricular activities include Dancing Dolls, Girls with Pearls and Guys in Ties.

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1) District-Level: Reading/Language Arts - School-Level: Reading/Language Arts

1.1) District-Level: Standards Aligned Core Instruction - School-Level: State Content Standards Alignment

1.1.1) Utilization of Instructional Resources to Ensure State Content Standards Alignment

1.1.4) Literacy Instruction through Counseling Services (Character Education)

1.2) District-Level: Professional Development - School-Level: Professional Development - Improve Student Performance

1.2.1) Improving student achievement

4) District-Level: Safe and Healthy Students

4.3) District-Level: Parent, Family and Community Engagement - School-Level: Parent, Family and Community Engagement

4.3.2) Annual Title I Meeting

5) At-Risk Students Describe how the school will address the needs of all children in the school, particularly the needs of those at risk of not meeting the challenging state academic standards.

Explanation The scholars who are at risk of not meeting the challenging state standards are placed in Tier II and Tier III RTI groups. In these groups, teachers will instruct scholars on their specific instructional levels in literacy and mathematics. There is time allocated in the master schedule for RTI time daily. EasyCBM is used to benchmark scholars' progress.

1) District-Level: Reading/Language Arts - School-Level: Reading/Language Arts

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1.1) District-Level: Standards Aligned Core Instruction - School-Level: State Content Standards Alignment

1.1.1) Utilization of Instructional Resources to Ensure State Content Standards Alignment

1.1.2) Standards-based Instruction

1.1.4) Literacy Instruction through Counseling Services (Character Education)

1.3) District-Level: Targeted Intervention and Personalized Learning - School-Level: Prevention/intervention (Reading)

1.3.1) Improving student achievement

1.3.2) RTI Program

1.3.5) Additional resources for struggling students

2) District-Level: Mathematics - School-Level: Mathematics

2.1) District-Level: Standards Aligned Core Instruction - School-Level: Standards-based Lesson Plans

2.1.5) RTI Program

2.3) District-Level: Targeted Interventions and Personalized Learning, - School-Level: Prevention/intervention (Mathematics)

2.3.1) RTI Program

2.3.2) Additional resources for struggling students

4) District-Level: Safe and Healthy Students

4.1) District-Level: Behavioral Interventions and Supports - School-Level: Behavioral Interventions and Supports

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4.1.1) Additional resources for struggling students

4.2) District-Level: Professional Development - School-Level: Professional Development

4.2.2) Additional resources for struggling students

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School-wide Budget

Shelby County (792) Public District - FY 2019 - DuBois Elementary School of Entrepreneurship (792-8135) Charter School - School Plan - Rev 0

Is the school consolidating funds in the school-wide pool from various sources in support of the Title I school-wide plan? Select...

If no, enter the Title I school allocation (must equal the amount identified in the district Consolidated Funding Application) and upload the Title I school budget in the Related Documents section of this school's plan.

If yes, identify the funding sources contributing to the Title I School-wide pool. Upload a copy of the Title I School-wide Pool section of the district's Consolidated Funding Application in the Related Documents section of this school's plan. - (To obtain a copy of the School-wide Pool section, have a district Consolidated application user click the word "Print" across from the School-wide Pool section located on the Sections page in the Consolidated Funding Application and save the document as a PDF.)

Title I, Part A

Title II

Title III

Title IV

Title V, RLIS

Title V, SRSA

Carl Perkins

IDEA

State/Local

Other - (Specify)

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School Plan Related Documents

Shelby County (792) Public District - FY 2019 - DuBois Elementary School of Entrepreneurship (792-8135) Charter School - School Plan - Rev 0

Optional Documents

Type Document Template Document/Link

(School Plan) Additional Supporting Documents N/A

(School Plan CFA) School-wide Budget for SW Schools [Upload up to 1 document(s)]

N/A DuBois ES of Entrepreneurship School-wide Budget for SW Schools

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School Plan Checklist

Shelby County (792) Public District - FY 2019 - DuBois Elementary School of Entrepreneurship (792-8135) Charter School - School Plan - Rev 0

Checklist Description (Collapse All Expand All)

1. School Plan - Planning Team OK

Jannifer Steward

9/25/2018 3:29:00 PM

1. School planning team represents the school's stakeholders including teachers, principals, administrators (including administrators of Title programs), and other appropriate school personnel, and parents of students. Stakeholders are identified with full name and title.

