Tennessee School Improvement Plan by 3033f3

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									Parents may send comments, suggestions, or questions about this plan to
       Mrs. Lorie Blackburn, Principal of Byars Dowdy Elementary




        Tennessee School Improvement
          Planning Process (TSIPP)

                      SIP Templates




                 Tennessee Department of Education
                   Commissioner Lana C. Seivers

                            August, 2007
              Tennessee School Improvement Planning Process
                                 (TSIPP)
                                          Assurances
                                      with Signature of Principal




I certify that Byars Dowdy Elementary School has utilized the data and other
requirements requested for each component. The school will operate its programs in accordance
with all of the required assurances and certifications for each program area.




I CERTIFY that the assurances referenced above have been satisfied to the best of my
knowledge.




__________________________________________                               ______________________
Signature of Principal                                                   Date Signed




Tennessee School Improvement Planning Process Templates – August, 2007                  Page 2 of 64
Component 1a - School Profile and Collaborative Process
TEMPLATE 1.1: SIP Leadership Team Composition
In the School Improvement process, six committees exist: a leadership team and five subcommittees. Establish a
subcommittee for each of the five components of the plan. The Leadership Team is composed of its chairperson, the
chairperson from each of the subcommittees, and representatives from each relevant stakeholder group and major
initiatives within the school. These stakeholders could include representatives from the following groups: teachers,
administrators, non-certified personnel, community, parents, and students. In high schools, be sure to represent
faculty from both the academic and the technical paths.

The Leadership Team provides guidance for the entire process. When you list the members of the Leadership
Team, be sure to indicate who is serving as the chairperson of this team.



TEMPLATE 1.1: SIP Leadership Team Composition
(Rubric Indicator 1.1)

                                Leader-
   SIP Leadership Team            ship                                           Name of Subcommittee(s) (when
                                                         Position
      Member Name               Chair?                                                    applicable)
                                 (Y/N)
Bob May                        Yes          Principal
Eli McTee                                   Physical Education                  Component 1
Page Henley                                 2nd Grade                           Component 2
Holly Yelton                                3rd Grade                           Component 3
Mary Spann                                  Technology                          Component 4
Karen Baggett                               3rd Grade                           Component 5




Tennessee School Improvement Planning Process Templates – August, 2007                                 Page 3 of 64
Component 1a - School Profile and Collaborative Process
TEMPLATE 1.2: Subcommittee Formation and Operation
Subcommittees should represent various grade levels within the school and relevant stakeholders. It is desirable to
include stakeholders on subcommittees when possible. Stakeholders should be strategically assigned to appropriate
committees based on strength, skills and knowledge.

If there are guiding initiatives within your school, be sure to place those key faculty members involved in the initiatives
on the appropriate subcommittees. Subcommittees have the responsibility to monitor the development and
implementation, as appropriate, of the respective component so that the subcommittee chair can communicate the
progress to the SIP Leadership Team.

In completing the templates that name the members of the subcommittees, be sure to indicate each member’s position
within the school or stakeholder group. Indicate which member serves as the subcommittee chair.

After each list of the members for a subcommittee, be sure to indicate the signatures for the subcommittee chairs are on
file and check the box to indicate assurance the subcommittee has met and minutes are on file.

TEMPLATE 1.2: Subcommittee Formation and Operation
(Rubric Indicator 1.2)

Subcommittee for COMPONENT                         1 School Profile and Collaborative Process
                          Member Name                                            Position                     Chair

Eli McTee                                                         Physical Education                           Yes
Connie Kelsh                                                      Kindergarten
Allison Cook                                                      Kindergarten
Tabitha Bird                                                      Kindergarten
Missy Sewell                                                      1st Grade
Brenda Barnes                                                     2nd Grade
Amy Morrow                                                        4th Grade
Marsha Reed                                                       Librarian
Connie Testamand                                                  CDC
April Brewington                                                  Parent
Melanie Ray                                                       Education Assistant
Dr. Eric Cummings                                                 Community Member
(tab in last cell to create a new row as needed)


                      Component 1 Subcommittee has met to address critical
                                                                                            YES              NO
                            components of the SIP and minutes are on file.



Tennessee School Improvement Planning Process Templates – August, 2007                                   Page 4 of 64
             Subcommittee 1 Chair Signature



Subcommittee for COMPONENT                         2 Beliefs, Mission and Vision
                         Member Name                                               Position           Chair
Page Henley                                                      2nd grade teacher                      x
Renee Palmeira                                                   1st grade teacher
Pat Powell                                                       ELL
Mary Margaret Farris                                             Title 1
Becky Greer                                                      Kindergarten teacher
Tomekia Marshall                                                 2nd grade teacher
Justine McCawley                                                 Pre-k teacher
Bill Hollaway                                                    ELL
Christina Turk                                                   CDC
Amy Grant                                                        parent
Jean Kintzler                                                    parent
Rosa Alkanani                                                    parent
Janet Bayne                                                      parent
Debbie Cogburn                                                   Teachers’ assistant
(tab in last cell to create a new row as needed)


                      Component 2 Subcommittee has met to address critical
                                                                                              YES      NO
                            components of the SIP and minutes are on file.


             Subcommittee 2 Chair Signature




Tennessee School Improvement Planning Process Templates – August, 2007                              Page 5 of 64
Subcommittee for COMPONENT                         3   Curricular, Instructional, Assessment, and
                                                       Organizational Effectiveness
                         Member Name                                                 Position             Chair
                                                                          rd
Holly Yelton                                                     Teacher 3 Grade                           X
Martha Boyd                                                      Teacher 3rd Grade
Teresa Couch                                                     Teacher 1st Grade
Julie Sydenstricker                                              Guidance Counselor
Anita Underwood                                                  Teacher Kindergarten
Kristin Allen                                                    Teacher 3rd Grade
Misty Hunter                                                     Teacher 4th Grade
Kathy Torcivia                                                   Teacher ELL
Anna Jackson                                                     Speech and Language Specialist
Amy Hodge                                                        Teacher Pre-K
Christine Gipson                                                 Parent
(tab in last cell to create a new row as needed)


                      Component 3 Subcommittee has met to address critical
                                                                                                  YES      NO
                            components of the SIP and minutes are on file.


             Subcommittee 3 Chair Signature




Tennessee School Improvement Planning Process Templates – August, 2007                                  Page 6 of 64
Subcommittee for COMPONENT                         4 Action Plan Development
                     Member Name                                                 Position                    Chair
Mary Spann                                                 Teacher – Computer                                 X
Cindy Spickard                                             Teacher – Pre-K
Whitney Swain                                              Teacher – Kindergarten
Ann Malone                                                 Teacher – 1st Grade
Margaret Adams                                             Teacher – 2nd Grade
Barbara Dodson                                             Teacher – 2nd Grade
Michelle Lowery                                            Teacher – 3rd Grade
Amanda Smith                                               Teacher – 4th Grade
Britney Denny                                              Teacher – Special Education
Melanie Ray                                                Parent/ Educational Assistant
Beth Reeder                                                Teacher – Title I
Tina Anderson                                              Parent
Stan Blades                                                Central Office / Federal Programs Coordinator
Caroline Brown                                             Cumberland University / Community Member
(tab in last cell to create a new row as needed)


                      Component 4 Subcommittee has met to address critical
                                                                                                 YES          NO
                            components of the SIP and minutes are on file.


             Subcommittee 4 Chair Signature




Tennessee School Improvement Planning Process Templates – August, 2007                                     Page 7 of 64
Subcommittee for COMPONENT                         5 The School Improvement Plan and Process Evaluation
                         Member Name                                           Position                Chair
                                                                           rd
Karen Baggett                                                   Teacher – 3 Grade                       X
Melissa Campbell                                                Teacher – 3rd grade
Rita McCarthy                                                   Teacher – 1st Grade
Sarah Rogers                                                    Teacher – Physical Education
Jan Wright                                                      Teacher – Kindergarten
Joellen Grooms                                                  Teacher - 5th Grade / Parent
Sherry Farrell                                                  Teacher – Art




(tab in last cell to create a new row as needed)


                      Component 5 Subcommittee has met to address critical
                                                                                               YES      NO
                            components of the SIP and minutes are on file.


             Subcommittee 5 Chair Signature




Tennessee School Improvement Planning Process Templates – August, 2007                               Page 8 of 64
Component 1a - School Profile and Collaborative Process

TEMPLATE 1.3 Collection of Academic and Nonacademic Data and
Analysis/Synthesis
TEMPLATE 1.3.1: Data Sources (Including surveys)
Use surveys to capture perceptual data. Administer some kind of survey to all shareholders with reasonable
frequency. Determine how often to administer your surveys by considering several factors:
     Mobility of student families
     Grade span served (if you serve only three grades, you could have a complete turnover of parents every
        three years)
     Change in leadership
     Change in organizational practice.

A school will rarely have each of the surveys listed here, but at least one survey should be administered and
evaluated. Common survey types include: Title I Needs Assessment, Title I Parent Surveys, District school climate
surveys. Staff Development SACS Surveys (NSSE).

TEMPLATE 1.3.1: Data Sources (including surveys)
(Rubric Indicator 1.3)

Data Source                         Relevant Findings

Parent Survey                       We conducted a parent or guardian survey to find out
                                    demographics and opinions of our population. Ninety-
                                    three percent strongly agree/agree that the education
                                    offered to our students is of high quality. A minimum
                                    of eighty percent in each core subject areas of Math,
                                    Language Arts, Science, and Social Studies strongly
                                    agree/agree that we are doing a good job teaching these
                                    subjects and the percentages range all the way to ninety-
                                    four percent. Ninety percent strongly agree/agree we
                                    hold students to high expectations. On average eighty-
                                    three percent strongly agree/agree that our support for
                                    student learning is of good standing, this ranges from
                                    extra help in the classroom, help outside of the
                                    classroom, fairness of grading, recognizing
                                    achievements, and capable facilities are in place. The
                                    top 5 highest rated areas on the surveys were parents
                                    feel welcomed at our school, substance abuse is not a
                                    problem at our school; they are satisfied with the school;
                                    teachers treat the children fairly; and cheating is
                                    strongly discouraged at school. The bottom 5 items
                                    from the survey were the school is doing a good job

Tennessee School Improvement Planning Process Templates – August, 2007                              Page 9 of 64
Data Source                        Relevant Findings
                                   teaching foreign languages and a good job teaching
                                   career/vocational courses; there are no problems with
                                   bullies at the school; teachers are willing to give
                                   individual help outside of classroom; and the quality of
                                   the school influenced my decision to live in this
                                   community. Each subject area from the survey was
                                   graded on a 0-5 scale with zero not applying and five
                                   strongly agreeing. Byars Dowdy scored on average
                                   between four (agree) and five (strongly agree) on all
                                   main topics. Quality of instructional program scored
                                   4.18; support for student learning received a 4.25;
                                   school climate/environment for learning received 4.27;
                                   parent school relationships received 4.25; and resource
                                   management received a 4.13.




TEMPLATE 1.3.2: Narrative and Analysis of Relevant School and Community Data
Some of the factors to consider in this narrative and analysis might be historical background, facilities,
environmental and safety concerns, socio-economic factors, parent/guardian demographics, honors classes, unique
programs, parental support, school-business partnerships, major employers, and any other demographic factor
(school or community) of major impact, including major changes and/or events that have adversely impacted your
school..




