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					Tennessee School Improvement
  Planning Process (TSIPP)

        SIP Templates




    Tennessee Department of Education
     Commissioner Dr. Timothy Webb

               May 2009
              Tennessee School Improvement Planning Process
                                 (TSIPP)
                                          Assurances
                                      with Signature of Principal




I certify that _______________________________________________________ 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 101
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)
Jennifer Malone                             Principal
Cheyenne Rust                               K Teacher
Lindsay Stockdale                           1st Grade Teacher
Debbie Crumpler                             2nd Grade Teacher
Tammy Hattley                      Y        3rd Grade Teacher
Julie Russell                               4th Grade Teacher
Miranda Brakebill                           RTI/Guidance
Ashley Talley                               Special Education
Jennifer Roberts                            Teaching Assistant
Recinda Ezell                               Parent




Tennessee School Improvement Planning Process Templates – August, 2007                                Page 3 of 101
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
Heather White                                                     K Teacher
Erin Wilson                                                       1st Grade Teacher
Heather Dillinger                                                 2nd Grade Teacher
Amanda Mullen                                                     3rd Grade Teacher
Maria Warren                                                      4th Grade Teacher
Tammy Hattley                                                     3rd Grade Teacher                           Y
Whitney Dongarra                                                  4th Grade Teacher
Miranda Brakebill                                                 RTI/Guidance
Debbie Hensley                                                    Reading Intervention
Craig McKenzie                                                    Technology Teacher
Mitzi Hall                                                        Music Teacher
Gretchen Swicegood                                                Parent and Para-Professional
(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.


             Subcommittee 1 Chair Signature




Tennessee School Improvement Planning Process Templates – August, 2007                                  Page 4 of 101
Subcommittee for COMPONENT                         2 Beliefs, Mission and Vision
                         Member Name                                             Position              Chair
Pat Navarro                                                      Reading/Math Intervention              Y
Julie Russell                                                    4th Grade Teacher                       Y
Alisa Barrett                                                    Kindergarten Teacher
Leigh McNabb                                                     Kindergarten Teacher
Melissa Hart                                                     2nd Grade Teacher
Casey MacKintosh                                                 3rd Grade Teacher
Katie Ferraris                                                   4th Grade Teacher
Ellie Guldan                                                     Guidance Counselor
Elaina Koch                                                      Speech Pathologist
Nancy Lee                                                        Special Education
Paula Shelton                                                    Parent
(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


Subcommittee for COMPONENT                         3   Curricular, Instructional, Assessment, and
                                                       Organizational Effectiveness
                         Member Name                                             Position              Chair
Beth Moore                                                       Kindergarten Teacher                   Y
Cheyenne Rust                                                    Kindergarten Teacher
Dana Martindale                                                  1st Grade Teacher
Hayley Lynn                                                      1st Grade Teacher                       Y
                                                                  nd
Debbie Crumpler                                                  2 Grade Teacher
Angela Patterson                                                 2nd Grade Teacher
Kelly Shoemaker                                                  3rd Grade Teacher
Julie Russell                                                    4th Grade Teacher
Timmie Brannon                                                   Spanish/Guidance Teacher
Laura Scheffer                                                   Parent/Grandmother
(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.


Tennessee School Improvement Planning Process Templates – August, 2007                              Page 5 of 101
             Subcommittee 3 Chair Signature


