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Component 3: Curricular, Instructional, Assessment, and
Organizational Effectiveness
Edie Emery, Chair
Karla Steward
Kristen Burford
Jennifer Souder
Craig Dziduch
Kraig Kopecky
Philip Gregory
Daphne Harvey
Carrie Higginbotham
Pat Peay
Nancy Ryan
Kelley Coulter
Felicia Phillips
Nikki Nichols
Brittney Warren
Christine Smith
Alesia Normand
Erica Roberts
Deborah Roberts
Template 3.1.a: Curricular Practices
(Rubric Indicators 3.1 and 3.2)
School
School has Teaching and communicates a
School has implemented Support system is Monitoring is in learning materials shared vision of
School uses DOE established formative in place for place for are correlated to what students
Current Curricular Practices state approved school-wide assessment enhancing the enhancing the the State standards should know and
standards and Curriculum is student aligned with the quality of quality of and distributed to be able to do at
provides training prioritized and achievement school curriculum and curriculum and the instructional each grade level to
to staff. mapped. benchmarks. benchmarks. instruction. instruction. staff. stakeholders.
Each teacher has a Each teacher uses Our Professional All teachers use Administration Administration The Tennessee Siegel Middle
curriculum a copy of the Learning formative regularly meets meets with teams Blue Print for issues twelve
notebook Tennessee Community assessments on a with teams and and teachers and Learning is made grade reports per
containing the Curriculum program allows daily and weekly individual visits classrooms. available to each year—six mid-six
state standards as Standards when teachers to meet in basis to balance teachers to Teachers teacher. Each weeks progress
well as other planning lessons. teams to map out the structured determine if participate in the teacher also uses reports and six
information Teachers have and standards they benchmark tests students’ and state evaluation the Rutherford end of grading
specific to his/her use the Rutherford believe students that are aligned teachers’ needs process. Teachers County scope and period reports.
teaching County scope and can master by the with the are met. Funds are write individual sequence. The These are sent
assignment. sequence for each end of the grading curriculum and for available to smart goals along currently adopted home during the
Lesson plans subject. Orchard period. Teachers each grade and purchase with grade level textbooks are school year to
include standards Gold and then develop subject level. resources to department goals available online. keep parents
correlated to the Internet4Classroo benchmark tests to Instruction enhance and meet with Members of the informed on
lesson. Teachers ms is also utilized assess students’ matches instruction for all administration for Siegel Middle student progress.
write daily to reinforce understanding of benchmark students. feedback and faculty also serve All Siegel Middle
objectives using standards covered those standards. assessments, unit input. on textbook teachers maintain
state curriculum in the classroom Tests are on file in tests, and quizzes. adoption a webpage and
wording on the and for each department. committees to post student
board and students remediation after ensure we are grades online that
write the assessment. using resources are available
standards in their correlated to the through a
agendas with State standards. password only
assignments. option.
Evidence of Practice (State in Math, science, and The school’s web
definitive/tangible terms) language arts page is updated
implemented new daily with
standards for the announcements,
2009-2010 school information on
year. Teachers upcoming events,
have begun and and parent
will continue resources.
regularly Teacher e-mail is
scheduled accessible through
meetings to train the webpage.
on the new Teachers regularly
standards while check e-mail and
also continuing to use it as an
regularly share ongoing form of
best practice communication
activities during with parents.
faculty meetings Cavalier
and other team Chronicle is the
meetings. school newsletter
sent home with
each report card.
Parent-Teacher
Organization is
free and open to
any parent of a
Siegel Middle
School student.
Parent/Teacher
Conferences are
two formal,
countywide
conference days
per year. Plus
additional
conferences are
held on an as-
needed basis. The
marquee sign in
front of building is
regularly updated
with current and
upcoming events.
School Messenger
is an automated
phone message
system utilized to
communicate
quickly with all
parents when the
need arises.
Athletic booster
clubs meet
regularly.
Is the current practice research- Yes Yes Yes Yes Yes Yes Yes Yes
based?
Is it a principle & practice of
Yes Yes Yes Yes Yes Yes Yes Yes
high-performing schools?
Has the current practice been
effective or ineffective? Effective Effective Effective Effective Effective Effective Effective Effective
TCAP TCAP TCAP TCAP TCAP TCAP TCAP TCAP
What data source(s) do you have TVAAS TVAAS TVAAS TVAAS TVAAS TVAAS TVAAS TVAAS
that support your answer? Benchmark Tests Benchmark Tests Benchmark Tests Benchmark Tests Benchmark Tests Benchmark Tests Benchmark Tests Benchmark Tests
(identify all applicable sources)
Straight A’s on Straight A’s on Straight A’s on Straight A’s on Straight A’s on Straight A’s on Straight A’s on Straight A’s on
the state report the state report the state report the state report the state report the state report the state report the state report
card four card four card four card four card four card four card four card four
Evidence of effectiveness or consecutive years. consecutive years. consecutive years. consecutive years. consecutive years. consecutive years. consecutive years. consecutive years.