Tennessee School Improvement Planning Process Templates – August, 2007                           Page 10 of 64
TEMPLATE 1.3.2: School and Community Data
(Rubric Indicator 1.3)

Narrative and analysis of relevant school and community factors:


School Characteristics:

        The current program at Byars Dowdy Elementary School is a continuation of
its past, proud history. The school began with only ten classrooms in 1962, and
through the years has built three additions as well as a library in order to
accommodate growth.
         The school currently contains 47 classrooms with five playgrounds and has
an enrollment of 650 students in grades Pre-Kindergarten through fourth grade.
First through fourth grades attend school for seven hours each day. Kindergarten
has a six-hour school day, and Pre-kindergarten has a five and one half hour school
day. According to our system’s report card, we are operating under safe conditions
and our pupil expenditure per ADA is $7,218.
        Our faculty and staff consist of 85 people led by two administrators. Of this
total, six are male and 79 are female. Our staff is 98 percent Caucasian with one
percent African American. One percent of our staff is Asian Indian.
        Byars Dowdy has a variety of instructional personnel. Three Title 1 teachers
who instruct students who need interventions in reading and math serve the school.
The school has three special education teachers and a speech/language therapist.
One of the special education teachers supervises the inclusion program, while
another teaches a comprehensive development classroom. The remaining special
education teacher instructs the behavior management classroom. In addition,
sixteen regular and special education highly qualified paraprofessionals serve our
school.
        In addition to the regular Pre-K through 4th grade classrooms, Byars Dowdy
has a related arts curriculum that includes Physical Education, Music, Art,
Technology, Library, and Guidance. Our school system provides a reading
specialist, an occupational therapist, a physical therapist, and a gifted program
from which our school benefits. Our kindergarten classes attend K-Smart, a
unique program that uses a multi-sensory approach to learning.
        We have a very experienced staff committed to professional education.
Twenty-one of our professional staff members have been teaching for ten years or
longer. Fifteen people from our professional staff have four to nine years of
teaching experience and only seven have zero to three years. Twenty people from
our teaching staff have Master’s degree. There is one person teaching ESL outside
of his area of certification.


Tennessee School Improvement Planning Process Templates – August, 2007     Page 11 of 64
       The teachers at Byars Dowdy are committed to taking leadership roles in our
school community. We have six lead teachers who oversee their grade level.
Fourteen teachers have been trained to mentor other teachers with fewer years of
experience. Other leadership positions include members of the technology team,
Healthy Schools Team, Family Engagement Committee, in-service presenters, and
after school tutoring and enrichment.
       The community plays a vital role in making our school a success. Our
Parent Teacher Organization meets regularly to discuss and provide the many
needs of our students, teachers, and staff. Our Title I program provides
opportunities for parental involvement activities. TRW is a local business that is
currently in a partnership with our school.

Student Population Data:

       Byars Dowdy student population consists of a total enrollment of 592
students from Kindergarten through 4th grade. Of this total, 335 are male and 257
are female. Currently the ethnic breakdown is as follows: 422 students are
Caucasian, 79 students are Black or African American, 83 students are
Latino/Hispanic, and 8 are Asian. Ninety percent of the students are English
proficient. We have three full-time ELL teachers to address the needs of the ten
percent that are not English proficient. Fifty-five percent of the students qualify
for free or reduced lunch. Presently our attendance rate is ninety-five percent. To
date, we have had fifty-two discipline referrals involving 31 students this year.
The student retention rate is two percent, and the present transfer rate is twenty-
five percent. Currently there are 58 students attending Pre-Kindergarten. There
are 92 students receiving Special Education services. Currently the Special
Education breakdown is as follows: 34 students are language impaired, 49 students
are speech impaired, 19 students are learning disabled, 1 student is diagnosed with
emotional disturbance, 1 student has functional delay, 7 students have mental
retardation, 3 students have multiple disabilities, 1 student has orthopedic
impairments, 10 students are health impaired, 3 students have developmental
delay, and 10 students are hearing impaired.


Parent or Guardian Demographics:

      We conducted a parent or guardian survey to find out demographics and
opinions of our population. We only received back 297 responses to our surveys.
The data from these responses showed seventy one percent of our race being white,


Tennessee School Improvement Planning Process Templates – August, 2007   Page 12 of 64
eleven percent Hispanic, seven percent African American, seven-tenths percent
multi-racial, three-tenths percent Asian/Pacific Islander, and eight percent did not
identify themselves. Of the parents or guardians surveyed showed that the highest
level of education achieved was, twenty-eight percent attended some college
classes, twenty-seven percent completed high school, twelve percent have received
a BA/BS degree, eight percent an Associates Degree, eight percent did not
graduate high school, four percent hold a Masters degree or Ed.S, and thirteen
percent did not respond.




Community Characteristics:

       Byars Dowdy is located in Lebanon Tennessee within Wilson County.
According to Lebanon/Wilson County Chamber of Commerce and
www.lebanontn.org, the population of Wilson County is 95,366 and the city of
Lebanon is 23,560. The Wilson County number is a 2003 estimate and the
Lebanon total is current. Wilson County is 583 square miles with Lebanon taking
up 34 of those miles. The current demographic breakdown of Lebanon is as
follows: 82.7% white, 13.4% African American, 3% Hispanic, 1% Asian or Pacific
Islander and .4% American Indian. The average household income in Wilson
County is $50,140, which ranks second out of 95 counties in Tennessee.
Lebanon’s average household income is not far behind at $46,133. There are two
private schools located in Lebanon Friendship Christian School and McClain
Christian Academy & Pixie School. Some of the major employers in this area
include, University Medical Center, Dell, Lochnivar Corporation, Cracker Barrel,
Bridgestone/Firestone, Genesco, Hartmann Luggage, Performance Food Group,
TRW Chassis-Lebanon and South Tech LLC. In the city of Lebanon there are
4,140 school age children between the ages of 5-18, which is about 18%. Lebanon
businesses and families participate in a wide variety of school activities such as,
Jump Rope for Heart, Get Moving physical fitness program, Bingo for Books,
Young Author’s Literacy Night, Game Night, Skate Night, Pennies for Patients,
Read Me Day, Wilson Bank and Trust Days and Awards Day. Lebanon also
serves the community by trying to help those in need. The Brook’s House, Potter’s
House, Community help center, and Cumberland Mental Health all do different
things to help those in need.




Tennessee School Improvement Planning Process Templates – August, 2007    Page 13 of 64
Component 1b – Academic and Non-Academic Data
Analysis/Synthesis

TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures
Refer to Component 1 Academic/Nonacademic Helpful Hints.

TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment
Measures
(Rubric Indicator 1.4)

List Data Sources


DIBELS

The Dynamic Indicators of Basic Early Literacy Skills is administered to
Kindergarten through Third Grade. Lebanon Special Schools focus on these areas
to progress monitor: In Kindergarten, Initial Sound Fluency for fall scores while
changing the focus to Phoneme Segmentation Fluency for winter and spring
scores; In First Grade, Nonsense Word Fluency for the fall and winter scores while
changing the focus in the spring to Oral Reading Fluency with retell; In Second
Grade, Oral Reading Fluency with retell for the whole year; In Third Grade, Oral
Reading Fluency with retell with for the whole year. After each assessment,
students are identified as at-risk, some risk, or low risk in each subtest.
     Our school will compare beginning of the school year scores for 2006-2007
against the beginning of the year scores for 2007-2008. At the beginning of 2006-
2007, Kindergarten had 56% low risk, 26% some risk, and 18% at risk on Initial
Sound Fluency. At the beginning of 2007-2008, Kindergarten had 61% low risk,
21% some risk, and 19% at risk on Initial Sound Fluency. First Grade for the
beginning of 2006-2007 had 75% low risk, 20% some risk, and 5% at risk on
Nonsense Word Fluency. For the 2007-2008 school year in First Grade, 89% low
risk, 10% some risk, and 1% at risk on Nonsense Word Fluency. In Second Grade
for 2006-2007, 61% low risk, 17% some risk, and 23% at risk on Oral Reading
Fluency. In 2007-2008 for Second Grade, 66% low risk, 21% some risk, and 14%
at risk. In Third Grade for 2006-2007, 58% low risk, 28% some risk, and 14% at
risk for Oral Reading Fluency. In Third Grade for 2007-2008, 62% low risk, 25%
some risk, and 13% at risk for Oral Reading Fluency. Analysis indicates that in the
current 07-08 school year there was a reduction in the number of kindergarten
students at risk in initial sound fluency than in the previous year. The first grade
students at risk, and at some risk for nonsense word fluency was reduced as was
the number of second grade students at


Tennessee School Improvement Planning Process Templates – August, 2007    Page 14 of 64
some risk and at risk for oral reading fluency. These reductions in at risk students
denotes success with the current strategies and interventions-which should be
continued. Third grade students likewise showed improvements in oral reading
fluency after being provided the current instructional practices. Reading strategies
and interventions used during the 07-08 school year include: the use of flexible and
ability grouping; implementation of the foundations phonetic reading curriculum;
full use of the adopted basal reading curriculum; individual reading practice and
instruction with instructional assistants and specialized instruction for the at risk
populations by the title 1 staff. Also, students were provided uninterrupted
instruction in reading during a morning ―language block‖.

ELDA

  The ELDA is the new state mandated test given to ELL students. The first ELDA
test was given in 2006-2007. Sixty-seven students took this test. Out of eighteen
kindergarten students nine scored Proficient while the other nine scored Pre-
Functional. Fifteen first graders took this test. Ten students scored Proficient while
five students scored Pre-Functional. In second grade, sixteen students were tested.
Thirteen scored Proficient while three scored Pre-Functional. There were eleven
students tested in third grade. Four were Proficient while seven scored Pre-
Functional. Seven fourth graders took the test. Four were Proficient while three
were Pre-Functional.
ELDA scores indicate that there is a need for lower pupil/teacher ratio and a
concentrated focus on writing.


STAR READING

 STAR is a program that tests students on their reading ability and then gives each
student a grade level range of books they should be able to read. Byars Dowdy
gives the STAR test to students at least twice per year.
  In 2006-2007, 106 2nd graders took the STAR reading test. Of those, 25.5%
scored below the 25th percentile, 17.9% scored in the 25th-49th percentile, 24.5%
scored in the 50th-74th percentile, and 32.1% scored in the 75th percentile or above.
In 2006-2007 there were 90 3rd grade students who took the test. Of those, 21.1%
scored below the 25th percentile, 21.1% scored in the 25th-49th percentile, 26.7%
scored in the 50th-74th percentile, and 31.1% scored in the 75th percentile or above.
 At the beginning of the 2007-2008 school year, 126 3rd graders took the test. Of
those, 25.4% scored below the 25th percentile, 26.2% scored in the 25th-49th


Tennessee School Improvement Planning Process Templates – August, 2007      Page 15 of 64
percentile, 26.2% scored in the 50th-74th percentile, and 22.2% scored in the 75th or
above percentile. In Fall 2007-2008 year, 103 4th graders took the test. Of those,
24.3% scored below the 25th percentile, 25.2% scored in the 25th-49th percentile,
27.2% scored in the 50th-74th percentile, and 23.3% scored in the 75th or above
percentile. Star reading scores indicate that there is a need for intervention in
reading for the students performing below the 25th percentile. We must increase
the intensity of instruction, the length of instruction and/or add to the curriculum.

TFAP

 The TFAP is a readiness assessment for the TCAP. It is a computer-based test in
which students are tested in Reading and Math. The test is given to 3 rd and 4th
grade students 2-3 times a year. The 2006-2007 school year was the first year the
TFAP was administered at Byars Dowdy.
 In 2006-2007 82 3rd grade students took the TFAP test. Of those students, 38%
scored Below Proficient in Reading, 38% scored Proficient and 24% scored Above
Proficient. In Math, 17% of 3rd graders scored Below Proficient, 41% scored
Proficient, and 41% scored Above Proficient.
 At this time, the scores for the 2006-2007 4th graders are not available.

TCAP 2006-07

In 2006-2007, 3rd grade students at Byars Dowdy scored the following on TCAP:
In Reading/Language Arts 40% scored Advanced, 51% scored Proficient, and 9%
scored Below Proficient. In Math, 48% scored Advanced, 45% scored Proficient,
and 8% scored Below Proficient. In Science, 41% scored Advanced, 49% scored
Proficient, and 9% scored Below Proficient. In S.S., 47% scored Advanced, 42%
scored Proficient, and 10% scored Below Proficient. TCAP scores indicate that
there is a need for a concentrated focus in social studies for 3rd grade students. We
will work on integrating social studies skills in all content areas.

In 2006-2007, 4th grade students at Byars Dowdy scored the following on TCAP:
In Reading/Language Arts 44% scored Advanced, 54% scored Proficient, and 2%
scored Below Proficient. In Math, 47% scored Advanced, 48% scored Proficient,
and 6% scored Below Proficient. In Science, 56% scored Advanced, 36% scored
Proficient, and 8% scored Below Proficient. In S.S., 43% scored Advanced, 51%
scored Proficient, and 6% scored Below Proficient. TCAP scores indicate that
there is a need for a concentrated focus in science for 4th grade students. We will
work on integrating science themes in all content areas.