2. School provided a description of how all required stakeholders are engaged in the planning process in both the plan development and its continuous review and update.

2. Needs Assessment - Academic Data Guiding Questions (Elementary and Middle Grades) OK

Jannifer Steward

9/25/2018 3:29:00 PM

1. Reading/Language Arts data has been analyzed and the school has: - (i) summarized progress and challenges in this content area, (ii) identified root causes of progress and challenges, (iii) addressed all racial/ethnic subgroups that have data, and (iv) addressed all subgroups that have data (SWD, EL, ED, BHN).

2. Mathematics data has been analyzed and the school has: - (i) summarized progress and challenges in this content area, (ii) identified root causes of progress and challenges, (iii) addressed all racial/ethnic subgroups that have data, and (iv) addressed all subgroups that have data (SWD, EL, ED, BHN).

3. Science data has been analyzed and the school has: - (i) summarized progress and challenges in this content area, (ii) identified root causes of progress and challenges, (iii) addressed all racial/ethnic subgroups that have data, and (iv) addressed all subgroups that have data (SWD, EL, ED, BHN).

4. Other K-8 academic data has been analyzed and the school has: - (i) summarized progress and challenges in this content area and (ii) identified root causes of progress and challenges.

3. Needs Assessment - Academic Data Guiding Questions (High School) OK

Jannifer Steward

9/25/2018 3:29:00 PM

1. English data has been analyzed and the LEA has: - (i) summarized progress and challenges in this content area, (ii) identified root causes of progress and challenges, (iii) addressed all racial/ethnic subgroups that have data, and (iv) addressed all subgroups that have data (SWD, EL, ED, BHN).

2. Algebra data has been analyzed and the LEA has: - (i) summarized progress and challenges in this content area, (ii) identified root

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causes of progress and challenges, (iii) addressed all racial/ethnic subgroups that have data, and (iv) addressed all subgroups that have data (SWD, EL, ED, BHN).

3. Biology data has been analyzed and the LEA has: - (i) summarized progress and challenges in this content area, (ii) identified root causes of progress and challenges, (iii) addressed all racial/ethnic subgroups that have data, and (iv) addressed all subgroups that have data (SWD, EL, ED, BHN).

4. Other high school academic data has been analyzed and the school has: - (i) summarized progress and challenges in this content area and (ii) identified root causes of progress and challenges.

4. Needs Assessment - College/Career Readiness Data Guiding Questions OK

Jannifer Steward

9/25/2018 3:29:00 PM

1. The school has provided a summary of the progress and challenges experienced related to the district's ACT scores. The response: - (i) aligned with the ACT data provided and (ii) addressed the change in data across years.

2. School analyzed Graduation Rate data and provided a summary of progress and challenges, identifying underlying reasons for each.

5. Needs Assessment - School Climate & Culture Guiding Questions OK

Jannifer Steward

9/25/2018 3:29:00 PM

1. The school has provided a summary of its progress and challenges with student attendance and chronic absenteeism and includes specific steps to be taken if chronic absenteeism rates exceed 10% overall, by school, grade level or subgroup.

2. The school has provided a summary of its progress and challenges with student discipline and has provided information regarding steps to be taken to reduce lost instructional time and/or disparate impact if out of school suspension and expulsion rates exceed the state average.

3. The school has summarized the progress and challenges faced in providing safe, supportive, and healthy learning environments for students and has identified steps to be taken to address challenges.