School earns School earns School earns School earns School earns School earns School earns School earns
ineffectiveness (State in terms of AYP. Benchmark AYP. Benchmark AYP. Benchmark AYP. Benchmark AYP. Benchmark AYP. Benchmark AYP. Benchmark AYP. Benchmark
quantifiable improvement) test scores test scores test scores test scores test scores test scores test scores test scores
continue to continue to continue to continue to continue to continue to continue to continue to
improve. improve. improve. improve. improve. improve. improve. improve.
All teachers All teachers All teachers meet All teachers work All teachers earn Administration All teachers Parents and
follow the state attended regularly in collaborative within their required in-service meets each week received county community
curriculum and scheduled teams to create departments to hours for with a different adopted textbook support the school
county scope and department and grade-level develop formative curriculum and grade or subject materials and are as a whole as
sequence. Weekly PLC meetings to benchmark tests. assessments to instruction. All level team. allowed to select evidenced through
lesson plans evaluate Students in all match state teachers attend Administration from a list of NSSE surveys
include curriculum and three grades take curriculum monthly attends monthly specific materials available for
curriculum develop additional the same subject standards. department department for the classroom. public inspection.
standards. curriculum benchmark test on meetings and meetings. All textbooks Parents and
Evidence of equitable school
supports. the same day. monthly meetings Minutes and sign have Tennessee students serve on
support for this practice with in sheets are state standards in the various
administration to available. All the front of the component
continue to teachers wrote text with committees of the
develop smart goals and curriculum school
appropriate received feedback standards located improvement
curriculum and and support from throughout the plan. Changes in
instructional administration. textbooks. the school’s SIP
strategies. are shared at PTO
meetings.
Continue to work Continue to Continue to Continue to work Teaching teams Administration Textbooks and Continue to
in collaborative follow state improve with grade and will continue to will continue to supplemental provide effective
teams, evaluate curriculum benchmark testing subject level meet and work monitor lesson materials are communication
state test data, and standards and and use results to teachers to collaboratively plans and smart adopted on a six- through school
pursue meet improve develop with each other, goals and provide year cycle. All and teacher web
professional collaboratively to curriculum and appropriate meet and discuss appropriate materials include pages, on-line
development. develop effective instruction. formative curriculum and feedback. All state curriculum grades, school
Next Step (changes or Math, science, and curriculum assessments to instructional needs teachers standards with newsletter, report
continuations) language arts support. match curriculum with participate in the instructional plans cards, mid-
teachers will standards and administration. evaluation correlated to the progress reports,
receive additional benchmark Teachers will process. standards. PTO meetings,
training on the assessments. continue to seek etc.
new standards for out best practices
the 2009-2010 at local, state, and
school year. national
conferences.
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 – Four early dismissal days through the Professional Learning Community
program allow teachers time during the regular school day to collaborate with their
grade-level departments to evaluate curriculum, devise benchmark assessment, and
analyze the results. Monthly faculty meetings, department meetings, mini-school
meetings, etc. are used to collaborate and enhance curriculum at the school. All
meetings include a sign-in sheet and meeting minutes.
MONEY – Teachers are allocated $300 at the beginning of the school year to purchase
classroom materials to enhance their instruction and support the curriculum. Proposals
are submitted to administration for approval and funded through the instructional board
allocation. Individual teacher proposal should include state standards that would be met
and should address specific needs of the School Improvement Plan. These will be
funded as deemed appropriate by administration. School funds are used to continually
upgrade the school facilities to support instruction and curriculum.
PERSONNEL – Teachers work within their mini-schools to support the academic
curriculum, and the exploratory faculty collaborates with teachers in the academic areas
to incorporate state standards in the exploratory classes. Exploratory, ESL, and special
education faculty are part of the Professional Learning Community groups as the school
continues to ensure students master objectives set forth in the state curriculum.
OTHER RESOURCES - There is a computer lab and mobile computer lab available for
teachers to use with their classes. Classrooms have been upgraded with LCD projectors
and large screens to provide whole class instruction using available technology. Siegel
has an in-house school technology specialist who provides in-service training in web
page design, Orchard Gold program, Google Earth, Sketchup, Achievement Through
Standards and Technology Resources, Audacity, Photostory and Digital Story Telling,
Interwrite Schoolpads, internet resources, etc. for faculty.
“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 – Allow time for new teachers to work with mentor teachers on curriculum based
instructional strategies during the school day. Time for new and veteran teachers to visit
other high-performing schools to learn best practices.
MONEY – Continue to upgrade technology by adding LCD projectors to classrooms.
Use funds to send teachers to local, state, and national conferences that promote
research based best practices for curriculum and instruction.