Tennessee School Improvement Planning Process Templates – August, 2007     Page 16 of 64
TCAP ALT
    In 2006-2007, there were 5 students at Byars Dowdy that took the TCAP-ALT.
Of those students, 100% scored Advanced in Math. In Reading, 100% scored
Advanced.
In Science, 100% scored Advanced. In S.S., four students scored Advanced, while
only one student scored Proficient.

Writing Assessment 2007

Lebanon Special School District administers a Writing Assessment to all students.
Byars Dowdy administers this test scored by using a rubric to first through fourth
graders four times a year while adding kindergarten and Transitional First in
December. According to the Writing Assessment School Summary Sheet for
September of the 2006-2007 school year, first grade had 49 students with a score
of 1, 47 with a score of 2, 13 with the score of 3, 1 with the score of 4, and no one
had a score of 5 or 6. Second grade had 43 students with a score of 1, 39 with a
score of 2, 23 with a score of 3, 13 with a score of 4, 4 with a score of 5, and 0 with
a score of 6. Third grade had 42 students with a score of 1, 22 with a score of 2, 20
with a score of 3, 1 with a score of 4, and no one with a score of 5 or 6. Fourth
grade had 15 students with a score of 1, 18 with a score of 2, 51 with a score of 3,
23 with a score of 4, 3 with a score of 5, and 0 with a score of 6.
   In December, Kindergarten and Transitional First grade had 12 students with a
score of 1, 40 with a score of 2, 25 with a score of 3, 35 with a score of 4, 11 with a
score of 5, and 1 with a score of 6. First grade had 45 students with a score of 1,
34 with a score of 2, 22 with a score of 3, 9 with a score of 4, 1 with a score of 5,
and 1 with a score of 6. Second grade had 33 with a score of 1, 24 with a score of
2, 28 with a score of 3, 21 with a score of 4, 9 with a score of 5, 3 with a score of 6.
Third grade had 11 students with a score of 1, 36 with a score of 2, 32 with a score
of 3, 12 with a score of 4, 5 with a score of 5, and 0 with a score of 6. Fourth grade
had no students to score a 1, 19 students scored a 2, 37 with a score of 3, 30 with a
score of 4, 17 with a score of 5, and 4 with a score of 6.
   In February, Kindergarten and Transitional First grade had 6 students to score 1,
18 with a score of 2, 23 with a score of 3, 40 with a score of 4, 24 with a score of 5,
and 3 with a score of 6. First grade had 21 students with a score of 1, 24 with a
score of 2, 34 with a score of 3, 26 with a score of 4, 3 with a score of 5, and 3 with
a score of 6. Second grade had 20 students with a score of 1, 34 with a score of 2,
33 with a score of 3, 22 with a score of 4, 8 with a score of 5, and 5 with a score of


Tennessee School Improvement Planning Process Templates – August, 2007       Page 17 of 64
6. Third grade had 13 students to score a 1, 31 with a score of a 2, 31 with a score
of a 3, 13 with a score of 4, 3 with a score of 5, and 3 with a score of 6. Fourth
grade had 13 students with a score of 1, 19 with a score of 2, 33 with a score of 3,
24 with a score of 4, 16 with a score of 5, 1 with a score of 6.
   In May for the final writing assessment, Kindergarten and Transitional First
grade had 1 student score a 1, 4 with a score of 2, 11 with a score of 3, 34 with a
score of 4, 41 with a score of 5, and 27 with a score of 6. First grade had 11
students with a score of 1, 33 with a score of 2, 33 with a score of 3, 26 with a
score of 4, 4 with a score of 5, and 4 with a score of 6. Second grade had 13
students with a score of 1, 29 with a score of 2, 35 with a score of 3, 25 with a
score of 4, 13 with a score of 5, and 7 with a score of 6. Third grade had 4 students
with a score of 1, 23 with a score of 2, 35 with a score of 3, 19 with a score of 4, 13
with a score of 5, and 1 with a score of 6. Fourth grade had 2 students with a score
of 1, 17 with a score of 2, 29 with a score of 3,29 with a score of 4, 26 with a score
of 5, 4 with a score of 6.

Body Mass Index

In 2007-2008 school year we measured the body mass index of 340 kindergarten,
first and second grade level students. Of the 340 students 2 were underweight, 177
were at a healthy weight, 71 were at risk and 90 were overweight.

Attendance

Byars Dowdy attendance in 2005-2006 was 95.6% and in 2006-2007 attendance
was at 88.3%. This is below the state goal of 93%. In 2005-2006, 97.3% was
promoted. This meets the state goal of 97%.

      In 2005-2006 there were no expulsions. There were 5 suspensions. Of those,
3 were male Caucasians, 1 was a male Hispanic, and 1 was African-American
female. These numbers are so low that no conclusions can be made.




TEMPLATE 1.5: Data Collection and Analysis
Describe the data collection and analysis process used in determining your strengths and needs. Collection refers to
the types of data gathered. Analysis would be the process used for the full review of all data gathered.




Tennessee School Improvement Planning Process Templates – August, 2007                                 Page 18 of 64
TEMPLATE 1.5: Data Collection and Analysis
(Rubric Indicator 1.5)

Describe the data collection and analysis process used in determining your strengths and needs.

Looking at all collected data, the following has been determined. In the area of
ELL, Byars Dowdy needs to focus on writing. According to TFAP, STAR, and
DIBELS scores, the areas of Reading and Math are at proficient levels and are
considered strengths. According to Attendance records from 2006-2007, grade
level promotion and attendance are strengths. Discipline problems are at a
minimum.




Tennessee School Improvement Planning Process Templates – August, 2007               Page 19 of 64
TEMPLATE 1.6: Report Card Data Disaggregation
Provide narrative analysis of disaggregated Report Card data. Disaggregation is the separating of data into pieces
for a detailed review. The results would focus on what you learn about the individual data pieces.

TEMPLATE 1.6: Report Card Data Disaggregation
(Rubric Indicator 1.6)

Report Card Data Disaggregation

In math in 2007 out of 100% tested only 10% were below proficient. Of 87
African Americans tested, eighteen percent were below proficient. Out of 5 Asian
students, three percent were below proficient. Out of 79 Hispanic students, 14%
were below proficient. Only 8% of 457 white students were below proficient.
Fifty five percent of the 329 economically disadvantaged students tested below
proficient. Ninety nine percent of special ed students were tested and 39% were
below proficient. 100% of the Limited English Proficient students were tested and
23% were below proficient.

In Reading/Language Plus Writing in 2007, out of 622 students tested, only 10%
were below proficient. Fifteen percent of 87 African American students were
below proficient. Five percent of the 5 Asian students tested were below
proficient. Eighteen percent of the 79 Hispanic students were below proficient. Of
451 white students, seven percent were below proficient. Fourteen percent of the
329 economically disadvantaged students were below proficient. Approximately
one third of the special education students and the LEP students tested were below
proficient.

Byars Dowdy students were above the state goal of 93% attendance rate in all
gender and race categories.

Comments/Findings: We should make use of the brain research-based strategies
and best practices as supported by research. We should try as often as possible to
work in groups of 5 or less with LEP students in Reading/Language. We should
continue giving LEP student’s opportunities to speak in group settings with other
students. We should use echo reading and shared reading in the lower primary
grades. In Math, we should use manipulatives with all students, but in particular,
the special ed students. We should use instructional assistants to tutor those who
fall behind in math (as evidenced by teacher observation during instruction) in
groups of no more than 3-4 at a time. Math facts need to be memorized beginning
at first grade level and continuing through fourth grade. We will give extra time to


Tennessee School Improvement Planning Process Templates – August, 2007                                 Page 20 of 64
Report Card Data Disaggregation
those who struggle in Reading or in Math wherever it can be found during the
course of the day.




TEMPLATE 1.7: Narrative Synthesis of All Data
Give a narrative synthesis of all data. Synthesis would be the blending of the data reviews to give the big picture.

TEMPLATE 1.7: Narrative Synthesis of All Data
(Rubric Indicator 1.7)

Narrative Synthesis of Data

       A review of the data indicates students are achieving in all areas. The Parent
Survey supported overall satisfaction in most areas. Suggestions were given for
non-academic areas that we might improve and these were noted. The STAR data
and DIBELS, a sub-assessment for reading show while most students are in the
proficient range or above, there is still need for improvement. The TFAP, a reading
readiness for TCAP supports that data as well. While the growth in Language Arts
is above average, our goal is to advance to the superior range.
       In the previous school improvement plan, the data from TVAAS indicated
we were not making gains with the highest subgroup in Math. Recognizing this
need, we implemented flexible Math groupings in 3rd and 4th grades. As a result,
we made gains in this area. Flexible groupings will continue in order to maintain
or possibly strengthen our progress in Math.
       Over the last two years our number of English Language Learners has
increased. From the ELDA data, the state mandated test given to ELL students, we
recognize a need for improvement with our ELL population. The data indicates we
have a high percentage of students working at a pre-functional level.




Tennessee School Improvement Planning Process Templates – August, 2007                                   Page 21 of 64
TEMPLATE 1.8: Prioritized List of Goal Targets
List in priority order your goal targets. The goals for Component 4 (Action Plan) will be derived from this
prioritized list of goal targets. Prioritized goals would identify the most critical areas of need and where your wok
would start.

TEMPLATE 1.8: Prioritized List of Goal Targets
(Rubric Indicator 1.8)

Prioritized List of Goal Targets

    1. Increase gains in Reading and Language Arts achievement to an A on the
       TDOE Report Card.

    2. Reduce the amount of K-3 students in the ― At Risk‖ and ―Some Risk‖
       categories on the DIBELS assessment to less than 15% in each category.

    3. Increase our ELL population to 75% proficient on the state mandated ELDA
       test.

    4. Reduce the amount of overweight and obese students by 12% as defined by
       the Coordinated School Health Education assessment by 2010.




Tennessee School Improvement Planning Process Templates – August, 2007                                   Page 22 of 64
Component 2 – Beliefs, Common Mission and Shared Vision
TEMPLATE 2.1: Beliefs, Common Mission and Shared Vision
Use Template 2.1 to articulate your Beliefs, Common Mission and Shared Vision

Template 2.1: Beliefs, Common Mission and Shared Vision
(Rubric Indicators 2.1 and 2.2)

Beliefs
WE BELIEVE THAT ALL STUDENTS DESERVE A HIGH QUALITY EDUCATION IN A
SAFE, SECURE, SUPPORTIVE, and HEALTHY ENVIRONMENT.

LEARNING:
  1. All children are capable of learning.
  2. Students should be motivated to feel that learning is exciting and rewarding.
  3. A variety of teaching strategies, meaningful materials, and emerging technology are used
     to maximize student potential and individual learning styles.

INSTRUCTION:
   1. Instruction should be varied based on each learner’s needs, abilities, and learning styles.
   2. The staff and students will have more access to technology.
   3. All children deserve a quality education in which individual needs are met, exceeded,
      and supported.

ASSESSMENT:
  1. Various types of assessment should be used.
  2. Assessment should be aligned to instruction and help guide instruction.
  3. Data from assessments will guide decisions.
  4. BMI records/data will be collected and shared with parents.

DECISION MAKING:
  1. Teachers should work and plan together.
  2. We consider the best interest of each student.
  3. In decision making and planning, our primary focus is on student growth and well-being.
  4. Children will make good choices to support a healthy lifestyle (exercise and food choice).

RELATIONSHIPS:
  1. We establish positive relationships with students, parents, and the community.
  2. We establish open communications and create solutions together.
  3. We realize that the teacher/student relationship is key to success during the educational
     process.




Tennessee School Improvement Planning Process Templates – August, 2007                Page 23 of 64
EXPECTATIONS:
  1. Students should be encouraged to reach their highest potential.
  2. A collaborative effort from students, parents, teachers, and administration is the key to
     success.
  3. Children thrive when expectations are high and self-esteem higher.
  4. Students will participate in a daily walking program to accumulate 25 miles by the end of
     the school year.




Common Mission
The mission of BYARS DOWDY ELEMENTARY SCOOL is to build a legacy of excellence
one student at a time.




Shared Vision
The vision of Byars Dowdy Elementary School is to prepare our students to become lifelong
knowledge seekers and problem-solvers necessary to meet the competitive challenges of the
global workplace and become responsible citizens of the 21st century.