Subcommittee for COMPONENT                         4 Action Plan Development
                         Member Name                                                Position            Chair
Melanie Amburn                                                  Vice Principal                           Y
Donna Butler                                                    Kindergarten Teacher
Lindsay Stockdale                                               1st Grade Teacher
Nan Habegger                                                    2nd Grade Teacher
Casey MacKintosh                                                3rd Grade Teacher
Jamie Hurst                                                     3rd Grade Teacher
Katie Ferraris                                                  4th Grade Teacher
Kathy Eckhardt                                                  4th Grade Teacher
Jo Wilson                                                       Media Specialist
Ashley Talley                                                   Special Education                         Y
Amy Hinton                                                      Parent
(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 6 of 101
Subcommittee for COMPONENT                         5 The School Improvement Plan and Process Evaluation
                         Member Name                                            Position                Chair
Ashley Hatcher                                                  Kindergarten Teacher
Akiko Burchfield                                                Kindergarten Teacher
Heather McKee                                                   1st Grade Teacher
Robert Hall                                                     2nd Grade Teacher                         Y
Kim Couk                                                        Preschool Teacher
Denise Miller                                                   3rd Grade Teacher
Marianne Phillips                                               3rd Grade Teacher
Melinda Moroz                                                   4th Grade Teacher
Steven Townley                                                  Physical Education Teacher
Amy Harrod                                                      Art Teacher
Janet Rolen                                                     Reading Intervention Teacher
Allison Chimley                                                 Parent
(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 7 of 101
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
Census Data                         There is little ethnic diversity in our community, unemployment rate is
                                    low, and median income is in line with state/national averages.
Loudon County TCSSIP                While Loudon County Hispanic population is 6%, the vast majority of
                                    these students attend school in Loudon or Lenoir City.
Past Eaton SIPs and SACS            The history of Eaton is documented through the years in past SIPs and
documents                           SACs documents.
Dept. of Education School           All Eaton staff members are highly qualified to teach in their subject
Report Cards                        areas. There is a significant population (43.4%) of economically
                                    disadvantaged students at Eaton.
Oran Data Management                Eaton teachers are becoming more highly educated with the number
Program                             acquiring advanced degrees increasing each year. The number of
                                    teachers with 20+ years of experience is decreasing.
Parent, Faculty, and Student        Approximately half of Eaton students reside in a home with a divorced
Surveys                             parent.
Principal’s Night In feedback       Parents are very supportive of the academic achievement and special
                                    area classes at Eaton. Parents cite traffic and overcrowding as most
                                    pressing challenges.




Tennessee School Improvement Planning Process Templates – August, 2007                             Page 8 of 101
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..

TEMPLATE 1.3.2: School and Community Data
(Rubric Indicator 1.3)

Narrative and analysis of relevant school and community factors:

Eaton Elementary School is located in Lenoir City, Tennessee. Though once a rural community,
rapid population growth, along with the proximity to Knoxville and Oak Ridge, has changed the
area to a suburban culture. The students at Eaton Elementary have varied needs and
backgrounds.

Eaton was established in 1912 and served grades 1-8 until 1970 when kindergarten was added.
The school became overpopulated due to community growth, and in 1978 grades 6-8 moved
nearby into a new building named North Middle School. In December 1984, a new Eaton
Elementary School was completed adjacent to North Middle to serve students in grades K-5.
Growth continued, and in 1997 eight additional classrooms and a new gymnasium were added
onto Eaton. The most recent change was the addition of 17 classrooms meant for grades 5-6
onto North Middle School. This reduced the number of students at Eaton by making it a K-4
elementary school. In addition, a portable classroom housing Music and Spanish classes was
placed on the site. Through the state lottery initiative, a preschool class was added in 2006-
2007. Another portable classroom was added in 2007-2008 that houses a daycare for
Eaton/North Middle School staff members’ children along with a developmental special
education preschool class. During this long period of growth, Eaton had only a handful of
administrators. In fact, in 92 years there have only been five principals. Mr. Larry Duff served
the longest tenure at the school from 1961-2003. Jennifer Malone, a former Eaton student,
became principal in 2003, and Melanie Amburn became Vice-Principal. Both ladies began their
careers as teachers at Eaton.

The facilities at Eaton include a well-maintained campus consisting of one physical plant,
two outdoor playgrounds, an outdoor reading garden, and a full-size track with soccer field. A
smaller track is located on the 3rd and 4th grade playground. Both playgrounds have a variety of
play equipment for students, and PTO updates and maintains these areas. A PEP Grant
awarded to Loudon County Schools in 2008 enabled the school to add a large Beanstalk play
structure tied to physical fitness lessons. The school has a gated reading garden which was
built as a memorial to a teacher who was killed in an automobile accident. Inside, Eaton has a
large, modern cafeteria that seats 200, full size gymnasium, office, clinic, teacher/parent
workroom, and a two-story media center with sky-lights. The number of classrooms by grade



Tennessee School Improvement Planning Process Templates – August, 2007                           Page 9 of 101
level is as follows: one lottery preschool class, one developmental special education preschool
class, eight kindergarten classes, seven first grades, seven second grades, eight third grades,
and seven fourth grades. The school offers physical education, art, music, Spanish, two special
education classrooms, two computer labs, two guidance classes, and four reading, math, library
and speech intervention areas.