PERSONNEL – Add a literacy coach to provide curriculum support for literacy-based
instruction. Add an educational assistant for each mini-school to support curriculum
and instruction in the regular classroom.
OTHER RESOURCES – Provide additional courses for high achieving students such as
honors English and science, foreign languages, performing arts (theater, dance), etc.
Develop a cohesive program for curriculum scaffolding in all subject areas.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
Yes. All teachers receive a copy of the state curriculum standards and the Rutherford County
scope and sequence to be fully aware of the curriculum standards and learning accomplishments
and expectations for student learning. All teachers fulfill the minimum requirement for in-
service hours with most exceeding the required hours. All teachers have access to technology
programs available to enhance the curriculum.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in
being effective with all their students?
Additional educational assistants have been added for special education and double-dosing
reading and math provide additional support for students struggling in those areas. Teachers
have access to the computer lab and mobile computer lab on a rotating basis to use
technological resources to enhance curriculum. Departments and teaching teams have
opportunity to request funding for programs that will be used as additional resources in the
classroom. Administrative discretion is used in determining the direction of allotted funds for
curriculum and instruction.
Based on the data, are we accurately meeting the needs of all students in our school?
Siegel Middle is a high performing school in that it has achieved all A’s in achievement and
value-added scores on the state assessment for the past four years. This year we achieved all
A’s in achievement and one A and three B’s in value added. In a breakdown of the 2009 data
into the various subgroups, Siegel Middle is not meeting AYP for students with disabilities in
math, missing the 86% target by 9%. Students with disabilities in language arts did not hit the
target goal of 89% proficient for AYP in 2009, missing the target by 7%. There is a steady
decline in the 6th grade scores for reading/language arts and for math thus making these areas
targeted goals as well.
*After the release of the 2009 data, test scores were renormed causing the school to lose its
straight A’s in achievement.
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?
Prior to the renorming of the test schools and with value-added and achievement test scores
being all A’s for four consecutive years, curriculum and instruction is a viable strength at Siegel
Middle School. Teachers continually pursue the latest in researched based curriculum and
instructional strategies by tying their lessons to the Tennessee Curriculum Standards. Each
academic and exploratory department is led by a veteran teacher well immersed in the content
standards and is a leader in the county for curriculum and instruction. Student portfolios are
completed at the beginning of each year with students setting goals for their achievement tests
in the spring. Teachers evaluate data, write smart goals, and use their data to drive effective
academic instruction.
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.)
Siegel Middle is exceeding the federal benchmark standards in math and reading/language arts
for all race subgroups with a population over 45 and for students who are economically
disadvantaged. An area of challenge is the special education subgroup where the school is not
meeting the federal benchmark standards in either math or reading/language arts. There was a
decline in the proficiency levels of students with disabilities between the 2006 testing and the
2007 testing. The 2008 testing show an increase for in math made by students with disabilities,
however, the target AYP mark of 86% was missing by 3%. In language arts, students with
disabilities scored 90% in 2008 thus surpassing the 89% AYP target. In 2009, SWD in
reading/language arts and in math missed the AYP targets by 7% and 9% respectively. Because
the NCLB mandates will continually increase the required proficiency percentage, meeting or
exceeding the federal NCLB benchmark standards for these students in math and
reading/language arts will be a targeted goal for the school. The other areas of challenge
include the scores in 6th grade math and language arts. There is evidence of a steady decline in
the scores for these areas.
Curriculum Summary Questions- Narrative Response Required
How will we address our challenges?
The special education language arts and math teachers work collaboratively with the regular
classroom teacher to differentiate instruction for these diverse learners. All teachers meet by
grade and subject level to devise ―smart goals‖ as deemed necessary by current test data. All
teachers are following a common scope and sequence for the new curriculum standards. Each
mini-school has an R&I period to work with students needing remediation and intervention. A
number of teachers choose to attend a monthly book club discussion group using the text
Subjects Matter by Harvey Daniels. Teachers discuss best practices and seek out viable
resources to enhance curriculum and instruction.
TEMPLATE 3.2.a: Instructional Practices
Template 3.2.a: Instructional Practices
(Rubric Indicators 3.3 and 3.4)
Teacher
incorporate a
wide range of
Current Instructional Practices research based, Learning for
Instruction Instruction is Multiple student centered diverse cultural
Aligned with Aligned with Teaching is Opportunities for teaching background
assessment Standard Data Driven students strategies students
Formative All teachers All teachers Academy of All teachers ESL teacher and
assessments follow state pattern their Reading, Double utilize inclusion support
and and county students’ Dose Math, Marzano’s nine from educational
benchmark curriculum TCAP scores Enrichment, instructional assistants.
tests aligned standards and each year and Learning Labs strategies for Multi-cultural
with county scope & meet with before and after lesson-planning lessons included
and state scope sequence, use departments to school, Algebra I purposes as well in adopted
& sequence, county evaluate and and Geometry. as commit to a textbooks
Orchard adopted address trends Each mini- school-wide supplemental
software with textbooks in test results. school has a focus on hands- materials.