Tennessee School Improvement Planning Process Templates – August, 2007             Page 24 of 64
TEMPLATE 3.1.a: Curricular Practices

Template 3.1.a: Curricular Practices
(Rubric Indicators 3.1 and 3.2)


                                                                                               School
                                                                                          communicates
                                                                                              a shared
                                                                                          vision of what
                                                                                              students
Current                 School uses                                      Teaching and      should know
Curricular             the TN DOE       Monitoring is       Support         learning      and be able to                    School has
Practices             state approved     in place for    system is in    materials are      do at each                     implemented
                       standards and    enhancing the      place for      correlated to   grade level to     School has       a grade
                          provides        quality of    enhancing the       the State      stakeholders      established    appropriate
                         training to     curriculum        quality of    standards and       through a      school wide      cohesive
                         staff in the        and          curriculum     distributed to      variety of        student     based model
                         use of the      instruction          and           the staff     media formats     achievement     for literacy
                          standards                       instruction                                       benchmarks
                      -Grade level      -DIBELS         -Language        -Textbook        -Learning        -DIBELS         -Guided
                      planning          benchmarks      Arts Block       adoption with    Centered         Benchmarks      Reading
                      -textbook         progress        person           materials        Schools          for grades      -STAR
                      adoption          monitoring      -Staff           -Staff           -Staff           K-3             Reading
                      -student work     -PIT Process    Development      Development      Development                      -Language
Evidence of           displayed                         -ELL             for new          -Daily e-mail                    Arts Block (2
Practice (State in
definitive/tangible
                      -Thinking                         -Special         textbooks and    Mays’s                           hours)
terms)                Maps                              Education        materials        Message                          -Title
                                                        -Title           - Classroom      -Blackburn’s                     TFAP
                                                        -Reading         money to         Bulletin                         Reading
                                                        Coach            purchase         -Parent
                                                                         materials        Newsletter
                                                                         correlated to    -Parent e-mail


Tennessee School Improvement Planning Process Templates – August, 2007                    Page 25 of 64
                                                                         standards       from the
                                                                         -BEP funds      school
                                                                         for materials
                                                                         correlated to
                                                                         standards
                                                                         -
                      Yes             Yes               Yes              Yes             Yes             Yes         Yes
Is the current
practice research-
based?

                      Yes             Yes               Yes              Yes             Yes             Yes         Yes
Is it a principle &
practice of high-
performing
schools?

                      Effective       Effective         Effective        Effective       Effective       Effective   Effective
Has the current
practice been
effective or
ineffective?

                      TCAP                              TCAP             TCAP            TCAP            TCAP        TCAP
What data
source(s) do you      TFAP            TCAP              TFAP             TFAP            TFAP            TFAP        TFAP
have that support     DIBELS          TFAP              DIBELS           DIBELS          DIBELS          DIBELS      DIBELS
your answer?
(identify all
applicable
sources)




Tennessee School Improvement Planning Process Templates – August, 2007                   Page 26 of 64
                     -TCAP scores     -TCAP scores      -TCAP scores      -TCAP             -TCAP           -TCAP scores   -TCAP scores
                     have risen       have risen        have risen        scores have       scores have     have risen     have risen
                     over several     over several      over several      risen over        risen over      over several   over several
Evidence of          years            years             years             several years     several years   years          years
effectiveness or
ineffectiveness
                     --TFAP           -TFAP scores      -TFAP scores      -TFAP scores      -TFAP scores    -TFAP scores   -TFAP scores
(State in terms of   scores           -DIBELS           -DIBLES           -DIBELS           -DIBELS         -DIBELS        -DIBELS
quantifiable         -DIBELS          Benchmarks        Benchmarks        Benchmarks        Benchmarks      Benchmarks     Benchmarks
improvement)         Benchmarks



                     -All grade       -All grade        -All grade        -Grades 1-4       -All teachers   -Grades K-3    -All grades
                     levels receive   levels use the    levels receive    adopt             and staff       have           participate in
                     a Language       PIT process       a language        textbooks         receive         benchmarks     Guided
                     Arts Block       -Reading          arts person for   Kindergarten      e-mails         set for        Reading and
                     person           Coach             support           has               -All Grades     DIBELS         Language
                     -Most receive    available to      -Most have        Fundations        participating                  Arts Block
                     Title            all grade         Title Support     and               in Learning                    --Grades 3
Evidence of                           levels            --All have        KSMART            Centered                       and 4 TFAP
equitable school
support for this
                                                        ELL support       -Title, Special   Schools                        --Most
practice                                                -All have         Education,                                       receive Title
                                                        Special           and ELL all
                                                        Education         use resources
                                                        support           from grade
                                                        -                 level
                                                                          receiving
                                                                          additional
                                                                          instruction
                     Continue         Continue          Continue          Continue          Continue        Continue       Continue
Next Step
(changes or
continuations)




Tennessee School Improvement Planning Process Templates – August, 2007                      Page 27 of 64
TEMPLATE 3.1.b: Curriculum Gap Analysis

Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we
have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy,
or the gap, between the current state – ―What Is‖ –which is identified in your practices – and the desired future state
– ―What Ought To Be‖ – which is found in the rubric. Completing Template 3.1.b (the gap analysis) should help
school team members discover ―What Ought To Be.‖

Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy
questions relative to curricular practices, also to be recorded in Template 3.1.b.

Template 3.1.b: Curriculum Gap Analysis

Curriculum Gap Analysis - Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
(How are we currently allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality curricular practices?)

        TIME
        MONEY
        PERSONNEL
        OTHER RESOURCES

“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality curricular practices?)

        TIME
        MONEY
        PERSONNEL
        OTHER RESOURCES

Equity and Adequacy:

Are we providing equity and adequacy to all of our teachers? yes

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all
their students? Yes, but funding is limited

Based on the data, are we accurately meeting the needs of all students in our school? yes




Tennessee School Improvement Planning Process Templates – August, 2007                                   Page 28 of 64
TEMPLATE 3.1.c: Curricular Summary Questions

The following summary questions are related to curriculum. They are designed as a culminating activity for your
self-analysis, focus questions discussions, and findings, regarding this area.

Template 3.1.c: Curricular Summary Questions
(Rubric Indicator 3.2)


Curriculum Summary Questions- Narrative Response Required
What are our major strengths and how do we know?

   A major strength is a strong curriculum in reading and math. Our conclusion is based on data received
from TCAP scores, TFAP scores, Star Math and Reading scores, DIBELS testing, and Writing Assessment
scores.




Curriculum Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as curricular practice challenges
identified in the templates above, that could be a cause of the prioritized needs identified in component 1.)
   Our major challenges are poverty, single parent homes, and a high ELL population. Our support
services and resources are inadequate and unable to meet these needs.




Curriculum Summary Questions- Narrative Response Required
How will we address our challenges?

We will meet our challenges by continuing flexible scheduling, language arts block, and cross-
curriculum instruction throughout all grade levels.




Tennessee School Improvement Planning Process Templates – August, 2007                              Page 29 of 64
Part II.        Instructional Practices
Highly skilled, highly effective teachers must have the capacity to determine where their students
are in relation to the content standard indicators. Schools must create avenues, professional
development, which promotes the following knowledge as a common phenomenon among
teachers: the intent (knowledge and cognitive domains) of the content standard indicators; how
to align instruction and classroom assessment with content standard indicators; what proficiency
looks like and how to reach consensus as a grade level team on what defines proficiency; how to
create opportunities for students to demonstrate proficiency; how to interpret student
performance; how to monitor progress; how to analyze monitoring data; how to examine student
work; how to identify implications for instruction based on the data and how to use data to plan
interventions (Hillcrest and Main).

Thompson and Zeuli believe that professional development aimed at changing teachers’
knowledge, beliefs, and practices should have the following requirements (Hillcrest and Main):

       "The creation of cognitive dissonance between teachers’ current beliefs and practices and
        their experiences with student learning

       Sufficient time to work through the dissonance through discussion and critical thinking

       The connection of these cognitive activities to teachers’ contexts of practice, for example
        through examining student work

       The development of a repertoire of practices consistent with teachers’ new understanding
        about what reforms require

       Help with transferring teachers’ new knowledge to the classroom through practice and
        peer support"

Given how critical these knowledge and skills are to improve student learning, schools must be
very deliberate in their efforts to provide opportunities for induction, implementation, and
monitoring of these processes for every teacher, especially where the needs are the greatest.

As you begin the analysis process, you should examine the current instructional practices utilized
in your school. Are these practices research-based and are they principles and practices of high-
performing schools, such as those outlined in the rubric for this component.

The following focus questions have been provided to stimulate and guide your thinking and
conversation in this process. The evidence or lack of evidence will determine the level of
effectiveness and the need for improvement. The findings should be supported by your data.

    1. Are classroom instruction, learning activities, and assessments aligned to the standards
       based curriculum?
    2. Are teachers’ instructional and assessment functions integrated to support data-driven
       instruction and decision-making?



Tennessee School Improvement Planning Process Templates – August, 2007                 Page 30 of 64
    3. Are students actively engaged in meaningful and challenging learning activities?
    4. Are effective classroom management and organizational strategies employed in each
        classroom?
    5. Does the classroom environment create a climate that supports the development of
        student abilities?
    6. Are students highly engaged in learning activities, making contributions, asking
        questions, participating in discussions, and using technology to learn?
    7. Are teachers ensuring student success by providing assistance beyond the regular
        classroom instruction?
    8. Is classroom instruction designed to address the needs of students with diverse cultural
        and language backgrounds and different learning needs?
    9. Is there an opportunity to develop high-quality teachers who exhibit in-depth knowledge
        of content, pedagogy and students?
    10. Does the teaching and learning environment provide students with multiple opportunities
        to succeed?

To begin your analysis, please complete Template 3.2.a to identify and demonstrate the
effectiveness of the instructional practices currently at and implemented in each of your
classrooms. Have your current practices been effective? Why or why not?




Tennessee School Improvement Planning Process Templates – August, 2007             Page 31 of 64
TEMPLATE 3.2.a: Instructional Practices

Template 3.2.a: Instructional Practices
(Rubric Indicators 3.3 and 3.4)

                                                                                                              Students are
                                                                                                             provided with
                                                                           Students are                          multiple
                                                                              actively                     opportunities to
                                                                            engaged in       Teachers            receive
Current
                        Classroom                                          high quality    incorporate a        additional
Instructional
                      instruction is                                          learning     wide range of      assistance to
Practices
                       aligned with       Classroom                       environments        research       improve their
                      the standards     instruction is                    as supported    based, student   learning beyond
                           based        aligned with       Teaching          by higher       centered           the initial
                        curriculum           the         process is data order thinking      teaching          classroom
                                         assessments         driven             skills       strategies        instruction
                      -Grade level     -Standards        -Analyze test -Guided            -Learning        -Title
                      planning         based             scores          Reading          Centered         Speech
                      -Textbook        curriculum        and teach       -Thinking        Schools          -Grade Level
                      adoption         -Grade level      accordingly     Maps             -Kindergarten    -Special
                                       planning                          -EXTEND          has              Education
Evidence of                            -Chapter/unit                     ( gifted )       Fundations       -After-School
Practice (State in
definitive/tangible
                                       testing                           Program          and K Smart      Tutoring
terms)                                                                   --Flexible                        -IKE After-
                                                                         Grouping                          School Tutoring
                                                                         in Reading                        off campus
                                                                         and Math                          -ELL After-
                                                                                                           School tutoring
                                                                                                           off-campus




Tennessee School Improvement Planning Process Templates – August, 2007                    Page 32 of 64
                      Yes              Yes              Yes              Yes            Yes             Yes
Is the current
practice research-
based?

                      Yes              Yes              Yes              Yes            Yes             Yes
Is it a principle &
practice of high-
performing
schools?

                      Effective        Effective        Effective        Effective      Effective       Effective
Has the current
practice been
effective or
ineffective?