The environment and safety conditions of the school are a top priority at Eaton. The school has
a beautiful, clean campus that is well-maintained. The front entrance windows and doors are
painted with special pictures that are seasonal. There are two murals on the walls in the
building and the hallways are accented with bright paint colors and student work. There is a
school resource officer available, and there is a thorough school safety plan in place which is
reviewed and updated yearly. The faculty and staff have been trained in safety and emergency
procedures by its Safety Committee. There are several handicapped parking areas along with
ramps and an elevator inside the building. There are security cameras to monitor exits, and all
exits except the front door are kept locked at all times. The school is regularly inspected by the
Fire Marshall and Health Inspector, and top marks are always received. The school has monthly
practice fire drills as well as tornado and earthquake drills.

Eaton is proud of its professional staff. Our teachers work hard daily to offer the students
the expertise needed to learn and excel in the future. From twenty-four universities around the
country, 16 teachers have B.S. degrees, 19 have Master’s degrees, and 17 have Educational
Specialist degrees. There are no teachers at Eaton instructing courses outside of their area of
certification. It is a very homogeneous staff with five white males and eighty white females.

The length of the school year is 180 days with 10 days set aside for professional development.
The school runs from 8:05 – 3:05. Report cards are sent home every six weeks for a total of six
times each year. At Eaton Elementary, there are 53 students being served in speech.
Seventeen students are in the gifted program. As of March 2010, Eaton Elementary School has
an enrollment of 757 students with 50% qualifying for free/reduced lunch benefits. There are
398 male students (52%) and 359 female students (48 %). There are 45 pre-k students, 139
students in kindergarten, 124 students in first grade, 149 students in second grade, 137
students in third grade, and 163 students in fourth grade. There are five Asian students, four
African-American, sixteen Hispanic students, and 732 white students (96%). Of the 732 students
enrolled at Eaton Elementary, nine are classified as ELL (English Language Learners). All nine
students receive additional instruction provided by an ELL teacher. The attendance rate for
students at Eaton Elementary is 96%; while the attendance rate for teachers 99%. Between
August of 2009 and May of 2010, discipline referrals have resulted in six school suspensions.
Eaton has a 99% promotion rate and a 1% retention rate. Since Eaton is a Pre-K-4 school, drop-
out rate is not applicable.

Eaton Elementary is one of nine schools located in Loudon County. The Loudon County
School District is the largest public school system in Loudon County. The total
enrollment for the Loudon County School District is approximately 5,000 students.
The Eaton community is fairly homogenous and the school has a very small minority


Tennessee School Improvement Planning Process Templates – August, 2007                Page 10 of 101
population. Approximately 3.2% of the school’s parents are minorities. Our parent
demographics indicate diversity in the range of marital status. Fifty percent of Eaton
student body resides with both parents, while the other fifty percent live with a single
parent or grandparent. The various levels of parent education are as follows: 75.6% have
completed high school and attained a diploma, 17% earned a college degree, and 7.4%
did not attain a high school diploma. There are approximately 15,944 households of which
28.40% have children under the age of 18 that live with them 2,000 (Census). The parent
population of Eaton has a very high employment rate with only 4.5% (2005 U.S.
Census Bureau) currently unemployed. The high employment rate has made for a very wide
range in income levels. The range is from $10,000 a year to $100,000+ a year. The median
household income is $43,152 (U.S. Census Bureau 2003). According to the 2000 U.S. Census
Bureau, 3.2% households earned $150,000 or more compared to 9.6% households that earned
less than $10,000. Per capita income was $29,270 (98% of the state average and 89% of the
national average; 2004 Bureau of Economic Analysis). There are 43,387 persons residing in
Loudon County (2005 estimate source: U.S. Census Bureau). Loudon County’s racial make-up is
as follows: White 91.5%, African – Americans 1.7%; Native Americans .2%, Hispanics/Latinos
6%, Pacific Islander 0%, and Asian .6% (According to the Loudon County School Improvement
Plan May 15, 2007).

The major employers in Loudon County are Arvin Meritor, Monterey Mushroom, Kimberly-
Clark, Strongwell, Viskase, Yale Commercial Locks and Hardware, Wampler’s Farm Sausage,
Wal-Mart and Malibu Boats. Additionally, many of the residents make the short commute to
Knoxville, Oak Ridge, or Maryville. The defense plant and the technology businesses in Oak
Ridge provide manufacturing and service oriented employment.

 There are 42 local businesses that are involved with Eaton School during the year. Some
donate funds to Rocket Romp fundraiser; some provide support for programs like the student
role models, students-of-the-week, art and music contests, and writing contests. Shoney’s,
McDonald’s, Hardees, Texas Roadhouse, and Zaxby’s provide a variety of incentive coupons,
school supplies, and discounts for both students and teachers.