Tennessee which include Students are required on, differentiated
Evidence of Practice (State in standards, state standards individually intervention and learning
definitive/tangible terms) Marzano assigned for patterned for remediation strategies. A
instructional each section, intervention period. professional
strategies chapter, etc., and/or book clubs for
monthly enrichment. teachers is
collaborative available to learn
department new instructional
meetings to strategies.
continually
align
curriculum
with
instruction
Is the current practice research- Yes Yes Yes Yes Yes, Marzano Yes
based? text, professional
book clubs
focused on
reading
strategies.
Is it a principle & practice of Yes Yes Yes Yes Yes Yes
high-performing schools?
Has the current practice been Effective Effective Effective Effective Effective Effective
effective or ineffective?
Current Current Academy of
Current TVAAS TVAAS Reading and Lesson Plans
TVAAS Report, Report, Math post tests, with state ESL pre-
Report, Orchard Pre Orchard Pre Six week grade standards and assessment
Orchard Pre and Post Test, and Post Test, improvement Marzano
What data source(s) do you have and Post Test, Benchmark Benchmark and class work strategies. Quick
that support your answer? Benchmark Testing, Testing, tips and
(identify all applicable sources) Testing Standards Standards strategies shared
Posted in Posted in at each faculty
Classroom, Classroom, meeting. Teacher
Lesson Plans Lesson Plans attendance at
aligned with aligned with D.I. conference
Standards Standards
Straight A’s on Straight A’s on Straight A’s on TVAAS Report TCAP and
Evidence of effectiveness or
the State the State the State card TVAAS report ESL post-
ineffectiveness (State in terms of
Report Card Report Card Report Card card, Benchmark assessment
quantifiable improvement)
testing
Teacher made Teacher made Regular Teacher directed Frequent ESL students
collaborative collaborative collaboration intervention and collaboration to attend a guided
Benchmarks Benchmarks with all remediation and produce learning
for all subjects for all subjects disciplines to learning lab Benchmarks, environment in
per grade level per grade meet all opportunities. lesson plans and small groups for
Evidence of equitable school level, Support learners’ activities for all all grade levels,
support for this practice from needs. subjects per E.A.’s assists in
Educational School-wide grade level large group
Assistants vocabulary environment
program based
on Marzano
strategies.
Support from
Educational
Assistants.
Researched Continue to Continue using Continue to To continue to
based include state Benchmarks, provide learning incorporate D.I. Follow up with
assessment to standards in Orchard, and labs and and Marzano classroom
drive daily lesson TCAP Coach enrichment. strategies along progress
instruction and plans; post books to assess Provide with teacher
continue to standards in and re-teach Academy of collaboration
base lesson the classroom instruction. Reading and time. Teachers
plans on state Continue to Double Dose will continue to
Next Step (changes or
curriculum, meet regularly Math share research
continuations)
standards and with teaching based teaching
objectives. teams to strategies at
Specific incorporate faculty meetings.
training for appropriate
teachers on the instructional
new state strategies.
standards for
2009-2010.
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 – Organization of the school day allows for an appropriate amount of class time
focus for each academic and exploratory area. Students (other than band) have an R&I
period to use for remediation, enrichment, and intervention. There is an optional
homeroom/activity period schedule that can and is utilized when necessary to schedule
additional school activities (i.e. pep rallys, assemblies, etc) as not to detract from
instructional time. Each Monday, a different department meets to discuss and share
effective instructional strategies.
MONEY – Funds are available to all teachers to use for instruction. Each teacher has
$300 at the beginning of the year to use with discretion for instructional materials.
Administrative discretion is used along with input from the school leadership team to
provide additional instructional materials such as TCAP Coach Books, LCD projectors,
computer software, etc.
PERSONNEL – Teachers are divided into academic mini-schools. All teachers are
highly qualified for their subject area. Educational assistants provide school-wide
support for instruction through the special education department.
OTHER RESOURCES – There is a computer lab, mobile computer lab, a CPS system,
media center, and auditorium available to all teachers to use for instructional activities.
“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 – There should be a designated time during the school day for one-to-one peer
conferencing between new and veteran/mentor teachers. Instructional time should be
used for authentic, hands-on learning activities that correlate to the state curriculum and
lend themselves to test preparation.
MONEY – Funds should be allocated for teachers to seek professional growth
opportunities at local, state, and national conferences to continue to learn research-
based, successful instructional strategies. Funds should be used as available to equip
each classroom with LCD projector and upgraded technology. A literacy coach should
be funded for the school to work with teachers and students to enhance and promote
literacy-based instruction for all students.