6. Needs Assessment - Human Capital Data OK

Jannifer Steward

9/25/2018 3:29:00 PM

1. The school entered three years of data in the Staff Characteristics data table.

2. The school has described how new teachers are provided support and growth opportunities.

3. The school has described the effective teachers are provided incentives and opportunities for growth in order to increase retention rates.

4. The school has described the procedures that are in place to identify the distribution of ineffective, inexperienced, and out-of-field teachers to low income and minority students.

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5. The school has described the steps that will be taken to address disparities in the distribution of ineffective, inexperienced, and out-of-field teachers among low income and minority students, once identified.

7. Needs Assessment - Additional Areas Guiding Questions OK

Jannifer Steward

9/25/2018 3:29:00 PM

1. The school has provided a summary of the progress it has made in implementing RTI2 across ALL grades and has identified the strengths and weaknesses evidenced along with actions needed.

2. The school has described the level of access to technology that all students have and the level of integration of technology into the instructional program. The description identifies areas of strength and weakness as well as root causes and actions needed.

3. The school has provided a summary of the professional development activities conducted in the prior year and how effectiveness was measured.

4. The school has identified the focus for professional development for the upcoming school year and how the professional development activities will build the capacity of school-level leaders (teachers, principals, and other school leaders) in order to positively impact student achievement.

5. The school has provided a summary of the parent and family engagement activities implemented in the prior year and how the effectiveness of those activities was measured concerning student academic achievement.

6. The school has provided a description of the planned parent and family engagement activities to be provided in the coming school year and effectively described how these activities are meaningful and aligned with student academic achievement. - (i) If the school has English learners, the response must also include information regarding the specific parent and family engagement activities focused on parents and families of English learners.

8. Needs Assessment - Summary Consultant Reviewed

Jannifer Steward

9/25/2018 3:29:00 PM

1. The school has provided a prioritized list of 3-5 needs to be addressed in the upcoming school year.

2. The priority needs identified are aligned to the summary of data and the analysis provided within the needs assessment.

3. The school has provided the content/topic focus, grade level focus and primary student focus for each priority need.

9. Prioritized Goals and Strategies - Goals OK

Jannifer Steward

9/25/2018 3:29:00 PM

1. School goals are aligned with the LEA goals. (i.e. when school extended the LEA goal, the school’s goal title is aligned with the LEA goal title)

2. School goals descriptions are based on the school’s needs within that goal. (i.e. the school AMOs were included and did not just duplicate the LEA AMOs)

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3. Goals are aligned with prioritized list of needs.

4. Identified goals are specific, measurable, ambitious, relevant, and time-bound.

10. Prioritized Goals and Strategies - Strategies OK

Jannifer Steward

9/25/2018 3:29:00 PM

1. Each strategy describes the specific change in practice necessary to meet the related goal.

2. Each strategy is aligned to the goal it is intended to meet.

3. Each strategy is research-based.

11. Prioritized Goals and Strategies - Action Steps OK

Jannifer Steward

9/25/2018 3:29:00 PM

1. The action step descriptions are clearly stated and specific.

2. In conjunction with the strategy, the action steps answer the five W's: Who, What, Where, When and Why.

3. The benchmark is described.

4. The person responsible is populated and is the appropriate individual for this action step.

5. The estimated date of completion is realistic and aligns with other activities to allow district to reach goals. (NOTE: all Action Steps do not all have an end of school year date.)

6. The action steps are appropriate and aligned to the goals and strategies.

12. Component Relationships - Title I Schools Only OK

Jannifer Steward

9/25/2018 3:29:00 PM

1. Component relationships are made for appropriate action steps.

2. All components have both a component relationship and a narrative response describing how the plan component requirement has been met.

3. The school has entered the school Title I allocation and uploaded the Title I school-level budget to Related Documents.

4. SW Pool Schools: The school, if consolidating funds, has identified the funds included in the school-wide pool and uploaded the school-wide pool section of the CFA to Related Documents.

5. TA Schools: The school has agreed to the TA Assurances.

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