School Improvement Plan

LITERACY

Growth:

Achievement:

Subgroups:

Progress:

The 2018 TVAAS Literacy data show that Jackson improved from 2017 to 2018. The 5th grade Growth Score went from Level 1 to a 4. The 4th grade data indicates a Level 3 growth score for 2018. School-wide, the TVAAS Literacy Growth Score is a Level 3, which is an improvement from the score of 1 in 2017. Additionally, 5th grade and school-wide mastery/on-track achievement showed an increase. When breaking down subgroups, the Black/African American, White, and Economically Disadvantaged subgroups all showed an increase in mastery/on track achievement.

Challenges:

While Jackson’s 5th grade experienced increase in achievement from 2017 and 2018, the percentage of students scoring mastery/on track (performance level 3 or 4) is still below the district and state averages. Likewise, the percentage of 3rd and 4th grade students scoring mastery/on track (performance level 3 or 4) are also well below the district and state averages. There is a consistency across the school/district/state of students at a Level 2 performance level. Furthermore, 4th grade experienced 3 percentage point decline in mastery/on track achievement. Subgroups also experienced challenges.  The Hispanic subgroup had an 8 percentage point decrease in achievement. The BHN subgroup had a .7 percentage point decrease. The SWD subgroup was stagnant and the EL subgroup went from 20% to 0%.

Underlying Causes:

The progress at Jackson can be attributed to a schoolwide focus on improvement. The faculty at Jackson set goals and worked in focused collaboratives each week to ensure that students were being taught a curriculum that was aligned to the state standards. Teachers and students tracked the progress of each student across the school year and employed interventions when students needed the support. An Instructional Design Specialist was utilized to provide planning and instructional support.

The challenges at Jackson are due to a lack of formative assessments with each unit of study, a large number of students who qualify for RTI, and the lack of a solid strategic support schedule for ELL students. Gaps from previous years have also prevented achievement levels from being higher than they were.

Local Data Analyzed:

At Jackson we administer various assessments throughout the year to assess and track student progress. These include: EasyCBM, Quarterly Writing Assessments, Benchmark data, and End of Year testing data (TNReady, Classroom/Content area tests). Throughout the year the data from these assessments is examined and then used to impact instruction. In 2018, we will add in more formative assessments with our units of instruction to better identify the needs of our students.

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MATH

School-wide achievement data

Subgroups:

Progress:

The 2018 TVAAS Math data show that Jackson improved from 2017 to 2018. The 5th grade Growth Score went from Level 1 to a 3. The 4th grade data indicates a Level 4 growth score for 2018. School-wide, the TVAAS Math Growth Score is a Level 3, which is an improvement from the score of 1 in 2017. Additionally, 5th grade and school-wide mastery/on-track achievement showed an increase. When breaking down subgroups, the Black/African American, Hispanic, BHN, White, and Economically Disadvantaged subgroups all showed an increase in mastery/on track achievement.

Challenges: While Jackson’s 5th grade experienced increase in achievement from 2017 and 2018, the percentage of students scoring proficient/advanced (performance level 3 or 4) is still below the district and state averages. Likewise, the percentage of 3rd and 4th grade students scoring proficient/advanced (performance level 3 or 4) are also well below the district and state averages. There is a consistency across the school/district/state of students at a Level 2 performance level. Subgroups also experienced challenges.  The SWD subgroup decreased by 3.1 percentage points and the EL subgroup remained stagnant.

Underlying Causes:

The improvement at Jackson can be attributed to a schoolwide focus on improvement. The faculty at Jackson set goals and worked in focused collaboratives each week to ensure that students were being taught a curriculum that was aligned to the state standards. Teachers and students tracked the progress of each student across the school year and employed interventions when students needed the support. An Instructional Design Specialist was utilized to provide planning and instructional support.

The challenges at Jackson are due to a lack of formative assessments with each unit of study and the need for stronger interventions and strategic learning plans for Students with Disabilities. Gaps from previous years have also prevented achievement levels from being higher than they were.

Local Data Analyzed: At Jackson we administer various assessments throughout the year to assess and track student progress. These include: EasyCBM, Benchmark data, Nine-Week assessments, and End of Year testing data (TNReady, Classroom/Content area tests). Throughout the year the data from these assessments is examined and then used to impact instruction. In 2018, we will add in more formative assessments with our units of instruction to better identify the needs of our students.

SCIENCE

Subgroups:

The TVAAS Science Growth Score for 5th grade went from a 1 in 2017 to a 4 in 2018. Because there is no 4th grade data, the 5th grade score is the school-wide score. Additionally, students in all subgroups except EL experienced an increase in mastery/on track achievement.

Challenges:

One subgroup experienced challenges.  The EL subgroup went from 20% to 0%.

Underlying Causes:

The reason for improvement in Science scores are be attributed to Kingsport City Schools’ initiatives around STEM/STREAM and other areas of Science. This focus has led to the implementation of summer STREAM camps, Robotics programs, and a STREAM class at many of the schools. Furthermore, there is direct support through a STREAM coach. All of these supports directly impact the classroom.

The challenges experienced are caused by scheduling needs. As with many Elementary Schools, the schedule at Jackson does not always allow for adequate Science instructional blocks.

Local Data Analyzed: At Jackson we administer various assessments throughout the year to assess and track student progress. These include: Benchmark data, and End of Year testing data (TNReady, Classroom/Content area tests). Throughout the year the data from these assessments is examined and then used to impact instruction. As we move to new standards, we will add in more formative assessments with our units of instruction to better identify the needs of our students.

We only had 5 students in the EL subgroup and therefore did not qualify for the n count.  Analysis of the data indicates that none of the EL students scored in the proficient range in ELA.  Using this data can better help us individualize the work done with our EL students as we work to move them to proficiency

Statement of Assurance

Kingsport City Schools does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. Inquiries concerning the system's compliance with the regulations implementing Title VI, Title IX or the Americans with Disabilities Act (ADA) are directed to the Kingsport City Schools compliance officer for employees, Jennifer Guthrie at 400 Clinchfield Street, Suite 200, Kingsport, TN 37660, or by phone at (423) 378.2103; for the general public, Andy True at 400 Clinchfield Street, Suite 200, Kingsport, TN 37660, or by phone at (423) 378.2130; and for students Andy True at 400 Clinchfield Street, Suite 200, Kingsport, TN 37660, or by phone at (423) 378.2130. Inquiries concerning Section 504 are directed to contact compliance officer Dr. Lamar Smith at 400 Clinchfield Street, Suite 200, Kingsport, TN 37660, or by phone at (423) 378.8598.