What data             TCAP             TCAP             TCAP             TCAP           TCAP            TCAP
source(s) do you      TFAP             TFAP             TFAP             TFAP           TFAP            TFAP
have that support     DIBELS           DIBELS           DIBELS           DIBELS         DIBELS          DIBELS
your answer?
(identify all
applicable
sources)
                      TCAP scores      TCAP scores      TCAP scores      TCAP scores    TCAP scores     TCAP scores
Evidence of
                      have risen       have risen       have risen       have risen     have risen      have risen over
effectiveness or
ineffectiveness       over several     over several     over several     over several   over several    several years
(State in terms of    years            years            years            years          years
quantifiable
improvement)

                      -All grade       -Overall         -Analysis of     -Overall       -All grade      - All grade
Evidence of           levels receive   TCAP scores      TCAP, TFAP,      TCAP scores    levels          levels have
equitable school      Language                          and DIBELS                      involved in     tutoring
support for this      Arts person                       scores                          Learning        available
practice              -Most receive                                                     Centered        -Community
                      Title                                                             Schools         tutoring


Tennessee School Improvement Planning Process Templates – August, 2007                  Page 33 of 64
                                                                                                    available for
                                                                                                    ELL students
                                                                                                    -
                   Continue           Incorporate       Continue         Continue   Continue        Continue
Next Step                             more Math
(changes or                           Assessments
continuations)




Tennessee School Improvement Planning Process Templates – August, 2007              Page 34 of 64
TEMPLATE 3.2.b: Instructional Gap Analysis

Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we
have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy,
or the gap, between the current state – ―What Is‖ –which is identified in your practices – and the desired future state
– ―What Ought To Be‖ – which is found in the rubric. Completing Template 3.2.b (the gap analysis) should help
school team members discover ―What Ought To Be.‖

Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy
questions relative to instructional practices, also to be recorded in Template 3.2.b.

Template 3.2.b: Instructional Gap Analysis

Instructional Gap Analysis - Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
(How are we currently allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality instructional practices?)

        TIME
        MONEY
        PERSONNEL
        OTHER RESOURCES

“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality instructional practices?)

        TIME
        MONEY
        PERSONNEL
        OTHER RESOURCES

Equity and Adequacy:

Are we providing equity and adequacy to all of our teachers? yes

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all
their students? Yes, but funding is limited

Based on the data, are we accurately meeting the needs of all students in our school? yes




Tennessee School Improvement Planning Process Templates – August, 2007                                   Page 35 of 64
TEMPLATE 3.2.c: Instructional Summary Questions

The following summary questions are related to instruction. They are designed as a culminating activity for your
self-analysis, focus questions discussions, and findings, regarding this area.

Template 3.2.c: Instructional Summary Questions
(Rubric Indicator 3.4)


Instructional Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
  Our major strengths are having a faculty of all highly qualified teachers
participating in learning centered schools, high quality staff development,
providing after-school tutoring, We know this because of the success of our
school
according to state mandated tests.


Instructional Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as instructional practice challenges
identified in the templates above, that could be a cause of the prioritized needs identified in component 1.)
   The major challenges that we have include a lack of technology,
specifically hardware, along with large class sizes in the lower grade levels.




Instructional Summary Questions- Narrative Response Required
How will we address our challenges?
 One way that we can address the technology would be to create a computer
 lab for individual classroom research. A way that we can address our large
  class sizes would be for zoning to be enforced. This would help us meet the
               needs of our students who are zoned for this school.




Tennessee School Improvement Planning Process Templates – August, 2007                             Page 36 of 64
Part III.       Assessment Practices
Principals and teachers need good data to make informed decisions for improving student
achievement. Though data-driven decision-making is a critical and well-accepted strategy, the
kinds of data schools use makes all the difference. Most schools have mounds of data;
determining which data are relevant is key (Hillcrest and Main).

Since new NCLB guidelines for state reporting require data be disaggregated by the eight
subgroups, the schools needs formative data about where students and subgroups of students
within schools are performing in relation to their attainment of the content standards assessed on
the state tests (Hillcrest and Main).

High performing schools rely on state assessment data, participation rate, and other academic
and non-academic indicators — which will tell them in what areas they met or failed to meet the
AYP target. These accountability data are distributed by the state annually. Schools need to
monitor their progress by determining where their students are in relation to the content
standards on a continuous basis. Schools must have the capacity to determine whether they have
in place the necessary monitoring system, a process for collaborative examinations of student
work, and professional development to support teachers in understanding where their students
are currently achieving. If not, the role of the school is to build the capacity to develop these
tools.

Although much of the current emphasis on using assessment data began with data from high-
stakes tests, schools that are the most effective users of assessment data have begun to recognize
and capitalize on the power of classroom assessment results. Improved student achievement will
only occur to the extent that each school develops and uses a monitoring system that is aligned
with the state content standards and that yields timely and meaningful results for decision-
making and interventions.

As you begin the analysis process, you should examine the current assessment practices utilized
in your school. Are these practices research-based and are they principles and practices of high-
performing schools, such as those outlined in the rubric of this component. Are they utilized
consistently from classroom to classroom? Has there been effective PD to assist teachers to
learn how to develop and use assessments to inform instruction?

The following focus questions have been provided to stimulate and guide your thinking and
conversation in this process. The evidence or lack of evidence will determine the level of
effectiveness and the need for improvement. The findings should be supported by your data.

    1. Are the assessments of student learning aligned with Tennessee Department of Education
       standards based curriculum?
    2. Are appropriate assessment strategies and instruments used to obtain information about
       students and their ongoing progress and to make instructional decisions?
    3. Do the assessment methods (such as forced-choice or open-ended items, essay questions,
       or performance tasks) accurately measure the desired results for student learning?


Tennessee School Improvement Planning Process Templates – August, 2007                Page 37 of 64
    4. Does the formative and summative assessment system solicit and use information from a
       variety of sources about students’ experiences, learning behaviors, needs, attitudes, and
       progress to make initial and ongoing instructional decisions.
    5. Are assessments designed, developed, and used in a fair and equitable manner that
       eliminates any source of bias or distortion, which might interfere with the accuracy of
       results?
    6. Do assessment profiles serve to inform high stakes decisions such as promotion,
       placement in a special program or graduation?
    7. Are schools and teachers engaging in a collaborative process to use data effectively to
       drive instruction?
    8. Does the school invite central office to provide the staff development needed to ensure
       teachers develop the skills and knowledge needed to make data-driven instructional
       decisions?

Focus Questions adapted from the following publications:

(NSSE, 2003, 90-92)
(Tennessee Consolidated Planning)
(Tennessee Framework for Evaluation)


To begin your analysis, please complete Template 3.3a to identify and demonstrate the
effectiveness of the assessment practices currently employed by the school and implemented in
each of your classrooms. Have your current practices been effective? Why or why not?




Tennessee School Improvement Planning Process Templates – August, 2007              Page 38 of 64
TEMPLATE 3.3.a: Assessment Practices

Template 3.3.a: Assessment Practices
(Rubric Indicators 3.5 and 3.6)

                                                                                                             Uses a wide
                                               Ensures that the                                              range of
                                                  appropriate                                                assessments,          Provides
                                Uses student   assessments are       Uses a variety                          CRT, NRT,           professional
Current Assessment
                              assessments that   used to guide        of data points                         portfolio,          development
Practices
                              are aligned with     decisions           for decision                          curriculum              in the
                                the TN DOE         relative to       making relative     Assesses all        based                appropriate
                              standards based        student            to student       categories of       assessments,           use of
                                 curriculum      achievement          achievement           students                etc.          assessment
                              TCAP             -Teacher             -DIBELS            -ELDA                 -TCAP              -Staff
                              TFAP             observation and      progress           -TCAP                 -TFAP              development
                                               evaluation           monitoring         -DIBELS               -DIBELS            -Stockpile
                                                                    -STAR              -Writing              -Student           days
                                                                    -TFAP              Assessment            portfolios         -Faculty
                                                                                       -EXTEND               -teacher created   meetings
Evidence of Practice (State
                                                                                       -Special              tests aligned
in definitive/tangible
terms)                                                                                 Education             with State
                                                                                       -Title                standards
                                                                                                             -Adopted
                                                                                                             textbook
                                                                                                             assessments
                                                                                                             aligned with the
                                                                                                             State standards
                              Yes               Yes                 Yes                Yes                   Yes                Yes
Is the current practice
research-based?




Tennessee School Improvement Planning Process Templates – August, 2007                       Page 39 of 64
                               Yes               Yes                Yes               Yes                   Yes               Yes
Is it a principle & practice
of high-performing
schools?

                               Effective         Effective          Effective         Effective             Effective         Effective
Has the current practice
been effective or
ineffective?


                               TCAP              TCAP               TCAP              TCAP                  TCAP              TCAP
                               TFAP              TFAP               TFAP              TFAP                  TFAP              TFAP
What data source(s) do you     DIBELS            DIBELS             DIBELS            DIBELS                DIBELS            DIBELS
have that support your
answer? (identify all
applicable sources)


                               TCAP scores       TCAP scores        TCAP scores       TCAP scores           TCAP scores       TCAP scores
Evidence of effectiveness      have risen        have risen over    have risen over   have risen over       have risen over   have risen
or ineffectiveness (State in   overall several   several years      several years     several years         several years     over several
terms of quantifiable          years                                                                                          years
improvement)


                               -All grade        -TFAP grades 3     -TCAP scores      -ELDA                 -All grades       -All attend
                               levels use        and 4              grades 3 and 4    -Writing              assess students   staff
                               assessments       -DIBELS K-3        -TFAP grades 3    Assessment            -ELL              development
                               aligned with      -Star Reading      and 4             -TCAP                 -Special          -all attend
Evidence of equitable
                               State standards   and Math           -DIBELS K-3       -TFAP                 Education         stockpile days
school support for this
practice                                         grades 1-4         -Writing          -Special              -Most receive     -all attend
                                                 -Writing           Assessment        Education             Title             faculty
                                                 Assessment         grades K-4        -EXTEND                                 meetings
                                                 grades K-4         -Star Reading
                                                                    and Math



Tennessee School Improvement Planning Process Templates – August, 2007                      Page 40 of 64
                                                                    grades 1-4


                           Continue             Continue            Continue     Continue           Continue   Continue
Next Step (changes or
continuations)




Tennessee School Improvement Planning Process Templates – August, 2007              Page 41 of 64
TEMPLATE 3.3.b: Assessment Gap Analysis

Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we
have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy,
or the gap, between the current state – ―What Is‖ –Which is identified in your practices and – and the desired future
state – ―What Ought To Be‖ – which is found in the rubric. Completing Template 3.3.b (the gap analysis) should
help school team members discover ―What Ought To Be.‖

Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy
questions relative to assessment practices, also to be recorded in Template 3.3.b.

Template 3.3.b: Assessment Gap Analysis

Assessment Gap Analysis – Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
(How are we currently allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality assessment practices?)

        TIME
        MONEY
        PERSONNEL
        OTHER RESOURCES

“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality assessment practices?)

        TIME
        MONEY
        PERSONNEL
        OTHER RESOURCES

Equity and Adequacy:

Are we providing equity and adequacy to all of our teachers? yes

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all
their students? Yes, but funding is limited

Based on the data, are we accurately meeting the needs of all students in our school? yes
TEMPLATE 3.3.c: Assessment Summary Questions

The following summary questions are related to assessment. They are designed as a culminating activity for your
self-analysis, focus questions discussions, and findings, regarding this area.

Template 3.3.c: Assessment Summary Questions
(Rubric Indicator 3.6)


Assessment Summary Questions- Narrative Response Required
What are our major strengths and how do we know?

   We are using assessments aligned with the state standards. We are also using
instructional instruments and strategies in an ongoing process to make instructional
decisions. These assessments are given in a fair and equitable manner that eliminates
any source of bias. Assessment profiles are used in order to make high stakes decisions,
such as placement in special programs.


Assessment Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as assessment practice challenges
identified in the templates above, that could be a cause of the prioritized needs identified in component 1.)

   A major challenge is the lack of time to analyze data. Appropriate assessments are
needed in Science and Social Studies to monitor on going student progress.




Assessment Summary Questions- Narrative Response Required
How will we address our challenges?
    Our lack of time challenge can be addressed by setting aside time on Stockpile days in
   order to meet in grade levels to analyze data. Textbooks are being updated yearly in
   order to help assess out students in attaining their goals in Science and Social Studies.