PERSONNEL – Add enough additional educational assistants to have one per mini-
school for instructional support.
OTHER RESOURCES – Over-crowding conditions have created a need for portables
on the campus, which creates challenges to the instructional process.
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?
By evaluating the data on the state report card, Siegel Middle School can defend its
instructional strategies by evidence of four years of scoring straight A’s in both achievement
and value-added test scores along with an A on the 8th grade writing assessment. This year with
the renorming of test scores we achieved all A’s in achievement and one A and three B’s in
value-added. There is a strong level of collaborative effort shown by each department meeting
several times each month. In these meetings—both entire department and grade-level—
discussions are held on instructional strategies and ways to produce data-driven instruction to
meet the needs of all learners.
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.)
According to the state report card, 6th grade scores for math and language arts are well below
average. No Child Left Behind federal benchmark standards for students with disabilities are a
targeted area in math and language arts. Students with disabilities must increase their math
scores by a minimum of 9% and raise their score to the required mark of 86% by the end of the
2009-2010 school year. Students with disabilities in language arts must increase their scores by
7% to meet the target score of 89% proficient. Instruction will continue to be focused on
utilizing the necessary teaching strategies to successfully meet the needs of all students along
with meeting the required AYP goals.
Instructional Summary Questions- Narrative Response Required
How will we address our challenges?
6th grade math and language arts teachers have devised grade level smart goals in response to
the test data. The departments have on-going collaborative meetings to discuss and implement
a variety of strategies specific to student learning such as hands-on activities and project-based
instruction along with utilizing the research-based strategies set forth by Robert Marzano in his
books Classroom Instruction That Works and Building Background Knowledge for Academic
Achievement. The special education department continually collaborates with the regular
classroom teachers for math and reading/language arts. Students with disabilities are often
―double-dosed‖ in reading and math to addressed specific deficiencies. Students use a variety
of computer software to practice skills and reinforce classroom instruction.
Template 3.3.a: Assessment Practices
(Rubric Indicators 3.5 and 3.6)
Provides
assessment
information to
Uses student Uses a wide communicate with
Current Assessment assessments that are Ensures that the range of Provides students, parents,
Practices aligned with the appropriate assessments, professional and other
Tennessee assessments are used CRT, NRT, development in appropriate
Department of to guide decisions Assesses all portfolio, the appropriate stakeholders
Education standards relative to student categories of curriculum based use of regarding student
based curriculum achievement. students assessments, etc. assessment learning.
TCAP, Benchmark Testing modifications Siegel Middle TCAP, In-service TCAP Student
Test, Math and accommodations tests all students Benchmark Test, training provided Report, Report
Placement Test, for ESL and SPED, using TCAP and Unit test, CELLA, at school or at Cards, Mid-
CELLA, ELDA, Iowa Readiness Test, Benchmark ELDA, Math Central Office, Progress Reports,
Evidence of Practice Gateway Test, and Explore Test Tests. Placement Test, Professional On-line grades,
(State in Writing Assessment Writing Learning Parent-teacher
definitive/tangible Assessment, Communities conference,
terms) Orchard, Reading/ developing newsletter, school
Math Academy, assessments and web page
Student analyzing the
Portfolios results of
assessments
Is the current practice Yes Yes Yes Yes Yes Yes
research-based?
Is it a principle &
practice of high- Yes Yes Yes Yes Yes Yes
performing schools?
Has the current practice
been effective or Effective Effective Effective Effective Effective Effective
ineffective?
What data source(s) do Scores from the Scores from TCAP, Value-added, State In-service Parent-teacher
you have that support student assessments ELDA, CELLA, TCAP scores, assessments, opportunities conferences, report
your answer? (identify that are aligned with Iowa and Explore Pass/Fail Benchmark tests, provided at cards, ELDA
all applicable sources) TN Dept. of Ed. percentages, Unit tests, school or at scores, translated
standards. Writing scores, Portfolios central office, materials for
Students exiting abbreviated days parents
ESL, the to allow teachers
Reading to collaborate
Academy or the
Math Academy,
Algebra or
Geometry credit
Value-Added, Value-Added, TCAP Value-added, TCAP scores, Increase in Parent feedback
Report Card data, students exiting TCAP scores, Improved proficiency in through emails,
showing all ―A’s‖ ESL, students earning Pass/Fail Benchmark tests writing scores letters, and surveys
for four years in a Algebra or Geometry percentages, scores, Value- from 95%
credit Added, Algebra proficient in
row, TCAP data Writing scores,
and Geometry 2007 to 97.7% in
with all ―A’s in Students credit, writing 2008 but
Evidence of achievement for exiting the
effectiveness or scores, students dropped to 93%
four years in a ESL, the exiting the ESL in 2009.
ineffectiveness (State in
terms of quantifiable row, Student Reading program
improvement) Academic report Academy or
card, and the Math
Percentage of Academy,
students receiving Algebra or
high school credit Geometry credit
for Algebra and
Geometry
All teachers are All teachers Assistants for All students PLC teams are All students
assigned a collaborate within the ESL and SPED participate in the provided receive newsletters.
