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School Plan Overview

Bradley County (060) Public District - FY 2015 - Walker Valley High School (060-0078) Public School - School Plan
- Rev 0
Plan Items ( )
1) District-Level: Mathematics - School-Level: Mathematics
Description:
District-Level: During the 2014-2015 school year Bradley County will achieve or exceed AMO achievement targets
and gap closure targets for mathematics: 3rd - 56.1%, 7th - 43.8%, 3rd-8th - 49.8%, Algebra II - 46.8%, SWD 3-8
Math 33.4%, SWD 3rd Math - 37.1%, SWD 7th Math - 33.7%, Gap closures: BHN vs. All 3-8th - 8.4%, Algebra II 11.3%, ED vs. Non-ED 3rd-8th - 21.2%, Algebra II - 21.2%, LEP vs. Non-LEP 3rd-8th - 29.5%, SWD vs. Non-SWD
3rd-8th - 18.4%, Algebra II - 45%
School-Level: Walker Valley High School will achieve or exceed their AMO Targets of 50.9% in Algebra
II. Walker Valley will also exceed their Gap Closure Target in BHN 10.8%, ED vs. Non ED of 18.8%.
Performance Measure:
District-Level: We will use the percentage of students, in the aggregate and in each subgroup (students from major
race/ethnic groups, economically disadvantaged students, children with disabilities, students with limited English
proficiency), who are at or above the proficient level in mathematics on the state's assessment (ESEA Section
1111(h)(1)(C)(i)) to measure performance.
School-Level: We will use the percentage of students, in the aggregate and in each subgroup
(students from major race/ethnic groups, economically disadvantaged students, children with
disabilities, students with limited English proficiency), who are at or above the proficient level in
mathematics on the state's assessment (ESEA Section 1111(h)(1)(C)(i)) to measure performance.
1.1) District-Level: High quality professional development of instructional staff - School-Level: High quality
professional development of instructional staff
Description:
District-Level: Address job embedded, individualized professional development needs of the instructional staff.
1.1.1) Algebra II Growth
Description:
We will utilize our math teachers to provide extra support for identified students. We have a schedule for
tutoring with these students during our daily tutoring/intervention time. Along with this tutoring, students will be
able to go to math teachers for help with concepts they are struggling with. Teachers are also utilizing our PLC
schedule to meet with their academies as well as content-specific meetings to discuss how to assist these
students and give them extra support.
Benchmark Indicator:
We will use our benchmark tests along with Common Formative Assessments to guide instructional and
professional development decisions.
Person Responsible:
Danny Coggin
Estimated Completion Date:
5/15/2015
1.2) District-Level: State Content Standards Alignment - School-Level: State Content Standards Alignment
Description:
District-Level: The system will align curriculum and instructional strategies with Tennessee's challenging
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academic standards and weave specific basic skills addressed by SPIs into instruction.
School-Level: The school will align curriculum and instructional strategies with Tennessee's
challenging academic standards and weave specific basic skills addressed by SPIs into instruction.
1.2.1) STANDARDS ALIGNMENT
Description:
The TN Core Standards have been unpacked and essential skills identified to ensure mastery for all students.
Through PLC's, teachers design common formative assessments aligned to the standards. An item analysis is
then performed on the assessment results to determine what skills are mastered and what skills may still be
lacking. This creates a great environment for teachers to share their best teaching practices on the standards
so that all students have an opportunity to demonstrate mastery. Students are then identified for remediation
and enrichment and placed in small groups. These groups are assigned to attend review sessions aligned to
specific skills for each group. All mathematics teachers participate in this process and teach an individual skill
to the group.
Benchmark Indicator:
Benchmark assessments, AMO Achievement and Gap Closure Results
Person Responsible:
Danny Coggin
Estimated Completion Date:
5/15/2015
1.3) District-Level: Identify and address district and school achievement concerns - School-Level: Identify and
address district and school achievement concerns
Description:
District-Level: The system will identify and address the AMOs and specific gaps in achievement among
sub-groups that resulted in its identification as a District in Need of Improvement.
School-Level: The school will identify and address specific learning gaps that affect student
learning and achievement in Mathematics.