Tennessee School Improvement Planning Process Templates – August, 2007                              Page 43 of 64
Part IV.        Organizational Practices
Weak school level organizations can undermine the most powerful instructional school level
changes. Simply put, both instructional change and organizational reform are needed for
systematic gains in order for academic achievement to occur (Bryk, Kerbow, & Rollow, 1997).
Effective organizational structures at the student and teacher level have been identified in the
middle school literature and have been adopted by a growing number of schools. These include
but are not limited to: the use of small learning communities, looping, teacher teams, and
common planning periods. Questions for schools should revolve around whether or not their
organizational structures support these types of research-based best practices, and if not, why
not? (MacIver and Balfanz).

Do school administrators and staff schedule their schools to create a serious learning
environment and to support effective instructional programs (Legters, 1998)? Do administrators
organize their staff, students, and parents into a community that supports learning (Legters, in
press; McPartland, Balfanz, Jordan, & Legters, 1998)? Are procedures in place to ensure that
materials and supplies are provided to teachers in a timely fashion and in sufficient quantities?
While this may seem like a simple matter, in the most dysfunctional schools it almost never
happens. Finally, efforts should be made to overcome the social distance that separates teachers
and students in many urban schools (Balfanz, in press).

High performing schools must also develop procedures for identifying organizationally weak and
disorganized practices that actively create low-student performance (Balfanz, in press) and
design a system of supports and oversights to ensure sustained progress.

As you begin the analysis process, you should examine the current organizational practices
utilized in your school. Are these practices research-based and are they principles and practices
of high-performing schools, such as those outlined in the rubric of this component.

The following focus questions have been provided to stimulate and guide your thinking and
conversation in this process. The evidence or lack of evidence will determine the level of
effectiveness and the need for improvement. The findings should be supported by your data.

    1. Do the school beliefs, mission, and shared vision define a compelling purpose and
       direction for the school?
    2. Do the elements of your organizational processes serve to support success in all
       classrooms?
    3. To what extent does the organization articulate and communicate high expectations for
       student learning to teachers and other staff members?
    4. To what extent can teachers and other staff members explain in their own words the
       school’s expectations and reflect on student learning?
    5. To what extent is coherent and consistent action taken to advance the school’s
       expectations for student learning?
    6. To what extent is the school effective in building capacity to support and improve
       teaching and learning in each classroom.
Focus Questions adapted from the following publications:


Tennessee School Improvement Planning Process Templates – August, 2007               Page 44 of 64
(NSSE, 2003, 90-92)
(Tennessee Consolidated Planning)
(Tennessee Framework for Evaluation)


To begin your analysis, please complete Template 3.4a to identify and demonstrate the
effectiveness of the organizational practices currently employed by the school and implemented
in each of your classrooms. Have your current practices been effective? Why or why not?




Tennessee School Improvement Planning Process Templates – August, 2007            Page 45 of 64
TEMPLATE 3.4.a: Organizational Practices

Template 3.4.a: Organizational Practices
(Rubric Indicators 3.7and 3.8)

                                                                                                                    School is organized
                                                                                                                        to engage the
                               School’s beliefs,                        School is organized    School is organized       parents and
Current
                             mission, and shared     School provides      to be proactive in   to support a diverse    community in
Organizational
                               vision define the        continuous        addressing issues    learning community providing extended
Practices
                                  purpose and          professional      that might impede          through its            learning
                               direction for the     development for         teaching and         programs and        opportunities for
                                    school            school leaders           learning              practices             children
                             -RTI                  -Staff development   -DAR form              -ELL                 -Literacy Night
                             -Student              -Faculty Meetings    -Behavior Rubric       -EXTEND              -Young Authors
                             gains                 -Stockpile Days      -Playground            -IKE tutoring        Conference
                             -Posted mission                            monitors               -Family              -Invention
                             statement                                  -ISS                   Engagement           Convention
                                                                                               Nights               -Spanish classes
Evidence of Practice                                                                           -Family Resource     -Family
(State in                                                                                      Center               engagement nights
definitive/tangible terms)                                                                     -Parenting Classes   -Family Resource
                                                                                               -Cumberland          Center
                                                                                               Mental Health        -Parenting classes
                                                                                               -Kids on the Block -Cumberland
                                                                                               -Pre-K family        Mental Health
                                                                                               nights               -Public Library
                                                                                                                    Summer Program
                            Yes                   Yes                    Yes                   Yes                  Yes
Is the current practice
research-based?


                            Yes                   Yes                    Yes                   Yes                  Yes
Is it a principle &
practice of high-
performing schools?


                            Effective             Effective              Effective             Effective            Effective
Has the current practice
been effective or
ineffective?


                            TCAP                  TCAP                   TCAP                  TCAP                 TCAP
                            TFAP                  TFAP                   TFAP                  TFAP                 TFAP
What data source(s) do      DIBELS                DIBELS                 DIBELS                DIBELS               DIBELS
you have that support
your answer? (identify
all applicable sources)


                            -TCAP scores have     -TCAP scores           -Data based           -Less DAR forms      -Training for
Evidence of                 risen over several    -School Station        research on           -Fewer office        parents
effectiveness or            years                 -Sharing learned       behavior              referrals            -Component
ineffectiveness (State in                         information with                                                  committee
terms of quantifiable                             others                                                            members
improvement)
                                                                                                                    -High student
                                                                                                                    attendance
                            -All share            -All required to       -Learning Centered    -All students have   -Component
Evidence of equitable
                            ownership             attend                 Schools               access to address    membership is
school support for this
practice                                          -Majority of Staff     -All staff involved   their individual     required by
                                                  Development made                             needs                teachers


Tennessee School Improvement Planning Process Templates – August, 2007                   Page 47 of 64
                                                  available to all                                  -Attendance officer
                                                                                                    keeps student
                                                                                                    attendance records
                         Continue                 Continue               Continue        Continue   Continue
Next Step (changes or
continuations)




Tennessee School Improvement Planning Process Templates – August, 2007              Page 48 of 64
TEMPLATE 3.4.b: Organizational Gap Analysis

Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we
have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy,
or the gap, between the current state – ―What Is‖ –which is identified in your practices – and the desired future state
– ―What Ought To Be‖ – which is found in the rubric. Completing Template 3.4.b (the gap analysis) should help
school team members discover ―What Ought To Be.‖

Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy
questions relative to organizational practices, also to be recorded in Template 3.4.b.

Template 3.4.b: Organizational Gap Analysis

Organizational Gap Analysis – Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
(How are we currently allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality organizational practices?)

        TIME
        MONEY
        PERSONNEL
        OTHER RESOURCES

“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality organizational practices?)

        TIME
        MONEY
        PERSONNEL
        OTHER RESOURCES

Equity and Adequacy:

Are we providing equity and adequacy to all of our teachers? yes

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all
their students? Yes, but funding is limited

Based on the data, are we accurately meeting the needs of all students in our school? yes




Tennessee School Improvement Planning Process Templates – August, 2007                                   Page 49 of 64
TEMPLATE 3.4.c: Organization Summary Questions

The following summary questions are related to organization. They are designed as a culminating activity for your
self-analysis, focus questions discussions, and findings, regarding this area.

Template 3.4.c: Organization Summary Questions
(Rubric Indicator 3.8)


Organization Summary Questions- Narrative Response Required
What are our major strengths and how do we know?

Our major strengths in the area of organization include stockpile days for staff
development, grade level planning, staff development throughout the year, and cross-
curricula planning meetings. This also encourages teamwork throughout individual grade
levels and school wide.




Organization Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as organizational practice
challenges identified in the templates above, that could be a cause of the prioritized needs identified in component
1.)
    One of our challenges is the availability of time for meeting together with our school wide
faculty and staff. Another challenge is not having enough time to work in our individual
classrooms to prepare materials for teaching.




Organization Summary Questions- Narrative Response Required
How will we address our challenges?
       We can address these areas by making suggestions to our calendar committee
    along with our administrators. Surveys are completed each school year in order for
                              teachers to make suggestions.




Tennessee School Improvement Planning Process Templates – August, 2007                                  Page 50 of 64
              COMPONENT 3 – CURRICULAR, INSTRUCTIONAL, ASSESSMENT AND
                               ORGANIZATIONAL EFFECTIVENESS
               (Helpful Hints for planners, from the ―Look-fors‖ and focus questions used by
                                      readers who review your plan)

             In the process of analyzing your current practices around curriculum, instruction,
             assessment and organization, it is critical to complete a thorough self-assessment of
             each area in order to determine how you might strengthen the educational process in
             your school. You will note the redundancy in the questions about each area; this is
             purposeful.

             I. Current Practice Analysis
             As you answer the questions in Templates 3.1.a; 3.2.a; 3.3.a and 3.4.a, please
             consider:

                 Current Curricular Practices
                  1. List all of the curricular practices you are currently implementing in your
                      school.

                 Evidence of Practice (state in definitive/tangible terms)
                  1. What tangible document, report, log, etc., can you show that indicates this
                      practice is being implemented every day in every classroom. Example:
                      Standards Based Teaching – show your curriculum standards guide that all
                      teachers have and use.

                 Is the current practice research-based?
                  1. This is usually a yes or no answer.

                 Is it a principal and practice of high performing schools?
                  1. Compare your practices to research on what curricular practices are
                        prevalent in high performing schools. Example: ―90-90-90‖ schools or
                        ―High Schools that Work‖ or ―Schools to Watch‖ schools.

                 Has the current practice been effective or ineffective?
                  1. This is usually a yes/effective or no/ineffective answer.

                 What data source(s) do you have that support your answer? (identify all
                  applicable sources)
                  1. This could include data sources identified/collected and analyzed in
                      component one that are applicable to this particular practice. Example:
                      Standards Based Curriculum would be assessed by what? ____________
                      That would be your data source for that practice.

                 Evidence of Effectiveness or Ineffectiveness (state in terms of quantifiable
                  improvement)
                  1. What percentage (%) of increase or decrease has been demonstrated by the
                      data source listed above?
                  2. Is there growth, decline or no detectable difference (NDD)?
                  3. Scores are flat or limited changes occurred?

                 Evidence of equitable school support for this practice
                  1. The key word is equitable. What logs, sign-in sheets, distribution process,
                      etc., can you use to demonstrate that all teachers in all grades received
                      equitable and sufficient support for their assigned students based on the



Tennessee School Improvement Planning Process Templates – August, 2007                               Page 51 of 64
              COMPONENT 3 – CURRICULAR, INSTRUCTIONAL, ASSESSMENT AND
                                ORGANIZATIONAL EFFECTIVENESS
               (Helpful Hints for planners, from the ―Look-fors‖ and focus questions used by
                                      readers who review your plan)
                    students’ needs?

                 Next Steps (changes or continuations)
                  1. How will you change, will you change the entire practice or make
                      adjustments, and why based on the effectiveness or ineffectiveness.
                  2. This answer should correspond to the challenges identified in template 3.1.c;
                      3.2.c; 3.3.c and 3.4.c and will also serve to help you develop your action
                      steps in component 4.

             II. Gap Analysis
             As you complete your Gap Analysis on Templates 3.1.b; 3.2.b; 3.3.b and 3.4.b, your
             focus is on continuing to identify opportunities to both celebrate and improve the
             work of your school as you carry out the mission and vision of your school based on
             your beliefs as stated in component 2.

             III. Summary Questions
             In completing Templates 3.1.c; 3.2.c; 3.3.c and 3.4.c, you will use the information
             from the two previous sections, practice analysis and gap analysis, to answer three
             major questions.

                 What are our strengths and how do we know?
                  1. What are the strengths of your current practices?
                  2. What practices do we do well that are really having a positive impact on our
                     students in the aggregate or you may see certain practices are really
                     benefiting a subgroup of your students.
                  3. You will answer the same two questions about curricular strengths,
                     instructional strengths, assessment strengths and organizational strengths.

                 What are our major challenges and how do we know?
                  1. Likewise, what practices are not effective and from your gap analysis, what
                     areas (time, money, personnel, other resources) are not being optimized to
                     support student needs around your practices?
                  2. Remember to take those same questions into consideration about your
                     curricular challenges, instructional challenges, assessment challenges and
                     organizational challenges.