Professional assigned PLC team to state assessment opportunities to
Learning develop strategies for and benchmark meet throughout
Community (PLC) all students to test. the school year.
Evidence of equitable
team to develop experience success. All teachers are
school support for this
benchmark tests, training in
practice
analyze the scores holistic scoring.
and reflect on the
data gathered from
the benchmark tests
and assessments.
Assess scores in Continue to explore Increase the Continue Continue to Continue to
PLC meetings to best practices for percentage of assessment develop or improve
track progression of authentic assessment. proficient and practice; rewrite improve communication
scores, monitor Faculty discussion on advanced benchmark benchmark among the parents
Next Step (changes or various subgroups, grading policies. students. questions to assessment and community.
continuations) and determine better assess within the PLC
intervention for students’ teams.
areas of need. understanding of
the state
standards.
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 – Teachers are given four (4) abbreviated instructional days during the school year
to meet in collaborative teams to design benchmark tests and analyze and evaluate
assessment results. Teachers plan appropriate intervention strategies to create student
success on reassessment. Benchmark tests are given each six weeks with designated days
for each academic subject to test on the same day. Students participate in three
countywide writing assessment practice tests prior to the state test in February.
MONEY – Funds were used to purchase TCAP Coach Books for math and science. LCD
projectors are in all science classrooms to be utilized with CPS assessment systems
purchased through a grant.
PERSONNEL – Educational assistants are utilized in all areas to provide support during
assessment to meet the accommodations as outlined in IEPs. Exploratory teachers work
cooperatively with academic teachers to provide additional assessment practice in their
classes.
OTHER RESOURCES – Orchard software and Exam View Suite software provide state
aligned assessment practice for students to use. All textbooks provide correlation to state
curriculum and standards.
“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 – Continue to use abbreviated instructional days to plan appropriate assessment
measures as well as develop authentic post-assessment interventions to reach all learners.
MONEY – Allocate funds for in-service opportunities for new teachers to attend
workshops on assessment practices. Allocate funds for a cohesive assessment program
developed from a professional test development company that provides computerized
feedback and breakdown of data.
PERSONNEL – The school needs a literacy coach to provide on-going training for
teachers in research based literacy strategies and provide one-on-one partnerships to assist
teachers in instruction and assessment. One educational assistant per mini-school to aid in
assessment accommodations for students with IEPs.
OTHER RESOURCES – Increase the number of computers available to students so
assessments can be done electronically for faster and more reliable results and feedback.
Equip all classrooms with LCD projectors and large screens for viable assessment
opportunities.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
Yes, all teachers are part of a Professional Learning Community team that meets twice a month to
create benchmark assessments targeting essential learning standards for a set time period. Each
academic subject gives the same assessment on the same day then the teachers meet to review,
evaluate, and analyze the assessment data. Intervention and remediation plans are made based on
the data.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in
being effective with all their students?
Orchard Gold software and ExamView Suite software allows teachers to match assessment with
state standards. All teachers are provided with necessary testing supplies such as Scantron cards,
analysis sheets, etc. Educational assistants are available to all teachers to provide test
modifications for students as needed.
Based on the data, are we accurately meeting the needs of all students in our school?
Siegel Middle is a high performing school in that it has achieved all A’s in achievement and
value-added scores on the state assessment for the past four years. This year we achieved all A’s
in achievement and one A and three B’s in value-added. In a breakdown of the data into the
various subgroups, Siegel Middle is not meeting AYP for students with disabilities in math or
language arts. There is evidence of a steady decline in the 6th grade scores in math and language
arts. Siegel Middle has earned an ―A‖ on the writing assessment for all eight (8) years of its
existence.
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?
Based on the Tennessee state report card, Siegel Middle has achieved all A’s in value-added
and achievement scores for four years in a row. This year we achieved all A’s in achievement
and one A and three B’s in value-added. Siegel Middle teachers pattern their students using the
state data at the beginning of each school year to determine successful assessment results and
evaluate areas in need of improvement. All Siegel Middle teachers are highly qualified in their
subject areas. All Siegel Middle teachers meet several times each month to develop benchmark
tests and evaluate results of the assessments. Scores consistently improve as the year
progresses.
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.)
Assessment is a very challenging area. Although all teachers are familiar with the state
curriculum standards, teachers are not privy to the actual state assessment design and; therefore,
must use their best professional judgment for designing assessment for all students. State and
federal mandates put excessive pressure on teachers to produce desired assessment results for
all students. New teachers need specific, focused training on developing effective formative
and benchmark assessments that align with state curriculum standards. Students who fall into
the NCLB sub-groups must reach new federally mandated scores each year to prevent the
school from being targeted in specific areas.