 In addition to the regular curriculum, Eaton offers physical education, library, guidance,
Character Education, art, technology, Spanish and music. These special classes are offered in a
seven-day rotation for grades 1-3, and 8 day rotation for Grades K and 4th, and weekly for Pre-K.
There is also reading and math intervention for students with skill gaps.

Some unique programs at Eaton Elementary are the parenting empowerment opportunities
offered by the Guidance Department. Parents can attend morning “Parent Power Hours” or
periodic evening seminars specifically designed for helping families raise the odds for their
child’s success. To reinforce learning, the Guidance Department supports a specialty Lending
Library for families, students, and teachers on topics including, grief, divorce, new baby, anger,
friendship, teasing, parenting, etc. Over 200 items are checked out yearly. The Guidance
Department also provides “Banana Splits” groups for students from split families and assorted
small groups on anger, study skills, friendship, grief etc. Students in third and fourth grades


Tennessee School Improvement Planning Process Templates – August, 2007                Page 11 of 101
participate on the spring track team. Eaton has two stationary technology computer labs for
student and teacher use. A full time technology teacher is part of the special area rotation and
teaches students crucial technology skills. Grades 1-4 use the Accelerated Reader and
Accelerated Math Programs with earned prizes through the library. Third and fourth grade
performed a major musical production under the direction of the Music teacher. Several
classrooms also present skits and plays periodically during the year. Two Rivers Church started
a mentoring program at Eaton this year called Kids Hope that serves 19 students. Several
faculty members at Eaton and a large group of volunteers from Two Rivers Church (Project One
Child) also provide before and after school tutoring. In addition to the yearly Science and Social
Studies fairs, Eaton offers a Technology Fair for all students in grades K-4. There are many field
trips and special presenters who contribute to our programs, including dental education, drug
education, and fire safety programs.

Character education is an important component of the Eaton experience. Each classroom has a
Student-of-the-Week who receives special recognition. Mrs. Malone shares “Words of Wisdom”
every morning during the morning announcement to remind the students to “make it a great
day.” Monthly themes are respect, honesty, commitment, etc. This year the school has
embarked on a 12-month planning process to implement School Wide Positive Behavioral
Supports for the 2010-2011 school year.

Eaton has strong parent involvement with over 200 volunteers in our classrooms yearly.
Our school stakeholder surveys are overwhelmingly positive with over 85 percent of parents
responding favorably to questions about faculty, staff, and administration. Parents serve on
various committees and have valuable input in the development of our school plans.
Each year the principal hosts two “Principal’s Night In” with more than 80 parents attending to
participate in school improvement efforts. Each grade level hosts “Back to School” nights during
the first three weeks of school. Parent conferences, held twice a year, are attended by a large
percentage of families. The active Parent Teacher Organization holds three meetings a year
that are well attended, hosts 5-6 events for Teacher Appreciation, and helps fund computer
access for technology, music, art programs, student publishing, science, social studies, and
technology fairs. Parents are also highly instrumental in making our yearly Rocket Romp
Fundraiser a success. March Math Madness brought in more than 700 people for a fun evening
of solving a math mystery.

The school is truly the center of the community, as is demonstrated by the numerous
activities that take place at the school, and the involvement of various clubs and organizations.
Club Central daycare utilizes the building during the summer for physical education activities.
AYSO soccer clubs use our fields, and community members regularly use the track for exercise.

Two Rivers Church and EODT have partnered with Eaton to provide Friday afternoon backpacks
of staple food items to send home with students for the weekend. On a monthly basis,
teachers share their students’ art work the community. Art from Eaton students can be found
in Shoney’s Restaurant, McDonald’s, and O’Charley’s. Eaton also participates in several joint
cooperative efforts with Central United Methodist Church, which is located adjacent to the


Tennessee School Improvement Planning Process Templates – August, 2007               Page 12 of 101
school. In fact, there is a paved walkway between the school and the church, which provides
easy access to both facilities. The church allows Eaton students to use their facility for stage
and/or musical productions. In addition, Eaton encourages Central United Methodist Church to
“borrow” the school facilities for special events such as church dinners, youth recreation, pre-
school visits, and Club Central activities. Various organizations and community members are
invited to enlighten our student body with their respective talents and fields of expertise. Some
of the organizations and/or community members who are involved include Ijams Nature
Center, the Knoxville Symphony, TVA Energizer Guy, Rural Metro Fire Department, Lenoir City
Fire Department, Pilot Club of Lenoir City, and Lenoir City High School Band and Drama Club.