1.3.1) ADDRESSING SUB GROUP ACHIEVEMENT
Description:
Through PLC's teachers identify sub groups that are in need of intervention. These students are invited to
attend small group environments on a daily intervention schedule. During this time, teachers use standards
based grading results to identify exactly what skill(s) students are lacking in mastery. The teacher develops
an individual program for each student in order to then demonstrate mastery. This occurs through one on one
instruction, peer tutoring, and a variety of technological interventions. The student must then perform a
mathematical task on his/her own. The teacher then uses these results to determine what is the next best
step for the student.
Benchmark Indicator:
Individualized skill mastery based on common formative skill assessments which are ongoing.
Person Responsible:
Danny Coggin
Estimated Completion Date:
5/15/2015
2) District-Level: Reading/Language Arts - School-Level: Reading/Language Arts
Description:
District-Level: During the 2014-2015 school year, Bradley County will meet/exceed AMO and gap closure targets in
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reading/language arts: 3rd - 49.8%; 7th - 57%; 3rd - 8th - 55.4%; English II - 67.9%; English III - 39.2%; SWD 3rd RLA
32.4%;SWD 7th RLA 40%; and SWD 3-8 RLA 37.2%; Gap closures: BHN vs. All 3rd-8th - 8.4%; ED vs. Non-Ed
3rd-8th - 21.6%; LEP vs. Non-LEP 3rd -8th -33.3%; SWD vs. Non-SWD 3rd-8th - 20.3%; BHN vs. All English II/III 12.5%; ED vs. Non-ED English II/III - 19.5%; SWD vs. Non-SWD English II/III - 44.8%.
School-Level: During the 2014 - 2015 school year Walker Valley High School will meet or exceed the BHN
Target of 16.8% in BHN vs. All Students also we will meet or exceed the Target Gap of 20.9% for ED vs.
Non Ed students and we will meet or exceed the 53.1% Target Gap of 53.1 SWD vs. Non-SWD.
Performance Measure:
District-Level: We will use the percentage of students, in the aggregate and for each subgroup (students from major
race/ethnic groups, economically disadvantaged students, children with disabilities, students with limited English
proficiency), who are at or above the proficient level in reading/language arts on the state's assessment (ESEA
Section 1111(h)(1)(C)(i)) to measure performance.
School-Level: We will use the percentage of students, in the aggregate and for each subgroup
(students from major race/ethnic groups, economically disadvantaged students, children with
disabilities, students with limited English proficiency), who are at or above the proficient level in
reading/language arts on the state's assessment (ESEA Section 1111(h)(1)(C)(i)) to measure
performance.
2.1) District-Level: High Quality Professional Development for Instructional Staff - School-Level: High Quality
Professional Development for Instructional Staff
Description:
District-Level: Our system will utilize instructional coaches to provide job embedded professional development for
instructional staff.
School-Level: We will utilize our instructional coach in conjunction with our staff to provide job
embedded professional development for instructional staff.
2.1.1) Interventions and enrichment activities to enhance and engage students in the learning process of reading.
Description:
Our staff will utilize our PLC structure to engage in professional collaboration, examination of student data,
discussion and implementation of strategies geared to SWD and both the lower and upper quintiles. We will
address differentiation for all teachers and the positive effect it has on student learning and engagement. We
will utilize the instructional coach to help our teachers engage our students in reading strategies that benefit
their learning.
Benchmark Indicator:
Our staff will analyze available data to guide instruction. Benchmark testing available through SpringBoard and
Common Formative Assessments will be developed and used for decision making purposes.
Person Responsible:
Danny Coggin
Estimated Completion Date:
5/15/2015
2.2) District-Level: State Content Standards Alignment - School-Level: State Content Standards Alignment
Description:
District-Level: The system will align curriculum and instructional strategies with Tennessee's challenging
academic standards and weave specific basic skills addressed by SPIs into instruction.
School-Level: Curriculum alignment, curriculum mapping and pacing guides will engage teachers
in developing instructional strategies that will address specific basic skills addressed by SPI's.