Assessment Summary Questions- Narrative Response Required
How will we address our challenges?
At the beginning of each school year, teachers pattern their students’ assessment results using
the TVAAS data provided on the state website. Teachers meet in collaborative department
teams to write ―smart goals‖ for the department and individually for their own instruction and
assessment desires. Teachers are meeting each month with their grade-level department to
develop, administer, analyze, and evaluate benchmark assessments. Teachers share successful
strategies for effective assessment results.
TEMPLATE 3.4.a: Organizational Practices
Template 3.4.a: Organizational Practices
(Rubric Indicators 3.7and 3.8)
School is
School is organized to
School’s Organizational organized to engage the
beliefs, processes Organizational School School is support a parents and
Current Organizational mission and increase the practices and provides organized to be diverse community in
Practices shared vision opportunity processes continuous proactive in learning providing
define the for success in promote the professional addressing issues community extended
purpose and teaching and effective time development that might impede through its learning
direction for learning at all on task for all for school teaching and programs and opportunities
the school. schools. students. leaders. learning. practices for children.
Mission The class Homeroom A variety of School day is Students are Parent
statement is length is time is utilized opportunities organized to leveled into Teacher
recited daily, appropriate for group are available provide a math classes Organization
posted in all for middle assemblies to in technology homeroom/activity to provide the with three
classrooms, school minimize time and classroom period when best learning formal
and is on the learners. away from strategy in- needed for extra- environment meetings per
website. Remediation academic service curricular events and year.
time is courses. sessions. scheduled during instructional Extensive
provided. Teachers the school day to pace. Siegel opportunities
Evidence of Practice (State in
School utilizes complete limit time away has a special for parent and
definitive/tangible terms)
the mini- individual and from academics. education community
school department program and volunteers to
concept to ―smart goals.‖ gifted work within
create smaller Teachers program to the school.
schools within work with support
the school. administration students with
to develop a variety of
professional learning styles
growth plans. and needs.
Yes. Yes. No. 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?
The mission, NSSE surveys TCAP, All teachers Administration Teacher Parent
beliefs, and completed by TVAAS, and meet and meets monthly lesson plans volunteers are
vision faculty, benchmark test exceed their with each teaching include used to
statements students, results. required in- team to work Marzano support the
were drafted parents, and service hours. collaboratively strategies and extra-
by committee community Teachers through the differentiated curricular
then presented members. participate in decision-making instructional activities of
to the faculty, professional process to provide strategies the school
parent book club the most designed to such as Siegel
advisory meetings, successful engage Sprint, Earth
What data source(s) do you have committee, attend local, educational diverse Day, and
that support your answer? and student state and environment for learners. Career Day.
(identify all applicable sources) council for national the student body. Rutherford Parents
feedback. conferences Administration County offers chaperone
Feedback and and share works an annual field trips,
suggestions strategies cooperatively with summer e.g., 6th grade
were also with the faculty to protect workshop on trip to 4-H
gathered from faculty. instructional time differentiated camp.
several and varies the instruction
businesses in schedule as that many
the Siegel necessary to faculty
community. secure effective members take
time on task. part in.
Feedback NSSE surveys TCAP and Teachers seek TCAP and TCAP and Over 400
from faculty, completed by TVAAS show out TVAAS show all TVAAS show parents
parent faculty, all A’s for four opportunities A’s for four all A’s for completed
advisory, students, consecutive to attend consecutive years. four parent
Evidence of effectiveness or
student parents, and years. training consecutive volunteer
ineffectiveness (State in terms of
council, and community Benchmark workshops years. forms at the
quantifiable improvement)
community show an tests are and volunteer beginning of
businesses all average consistently to share new the 2009-2010
showed response of evaluated for strategies school year.
evidence of 4.45 out of 5 strengths and with entire
support for for the areas of need in faculty.
mission, organizational student Teaching
beliefs, and structure of learning. teams and
vision the school. departments
statement. meet
regularly to
collaborate on
best
instructional
practices.
All mini- Teachers are Teachers are in All teachers Teachers are in All teachers All teachers
schools send in favor of the favor of using meet or support of this work and parents
representatives schedule homeroom time surpass the practice due to the cooperatively are invited to
to state the because mini- to take care of required in- amount of with ESL, PTO
mission schools are school service hours. instructional time special meetings. All
statement on a able to offer ―housekeeping‖ gained. education, and parents have
rotating basis. remediation in and assemblies. all other the
Evidence of equitable school
addition to diverse opportunity to
support for this practice
silent reading learners to volunteer for a
time. successfully number of
teach all extended
children learning
opportunities
within the
school.