                 How will we address our challenges?
                  1. As you identify ways to address your challenges in Templates 3.1.c; 3.2.c;
                     3.3.c and 3.4.c, revisit the ―Next Steps‖ row in Templates 3.1.a; 3.2.a; 3.3.a
                     and 3.4.a.
                  2. What changes do you need to make to strengthen the curriculum, the
                     instruction, the assessment and the school organization?
                  3. Now in component 4, these needed changes become your ―Action Steps‖ to
                     address student-learning needs identified in component 1, prioritized goal
                     targets.




Tennessee School Improvement Planning Process Templates – August, 2007                                Page 52 of 64
Component 4 – Action Plan Development

TEMPLATE 4.1: Goals (Based on the prioritized goal targets developed in Component 1.)
Describe your goal and identify which need(s) it addresses. The findings in Component 1 should drive the goal
statements. How does this goal connect to your system’s five year or systemwide plan?
(Rubric Indicator 4.1)


TEMPLATE 4.2: Action Steps (Based on the challenges/next steps identified in Component 3 which focus on
curricular, instructional, assessment and organizational practices.)
Descriptively list the action you plan to take to ensure that you will be able to progress toward your prioritized goal
targets. The action steps are strategies and interventions, and should be based on scientifically based research where
possible. Professional Development, Parent/Community Involvement, Technology and Communication strategies
are to be included within the action steps of each goal statement.
(Rubric Indicator 4.2)


TEMPLATE 4.3: Implementation Plan
For each of the Action Steps you list, give the timeline for the step, the person(s) responsible for the step, the
projected cost(s), funding sources and the evaluation strategy.
(Rubric Indicator 4.3)




Tennessee School Improvement Planning Process Templates – August, 2007                                  Page 53 of 64
                                                                 GOAL 1 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)                                                                                                                  Revised DATE: __________________________

                     Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)

                                                                 Goal   Increase the ELL population to 75% proficient on the state mandated ELDA test.
                                                        This goal addresses the need for language development and achievement amongst the ELL
                    Which need(s) does this Goal address?
                                                        student(s).
                                                        The organization of the school and system should be flexible in supporting the diversity of
How is this Goal linked to the system’s Five-Year Plan?
                                                        learners and in challenging them in all areas.
ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)                                             IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section B – Descriptively list the action you plan to take to ensure    Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
you will be able to progress toward your goal. Action steps are         sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
strategies and interventions which should be scientifically based       step.)
where possible and include professional development, technology,                                                                 Projected Cost(s)
communication, and parent and community involvement initiatives                         Person(s)            Required                                                                Performance Results
                                                                         Timeline                                                   & Funding            Evaluation Strategy
within the action steps of each goal.                                                  Responsible           Resources                                                                    / Outcomes
                                                                                                                                     Sources
                                                                         August
                                                                                        PreK thru              Parent                                                                At least 1/2 of ELL
  Action        We will hold a school based ELL family                  2008 thru                                                $ 200.00 ELL
                                                                                        4th grade          materials and                                    Parent Survey             population will
   Step         night.                                                    May                                                        Budget
                                                                                         teachers          refreshments                                                                     attend
                                                                          2010
                                                                         August                                                                               Student
                We will incorporate technology as a means                               PreK thru                                $ 6,000.00 ELL                                       ELL students will
  Action                                                                2008 thru                         Computers for                                   performance on
   Step
                of language development by using internet                               4th grade                                   And BDE                                            make gains in
                                                                          May                             Mini-ELL lab                                       classroom
                based programs.                                                          teachers                                    Budget                                               reading
                                                                          2010                                                                              assessments
                                                                         August                                                                               Teacher
                                                                                        K thru 4th                                                                                    ELL students will
  Action        We will use thinking maps to help students              2008 thru                           Teacher and                                   observations and
                                                                                           grade                                  $1,000 LSSD                                          make gains in
   Step         visualize words, meanings, and concepts.                  May                                materials                                        student
                                                                                         teachers                                                                                         reading
                                                                          2010                                                                              performance
                                                                         August                                                       $ 1,200                 Teacher
                                                                                       K thru 4th                                                                                     ELL students will
  Action        We will provide intervention programs                   2008 thru                           Teacher and              Extended             observations and
                                                                                       grade                                                                                           make gains in
   Step         before and/or after school.                               May                                materials               Contract                 student
                                                                                       teachers                                                                                           reading
                                                                          2010                                                        Budget                performance




Tennessee School Improvement Planning Process Templates – August, 2007                                              Page 54 of 64
                                                                 GOAL 2 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)                                                                                                                  Revised DATE: __________________________

                     Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)

                                                        Increase scores in Reading and Language Arts achievement to an "A" on the Tennessee
                                                                 Goal
                                                        Department of Education report card.
                                                        Students need to make higher achieving scores in Reading and Language Arts on the state report
               Which need(s) does this Goal address?
                                                        card.
                                                        Each community must create and sustain an atmosphere of high expectations with a commitment
How is this Goal linked to the system’s Five-Year Plan?
                                                        to continuous growth and development for all learners.
ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)                                             IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section B – Descriptively list the action you plan to take to ensure    Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
you will be able to progress toward your goal. Action steps are         sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
strategies and interventions which should be scientifically based       step.)
where possible and include professional development, technology,                                                                 Projected Cost(s)
communication, and parent and community involvement initiatives                         Person(s)            Required                                                                Performance Results
                                                                         Timeline                                                   & Funding            Evaluation Strategy
within the action steps of each goal.                                                  Responsible           Resources                                                                    / Outcomes
                                                                                                                                     Sources
                                                                                                                                                                                        Reading on grade
                                                                         August         Pre-K thru         Differentiated                                Teacher observation           level by the end of
  Action        Teachers will use flexible grouping daily to                                                                      LSSD salaries
                                                                        2008-May        4th grade            instruction                                     and student              the school year and
   Step         differentiate instruction.                                                                                         for teachers
                                                                          2010           teachers           lesson plans                                    performance                  mastery of state
                                                                                                                                                                                            standards
                                                                                                          Thinking Maps:
                Teachers will use thinking maps on a weekly              August         Pre-K thru                                                       Teacher observation
  Action                                                                                                     Tools for                                                               Increased retention of
                basis to differentiate instruction and enhance          2008-May        4th grade                                  $1,000 LSSD               and student
   Step                                                                                                      Learning                                                                  Literary Concepts
                retention.                                                2010           teachers                                                           performance
                                                                                                              program
                                                                        August         Pre-K thru        Write From the          provided by the         Teacher observation
  Action        Teachers will weekly implement the Write                                                                                                                            Gains in student
                                                                        2008-May       4th grade         Beginning               Lebanon Special             and student
   Step         From the Beginning writing program.                                                                                                                                 writing assessments
                                                                        2010           teachers          writing program         School District            performance
                                                                                                                                                                                        Reading on grade
                Teachers will incorporate technology as a
                                                                         August         Pre-K thru       laptop computers                                Teacher observation           level by the end of
  Action        means of reading and language skills, by using                                                                     $125.00 per
                                                                        2008-May        4th grade         and interactive                                    and student              the school year and
   Step         internet based programs and computer software                                                                    teacher LSSD
                                                                          2010           teachers             boards                                        performance                  mastery of state
                on a daily basis.
                                                                                                                                                                                            standards




Tennessee School Improvement Planning Process Templates – August, 2007                                              Page 55 of 64
                                                                 GOAL 3 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)                                                                                                                  Revised DATE: __________________________

                     Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
                                                        Reduce the amount of K-3 students, by 10% in the "at risk" and "some risk" categories on the
                                                                 Goal
                                                        DIBELS Benchmark Assessment.
                                                        This goal addresses those students that are "at risk" and "some risk" on the DIBELS Benchmark
               Which need(s) does this Goal address?
                                                        Assessment.
                                                        It is our responsibility to explore and implement ―best practices‖ which are supported by
How is this Goal linked to the system’s Five-Year Plan?
                                                        educational research when they meet our data driven identified student needs.
ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)                                             IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section B – Descriptively list the action you plan to take to ensure    Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
you will be able to progress toward your goal. Action steps are         sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
strategies and interventions which should be scientifically based       step.)
where possible and include professional development, technology,                                                                 Projected Cost(s)
communication, and parent and community involvement initiatives                         Person(s)            Required                                                                Performance Results
                                                                         Timeline                                                   & Funding            Evaluation Strategy
within the action steps of each goal.                                                  Responsible           Resources                                                                    / Outcomes
                                                                                                                                     Sources
                                                                                       K-3rd grade
                                                                                                                                                                                      Students will make
                RTI strategies such as progress monitor "at              August        teachers and
  Action                                                                                                    DIBELS test            LSSD system                                          one point gains
                risk" students weekly and "some risk" every             2007-May       paraprofessi                                                     DIBELS Assessment
   Step                                                                                                      booklets                 funds                                           weekly/every other
                other week.                                               2010              onal
                                                                                                                                                                                            week.
                                                                                         assistants
                                                                                       Kindergarte                                                                                   Student Achievement
                                                                         August
  Action                                                                                n Teachers,          Fundations            LSSD system          Teacher Observations         will be on grade level
                Kindergarten Afternoon Intervention                     2007-May
   Step                                                                                     ELL               Materials               funds               and Assessments                 by the end of
                                                                          2010
                                                                                         Teachers                                                                                        Kindergarten.
                                                                                        K-3rd grade
                                                                                                                                                                                     Reading proficiency
                                                                         August        teachers and
  Action        Differentiated Instruction during Language                                                Fundations and           LSSD system          Teacher Observations         will increase by the
                                                                        2008-May       paraprofessi
   Step         Arts Block.                                                                               Reading Basal               funds               and Assessments             end of the school
                                                                          2010              onal
                                                                                                                                                                                             year.
                                                                                         assistants
                                                                                           Title I                                                                                   Reading proficiency
                                                                         August
  Action        Extended Instructional time on Fundations                                Teachers,           Fundations            LSSD system          Teacher Observations         will increase by the
                                                                        2008-May
   Step         Material.                                                                   ELL               Materials               funds               and Assessments             end of the school
                                                                          2010
                                                                                         Teachers                                                                                            year.




Tennessee School Improvement Planning Process Templates – August, 2007                                              Page 56 of 64
                                                                 GOAL 4 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)                                                                                                                  Revised DATE: __________________________

                     Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
                                                                        Reduce the amount of overweight and obese students by 12% as defined by the Coordinated School Health
                                                                 Goal
                                                                        Education assessment by 2010.

                    Which need(s) does this Goal address?               This goal addresses the need for students to develop healthy lifestyles.

How is this Goal linked to the system’s Five-Year Plan?                 Students should be challenged in the academics, fine arts, language, and physical education.

ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)                                             IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section B – Descriptively list the action you plan to take to ensure    Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
you will be able to progress toward your goal. Action steps are         sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
strategies and interventions which should be scientifically based       step.)
where possible and include professional development, technology,                                                                 Projected Cost(s)
communication, and parent and community involvement initiatives                         Person(s)            Required                                                                Performance Results
                                                                         Timeline                                                   & Funding            Evaluation Strategy
within the action steps of each goal.                                                  Responsible           Resources                                                                    / Outcomes
                                                                                                                                     Sources
                                                                                                                                                                                    Student BMI's will
                All students will participate in a daily walking        Aug. 2007          K - 4th                                                      Students will chart         decrease; overall
  Action
                program to accumulate 25 miles by the end of               to               grade                time                    n/a            progress and keep up        physical performance
   Step
                the school year.                                        May 2010          teachers                                                      with mileage                will increase TBD
                                                                                                                                                                                    June 2009
                                                                                                                                                                                    Students will make
                                                                        Aug. 2008         Physical       Teacher                 $500.00 LSSD           Teacher observations,
  Action        Students will have bi-monthly health and                                                                                                                            better food choices,
                                                                           to            Education       resources and           Coord. School          assessments, and
   Step         nutrition classes.                                                                                                                                                  and incorporate
                                                                        May 2010          teachers       materials               Health                 discussions
                                                                                                                                                                                    exercise
                                                                                            All
                                                                                       faculty/staff;
                We will hold an annual 5K run to encourage              Aug. 2008                        Community
  Action                                                                                 students,                               $500 PTO and           Parent / Community          2nd & 4th mile run
                physical activity in our community and with                to                            support and
   Step                                                                                parents, and                              BDE Budget             Surveys                     times will decrease
                our students and families.                              May 2010                         involvement
                                                                                        community
                                                                                         members
                We will provide students with non-candy                                 Pre-K - 4th                              $200/classroom                                     Students will
                                                                        Aug. 2008
  Action        rewards, provide fruit/vegetable options at                                grade         Alternatives to         BDE Funds,                                         improve performance
                                                                           to                                                                           Teacher monitoring
   Step         school parties, and encourage daily healthy                            teachers and      candy                   PTO, Teacher                                       on physical fitness
                                                                        May 2010
                snacks for snack time.                                                    parents                                Accounts                                           assessments



Tennessee School Improvement Planning Process Templates – August, 2007                                              Page 57 of 64
                                                                 GOAL 5 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)                                                                                                                  Revised DATE: __________________________

                     Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
                                                                        Our goal is to increase the gains made by higher achieving students, by having at least 10%
                                                                 Goal   more of these students in the top two quintiles make at least a year's growth in value-added by
                                                                        May 2010.
                    Which need(s) does this Goal address?               High achieving students need to make greater academic gains.
                                                                        Each community must create and sustain an atmosphere of high expectations with a commitment
How is this Goal linked to the system’s Five-Year Plan?
                                                                        to continuous growth and development for all learners.
ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)                                             IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section B – Descriptively list the action you plan to take to ensure    Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
you will be able to progress toward your goal. Action steps are         sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
strategies and interventions which should be scientifically based       step.)
where possible and include professional development, technology,                                                                 Projected Cost(s)
communication, and parent and community involvement initiatives                         Person(s)            Required                                                                Performance Results
                                                                         Timeline                                                   & Funding            Evaluation Strategy
within the action steps of each goal.                                                  Responsible           Resources                                                                    / Outcomes
                                                                                                                                     Sources
                Higher achieving students will be given                  August                                                                         Value-added gains on        High achievers will
  Action                                                                                 4th grade          Materials              LSSD system
                opportunities for independent study in subject           2008 -                                                                         TCAP and teacher            show at least 1 year's
   Step                                                                                  teachers        Teacher Training             funds
                areas needed for academic growth                        May 2010                                                                        observations                gain on TCAP
                Flexible grouping will be used in Reading and            August         Pre-K - 4th                                                                                 Students will be at
  Action                                                                                                      Teacher              LSSD system          STAR Reading &
                Math to differentiate instruction for the upper          2008 -            grade                                                                                    least 1 grade level
   Step                                                                                                       materials               funds             Math assessments
                quintile students                                       May 2010         teachers                                                                                   above current grade
                                                                                                                                                        Student
                Online tools will be used for the higher                 August            K - 4th          Computers,                                                              High achievers will
  Action                                                                                                                                                presentations,
                achieving students to create, explore and                2008 -             grade         access to online             $2,000                                       show at least 1 year's
   Step                                                                                                                                                 discussions, teacher
                investigate                                             May 2010          teachers           programs                                                               gain on TCAP
                                                                                                                                                        observations
                Thinking maps will be used for students to               August            K - 4th        Thinking Maps                                                             Value-added gains on
  Action                                                                                                                         $1,000 LSSD            Student performance,
                define, compare, contrast, classify, and                 2008 -             grade          booklet and                                                              the TCAP and
   Step                                                                                                                           system funds          teacher observation
                sequence topics of study                                May 2010          teachers          materials                                                               teacher observations




Tennessee School Improvement Planning Process Templates – August, 2007                                              Page 58 of 64
                                                                 GOAL 6 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)                                                                                                                  Revised DATE: __________________________

                     Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)

                                                                        To create a firm foundation of basic math skills by showing a 10% or more decrease in the
                                                                 Goal
                                                                        number of students scoring below proficient on CRT scores by May 2010.
                    Which need(s) does this Goal address?               CRT scores need to show more gains
                                                                         It is imperative that we ensure a seamless and successful transition for students as they cross
How is this Goal linked to the system’s Five-Year Plan?
                                                                        grades, schools, and systems.
ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)                                             IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section B – Descriptively list the action you plan to take to ensure    Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
you will be able to progress toward your goal. Action steps are         sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
strategies and interventions which should be scientifically based       step.)
where possible and include professional development, technology,                                                                 Projected Cost(s)
communication, and parent and community involvement initiatives                         Person(s)            Required                                                                Performance Results
                                                                         Timeline                                                   & Funding            Evaluation Strategy
within the action steps of each goal.                                                  Responsible           Resources                                                                    / Outcomes
                                                                                                                                     Sources
                                                                                                                                                                                     Students will show
                                                                         August
                We will practice basic math facts and                                   PreK - 2nd                                                        written and oral            growth on STAR
  Action                                                                 2008 to                          games, teacher
                number recognition skills for 10 minutes                                   grade                                       LSSD             assessments, STAR            Math assessments
   Step                                                                   May                               materials
                each day                                                                 teachers                                                              Math                   at the end of each
                                                                          2010
                                                                                                                                                                                             year
                We will practice basic math facts                        August                                                                          class discussions
                                                                                         3rd - 4th                                                                                   Students will show
  Action        including addition and subtraction,                      2008 to                          games, teacher                                      teacher
                                                                                           grade                                       LSSD                                          1 years growth on
   Step         multiplication and division for 10 minutes                May                               materials                                      observations,
                                                                                         teachers                                                                                     CRT in 4th grade
                each day                                                  2010                                                                             STAR Math
                                                                         August                                                                               student                    Students will
                We will use thinking maps to help students                                K - 4th
  Action                                                                 2008 to                          Thinking maps                                  performance with             perform on grade
                define, classify, order, and describe math                                 grade                                  $1,000 LSSD
   Step                                                                   May                               materials                                         teacher                level by the end of
                concepts                                                                 teachers
                                                                          2010                                                                             observations                   school year
                                                                                                                                                                                     Students will show
                                                                         August
                We will install Math Facts flash cards on                                 K - 4th                                                                                     growth on STAR
  Action                                                                 2008 to                             flashcard                                         teacher
                hooks around the school, for easy access                                   grade                                 teacher donated                                     Math assessments
   Step                                                                   May                              replacements                                      observations
                during hallway breaks                                                    teachers                                                                                     at the end of each
                                                                          2010
                                                                                                                                                                                             year




Tennessee School Improvement Planning Process Templates – August, 2007                                              Page 59 of 64
Component 5 – The School Improvement Plan and
             Process Evaluation


TEMPLATE 5.1: Process Evaluation


The following summary questions are related to Process. They are designed as a
culminating activity for you to analyze the process used to develop the school
improvement plan.

TEMPLATE 5.1: Process Evaluation

(Rubric Indicator 5.1)

Evidence of Collaborative Process – Narrative response required
What evidence do we have that shows that a collaborative process
was used throughout the entire planning process? We discussed the
School Improvement Plan at several stockpile days, faculty meetings
and through surveys. There were five teams composed of faculty,
parents and community members that equally shared responsibility
for their individual components.

Evidence of Alignment of Data and Goals – Narrative response
required
What evidence do we have that proves alignment between our data and our goals?
Members of Component Four analyzed the data and set goals based on the results of
their meeting. Then, the Action Plan was presented to the school to verify that the
goals were being implemented school-wide.




Evidence of Communication with All Stakeholders – Narrative
response required


Tennessee School Improvement Planning Process Templates – August, 2007        Page 60 of 64
What evidence do we have of our communication of the TSIPP to all stakeholders? All
stakeholders will receive a completed copy of the SIP on July 24, 2008which is a
school wide staff development day. The main goals of the SIP will be shared with
parents through the first school newsletter. The newsletter will also state that a
complete copy of the SIP plan will be available to parents upon request. The
goals/action steps and the progress toward these will be discussed throughout the year
at monthly faculty meetings. Teachers will also complete a written survey
communicating their individual progress toward their goals/action steps.




Evidence of Alignment of Beliefs, Shared Vision, and Mission with
Goals – Narrative response required
What evidence do we have that shows our beliefs, shared vision and mission in
Component 2 align with our goals in Component 4? The Action Plan (Component 4)
was created based on the belief system, shared vision and mission as stated in
Component 2.

Evidence of Alignment of Action Steps with Curriculum,
Instruction, Assessment and Organization – Narrative response
required
What evidence do we have that shows our action steps in Component 4 align with our
analyses of the areas of curriculum, instruction, assessment and organization in
Component 3? Through comparison of the Action Steps in Component 4 and the areas of
Component 3, it is evident that the research-based strategies are in alignment.




Suggestions for the Process – Narrative response required
What suggestions do we have for improving our planning process? We believe that
we adequately addressed all areas of concern.




Tennessee School Improvement Planning Process Templates – August, 2007            Page 61 of 64
TEMPLATE 5.2: Implementation Evaluation


The following summary questions are related to TSIPP Implementation. They
are designed as a culminating activity for you to plan the monitoring process that
will ensure that the action steps from Component 4 are implemented.

TEMPLATE 5.2: Implementation Evaluation

(Rubric Indicator 5.2)

Evidence of Implementation – Narrative response required
What is our plan to begin implementation of the action steps? The action steps of our
plan will begin at the beginning of the 2008-2009 school year. The strategies will be
implemented in the classroom by the appropriately trained faculty members.

Evidence of the Use of Data – Narrative response required
What is the plan for the use of data? Teachers will plan instruction based on the results
of the data. They will discuss formative assessments during grade level meetings to
adjust their daily classroom instruction. Summative assessments will be discussed at
the beginning of the year and used for differentiated instruction.



TEMPLATE 5.3: Monitoring and Adjusting Evaluation


The following summary questions are related to TSIPP Monitoring and
Adjusting. They are designed as a culminating activity for the school to plan the
monitoring process that will ensure that the school improvement plan leads to
effectively supporting and building capacity for improved student achievement for
all students.




Tennessee School Improvement Planning Process Templates – August, 2007           Page 62 of 64
TEMPLATE 5.3: Monitoring and Adjusting
Evaluation

(Rubric Indicator 5.3)

Evidence of Monitoring Dates – Narrative response required
What are the calendar dates (Nov/Dec and May/June) when the School Leadership
Team will meet to sustain the Tennessee School Improvement Planning Process?
Identify the person(s) responsible for monitoring and the role they will play in the
monitoring process. On November 20 and May 7 the School Leadership Team will
meet to discuss the Plan. The Principal/ Assistant Principal and grade level
representatives will monitor in a collaborative group.




Evidence of a Process for Monitoring Plan – Narrative response
required
What will be the process that the School Leadership Team will use to review the
analysis of the data from the assessments and determine if adjustments need to be
made in our plan? At the planning meetings, the team will review data from
assessment instruments such as DIBELS benchmarks, STAR reading, STAR math,
and writing prompts. Checklists, projects, and observations are also essential.

Evidence of a Process for Adjusting Plan – Narrative response
required
What will be the process that the School Leadership Team will use for adjusting our
plan (person(s) responsible, timeline, actions steps, resources, evaluation strategies)
when needed? The Leadership Team will be composed of a representative from each
grade level or special area. This team will be given the opportunity monthly to adjust
the Plan and present the information to the faculty. If appropriate progress is not being
made, the School Leadership Team will make suggestions to adjust the Plan. The
suggestions will be presented to the faculty at a monthly faculty meeting. Some of
these adjustments might include staff development in areas of needed improvement,
parent workshops, parent nights, and recommendations for free outside tutoring in the


Tennessee School Improvement Planning Process Templates – August, 2007           Page 63 of 64
community and through extended contracts.

Evidence of a Plan for Communicating to All Stakeholders –
Narrative response required
How will the School Leadership Team communicate success/adjustments of the plan
to stakeholders and solicit ongoing input from stakeholders? All stakeholders will be
informed of the school’s progress through the school’s newsletter (in Spanish as
needed) and the school’s website. In addition, copies of the school newsletter will be
placed at the Chamber of Commerce, Public Library, and the School System Central
Office. Feedback from all stakeholders will be regularly solicited through informal
contact with parents and community members. The suggestions will be taken into
consideration by the Climate Committee, which will consist of both parents and staff
members. The Committee will meet at least once each grading period. Our
effectiveness in keeping all stakeholders informed will be monitored and adjusted on a
continuous basis.


  Parents may send comments, suggestions, or questions about this
  plan to Mrs. Lorie Blackburn, Principal of Byars Dowdy Elementary




Tennessee School Improvement Planning Process Templates – August, 2007        Page 64 of 64

								
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