Parent Student, and Faculty Surveys

The school Leadership Team routinely surveys parents, students, and all staff members on a
yearly basis. These survey results are studied by the team and conveyed to our stakeholders via
the Rocketeer monthly newsletter, the class web site, and teacher notes home.

Eaton teachers and administrators are doing a good job creating a welcoming climate for
students and parents. Of those responding to the parent survey, 97% say they are treated
courteously and 85% believe they can participate at school in ways to help their child. As
evidenced by survey results, parents value education and the majority (86%) expects their child
to complete a four year college degree. Ninety-five percent believe the school is providing the
services necessary to guarantee their child’s academic success. Parents have good relationships
with Eaton teachers and 99% feel comfortable speaking to the teacher about school issues.
Parents also overwhelmingly believe administrators and teachers are professional, seek out
resources for the school, and work as a team to solve school problems. One hundred percent
report they believe the school is safe and clean. There were a few questions that showed a
need for better communication on the part of school staff. For instance when asked whether
they understood the state testing program, some 10% of parents either did not know or
disagreed. Another area of concern is the safety of school buses with only 34% responding they
believed the buses to be safe. The school has done a much better job informing parents about
available parenting training with 95% responding they know these classes take place at school.
On the both the multiple choice and comments section of the survey, parents cited the
cafeteria food as the major negative. Only 78% say the cafeteria provides nutritious meals.
This same issue has been the number one topic at Principal Night In focus group sessions.

More than 300 students in grades 2-4 completed the online survey during computer technology
class. It is obvious from the answers that our students feel safe and have positive relationships
with school employees. Ninety-five percent say they feel safe at school. This correlates with
students saying their teachers care about them (99%), that school administrators know their
names (98%), and they readily ask for and receive help from their teachers (98%). Challenges
show up on questions regarding bullying and teasing. Forty-five percent of students believe
there are bullies in school that make them uncomfortable, and 35% report they are teased or
made fun of at school. In addition, only 56% of our students answer that they help make the
rules and decisions in the school and classroom. Currently, only third and fourth graders serve


Tennessee School Improvement Planning Process Templates – August, 2007              Page 13 of 101
on the School Advisory Council, so second graders taking the survey may feel disenfranchised or
not fully understand how collaboration in classroom decisions impact this survey question.

Faculty surveys were generally positive and show a cohesive staff that enjoys coming to work
and spending time together. Staff members, both certified and non-certified, completed the
survey online. One hundred percent of staff members report they have formed friendships at
school and 100% say they enjoy working at Eaton. Teachers report that administrators have
high expectations for student achievement (100%) and that the principal promotes the use of
technology for learning (100%). Teachers also work with administrators to seek out
community resources and form partnerships with local business to benefit the students (98%).
Ninety-seven percent of staff member taking the survey said they utilize Learning Focused
strategies either all the time or most of the time. Resources are not an issue at Eaton with 98%
of staff members reporting they have the financial resources and materials necessary to teach
their class in an effective manner. There are some challenges that appear on the survey. While
78% of staff members feel they have input in school decisions that affect them, there is still
22% who answered “Sometimes” to this question. It appears that administrators are stretched
thin when it comes to classroom visits. Fifty percent of teachers report that administrators visit
them often; however, there are 34% who answered “Sometimes.” With 19 teachers
completing the formal evaluation process during the 09-10 year, the majority of time is spent in
this area. Finally, teacher pay and the compensation package were selected by 61% of the staff
as the one thing they most wanted to change about their working environment.




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
TCAP Criterion Referenced Test (Grades 3-4)




Tennessee School Improvement Planning Process Templates – August, 2007               Page 14 of 101
TCAP Norm Referenced Test (Grades 1-2)


State Report Card academic and non-academic data


STAR Reading and Math scores


Skills Tutor benchmark testing data


Report Card Progress – Every Six Weeks


RTI Reading Probes


Textbook Pre-Assessment and Unit Tests




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.


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.