We plan to We will We will Teachers will Continue to find The school’s The school
continue continue to continue to try continue to ways to minimize organization will continue
reciting the evaluate and to find creative collaborate class interruptions. will continue to engage the
mission adjust our ways to use within their to reflect the parents and
statement each schedule as homeroom time subject area changes in the community in
day. our needs to minimize and across the learning school culture
Next Step (changes or
evolve. time away from curriculum. community to provide
continuations)
academics. Teachers will through its extended
continue to practices and learning
seek out programs. opportunities
professional for the
growth students.
opportunities.
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 – The school day is effectively organized to insure time on task for academic
classes and exploratory classes and allow flexible time for extra-curricular events and
activities such as pep rallies, club meetings, enrichment classes and remediation and
grade recovery time. Teachers are divided into teaching teams with shared planning
times (with the exception of one mini-school) to meet and collaborate on a regular basis.
MONEY – Administrative discretion is used along with faculty input to allocate funds
to meet the many needs of the school’s organizational structure. Teaching teams and
departments meet regularly and will submit proposals for expenditures to support the
organization and instruction of the school. The guidance department oversees the
funding for the academic success program, which includes incentives for student
achievement, an academic pep rally and an end-of-the-year banquet for students
achieving academic success.
PERSONNEL – The school is divided into eight (8) mini-schools, two for sixth grade
plus two overflow sixth grade teachers, three for seventh grade, and three for eighth
grade. Each mini-school consists of five academic teachers. There is an exploratory
teaching team for the elective courses along with a teacher for ESL, geometry, double-
dose math and double-dose reading, plus a special education department for both
learning disabled and gifted students. The school also has a media specialist and full
time technology specialist. A number of educational assistants are in place throughout
the building to support the mini-school teachers and aid in the special education
department along with double-dose math and reading.
OTHER RESOURCES – The media center is located in the middle of the school with
convenient entrances from two hallways. The auditorium has a seating capacity of 600
with appropriate media equipment, and is available for all teachers to access for
instructional and extra-curricular purposes. Classroom and building space is utilized to
the greatest extent to provide appropriate learning environments for all students.
“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 – Currently one seventh grade mini-school has a split planning time, which
presents challenges for those teachers needing to meet together with each other, parents,
and administration.
MONEY – Outside of the scope of the school, funding is needed for new middle schools
to eliminate overcrowding and reduce class size at Siegel Middle. Funding for
additional educational assistants so one per mini-school can be utilized.
PERSONNEL – Additional educational assistants to support the organizational
effectiveness of the school.
OTHER RESOURCES – Because of growth in the county school system, Siegel faces
overcrowding issues and must utilize four doublewide portables. Building additional
middle schools to relieve the Siegel zone could potentially eliminate the need for
portable classrooms.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
Yes, all full time teachers have a classroom to use for the entire day whether in the main
building or in the portable classrooms. The geometry and additional algebra teacher is an
itinerant teacher and utilizes a classroom that is available during another teacher’s planning
time. All teachers have one planning period each day equal to the instructional periods.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in
being effective with all their students?
Yes, all teachers have a classroom suited to their teaching needs. All teachers have room
accounts with allotted funds to purchase needed materials for effective instruction and
organization in their classrooms. All teachers participate in the county mandated professional
learning communities program.
Based on the data, are we accurately meeting the needs of all students in our school?
Siegel Middle is a high performing school in that it has achieved all A’s in achievement and
value-added scores on the state assessment for the past four years. This year we achieved all
A’s in achievement and one A and three B’s in value-added. In a breakdown of the data into the
various subgroups, Siegel Middle is not meeting AYP for students with disabilities in math or
language arts. There is also evidence of a steady decline in the 6th grade scores in math and
language arts.
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?
The school day is organized to provide the most effective time on task for academic subjects.
An activity period schedule is used when extra-curricular events are scheduled to eliminate the
need for time off task from academics. The mini-school structure allows teachers to work
together in teaching teams to meet the needs of a set number of students. The mini-schools
develop a culture of pride and success over the course of the year by working together on
school-wide activities such as homecoming floats, mini-school cheers, t-shirt designs, magazine
sales, etc.
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.)
The faculty and staff continually analyze the data provided through state assessment to drive the
school’s overall focus on instruction, curriculum, and organization. Students with disabilities in
math must increase their scores by 9% to avoid being targeted through the No Child Left
Behind federal benchmark standards. Students with disabilities in language arts must increase
their scores by 7%. Also, test results for 6th grade math and language arts have shown a steady
decline with students now dropping well below average.
Organization Summary Questions- Narrative Response Required
How will we address our challenges?
The school has organized itself into professional learning communities to develop both
individual and department smart goals based on school and student needs and to reflect the data
from state testing. Educational assistants are being utilized throughout the school to provide
support, especially in the area of remediation and benchmark testing accommodations. The
school funds a voluntary book club study group which meets six times per year to discuss
current educational trends and effective, research-based strategies.
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