2.2.1) Standards Alignment
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Description:
Our district has implemented the SpringBoard curriculum in English I and English II which currently does not
align with standards for the End of Course test. We will utilize embedded SpringBoard assessments in
conjunction with EOC benchmark assessments to measure student learning of the Tennessee standards.
Teachers will collaborate in order to weave the two together to benefit student learning. Curriculum Maps and
Pacing Guides have been created in order to help teachers and students alike keep up with the marrying of
the two standard sets.
Benchmark Indicator:
Springboard Assessment, EOC Benchmark Assessments and AMO Achievement Targets and Gap Closure
Targets Formative assessments in grammar
Person Responsible:
Danny Coggin
Estimated Completion Date:
5/15/2015
2.3) District-Level: Identify and address district or school achievement concerns - School-Level: Identify and
address district or school achievement concerns
Description:
District-Level: The system will identify and address the AMOs and specific gaps in achievement among
sub-groups that resulted in its identification as a District in Need of Improvement.
School-Level: Identification of specific AMO's and gaps that affect achievement among sub groups
will addressed and instructional strategies to cover these will be developed at the school and
content level.
2.3.1) ADDRESSING ACHIEVEMENT CONCERNS
Description:
We will identify through benchmark assessments students who are in need of interventions in ELA . These
students will receive the needed interventions through our Intervention classes by using programmed
curriculum to address and progress-monitor specific skill deficit. Additionally, some time is spent each week in
the Reading Intervention classes using material from Tennessee End of Course Coach to provide practice for
EOC assessments.
Benchmark Indicator:
Benchmark Assessment DATA
Person Responsible:
Danny Coggin
Estimated Completion Date:
5/15/2015
3) District-Level: Graduation - School-Level: Graduation
Description:
District-Level: Bradley County students will meet or exceed the graduation AMO target of 90.4% for the 2014-2015
school year.
School-Level: Walker Valley High School students will meet or exceed the graduation AMO target of
95.2% for the 2014-2015 school year.
Performance Measure:
District-Level: The percentage of students who graduate from high school each year with a regular diploma,
disaggregated by race, ethnicity, gender, SWD, migrant status, English proficiency, and status as economically
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disadvantaged as indicated on the graduation report will be used to measure performance.


School-Level: The percentage of students who graduate from Walker Valley High School each year
with a regular diploma, disaggregated by race, ethnicity, gender, SWD, migrant status, English
proficiency, and status as economically disadvantaged as indicated on the graduation report will be
used to measure performance.
3.1) District-Level: High quality professional development - School-Level: High quality professional
development
Description:
District-Level: The system will address job embedded professional development needs of all staff, as identified
by teacher evaluation or state assessment results. Additionally, students in the Career and Technical Education
program will increase skill proficiency and incorporate industry certification. Training will be provide for
implementing Advisory Groups to enhance leadership, college and career readiness, and to focus on the needs
of students who are at risk of dropping out. CTE will provide career planning professional development with
collegefortn.org, program of study information, Administrative and Counselor institute, and collaborative
opportunities for counselors. They will also develop activities in cooperation with the career coach for each
school.
School-Level: Walker Valley will address professional development needs of all staff, as identified
by teacher evaluation or state assessment results. Advisory Groups to enhance leadership,
college and career readiness, and to focus on the needs of students who are at risk of dropping
out. CTE will provide career planning professional development with collegefortn.org, program of
study information, Administrative and Counselor institute, and collaborative opportunities for
counselors. They will also develop activities in cooperation with the career coach for each school.
3.1.1) Training for Advisory and College and Career Ready
Description:
Professional development for teachers to prepare students for the transition to College and Career by
providing more rigorous courses such as Cambridge, AP, Dual Enrollment. Training for teachers on how to
prepare students for ACT. Time built into the daily schedule for academies and content PLCs to meet. Credit
Recovery program offered to help keep students on track to graduate with their cohort. Alternative education
is provided at GOAL Academy and a Virtual School is also available.
Benchmark Indicator:
Graduation Rate Cohort and Event Dropout Rate ACT Scores
Person Responsible:
Danny Coggin
Estimated Completion Date:
5/15/2015

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