Tennessee School Improvement Planning Process Templates – August, 2007                                Page 15 of 101
The data collection process begins with administrators providing the achievement test data to
teachers prior to the beginning of the school year. Raw student scale scores by grade level,
subject, and teacher are taken and imported into Excel spreadsheets. These scores are color
coded and sorted by proficiency level cut offs. Teachers also collect individual student TCAP
results reports. When TVAAS data becomes available in November, teachers are given access
to the web site and gather information about student growth in quintile levels by subject. STAR
reading and math tests are given at the beginning of the school year to gather baseline data
and skill levels. Skills Tutor is a benchmark assessment technology piece teachers use in grades
2 and 4 to determine progress in language arts and math. Detailed student reports in skill
mastery are used to make instructional decisions. In addition, all Eaton students keep a data
notebook from first grade through fourth grade. Teachers pass on data notebooks each year as
the children progress through the grade levels. These notebooks contain all assessment – from
reading tests, TCAP reports, unit tests, Skills Tutor reports, and RTI probes, copies of report
cards, and STAR reading and math reports. At the end of each six weeks the teachers submit a
growth report from STAR reading and math along with report card scores for comparison.
Surveys are taken by staff, students and parents. Questions on these surveys are developed by
the data team. We are able to survey our staff and students online in the computer lab and the
results are automatically tabulated for us. Parents have the choice to complete surveys online
or on paper. Results are disseminated to stakeholders on the Internet, by email, and by the
school newsletter. Focus group data is gathered at two Principal Night In meetings where
parents provide insight and ideas for improving school programs.

Data is analyzed in several ways. First and second grade norm referenced TCAP data is broken
down by grade level, subtest, and teacher. Percentile information is entered into EXCEL
spreadsheets. Teachers then take this data, rank and sort, and utilize it as one means of
determining individual student goals for the year. Teachers also analyze this primary data to
look for trends in certain subjects or by teacher. For instance, if one first grade teacher has
consistently higher scores in Word Analysis, other team members will rely on her to provide
expertise in this area of instruction. If second graders across the board typically struggle with
science concepts, curriculum issues and alignment to standards are examined. Third and fourth
grade teachers initially use TCAP criterion referenced achievement data to look at individual
student strengths and weaknesses by subject and skill. Differentiated instructional goals and
plans for students are then determined. Teachers also compare results from past years,
compare to other schools, and to state averages to ensure that our students are achieving gains
at acceptable levels. The EXCEL spread sheets are used to rank students by subject area and to
examine proficiency levels. Particular attention is paid to students who were not proficient in a
particular subject and how close they are to making the next cut score. Advanced placement in
academic classes can be based on these results. TVAAS value added data is analyzed to ensure
we are making equitable norm gains between all quintiles of learners and by all subgroups.
Teachers compare student growth to past years data, as well as local and state gains.

At the school level, benchmark data from Skills Tutor is utilized to pinpoint student skill
strengths or deficiencies in language arts and math. This information is analyzed and used as a
guide for differentiation as teachers plan units of instruction. Similarly, STAR reading and math


Tennessee School Improvement Planning Process Templates – August, 2007               Page 16 of 101
data provide baseline and benchmark information regarding instructional levels for reading and
math. Response to Intervention (RTI) probes are given regularly to identify students needing
additional intervention and instruction in order to be successful. Report card data and growth
reports are analyzed to determine alignment. For instance, if a student’s growth report is
stagnant, why are they making an “A” in that subject on the report card?

We take our staff, student, and parent surveys very seriously and use this information for
program planning. The data committee takes these results and looks at the percentages of
positive and negative responses for each question. Then, they actually compare these
percentages to past survey results to determine gains or losses. The committee also takes into
account responses of “Don’t Know” and tries to determine if there are gaps in communication.
Likewise, information gathered from the focus group sessions at Principal Night Ins is analyzed
and taken into account when determining strengths and challenges for the coming year.

Strengths of Data Collection & Analysis Process

     Administrators and teachers have a belief and commitment to improve student
      instruction based on data.

     Administrators and teachers utilize assessment data to make sure curriculum is aligned
      with state student performance indicators. This includes prioritized curriculum maps
      and pacing guides.

     Administrators and teachers understand the various assessment pieces and have had
      experience in analyzing available data.

     There is collaboration in the data collection and analysis process with administrators,
      grade level teams, and cross grade level teams.

     Eaton educators have a variety of assessment measures available including a technology
      based benchmark test and Response to Intervention probes.

     Teachers and students utilize individualized assessment portfolios to assure all student
      needs are being met.

     Survey data is regularly collected and analyzed.



Challenges of Data Collection & Analysis Process

     TCAP data used for school improvement planning is not “real time”. Many of these
      students are no longer in our building, yet we are basing instructional decisions on their
      test results.


Tennessee School Improvement Planning Process Templates – August, 2007              Page 17 of 101
     The online benchmark assessment tool, Skills Tutor, has only had one year of
      implementation, and additional training is needed to ensure full and appropriate usage.

     Since there are many teachers on staff with less than five years experience, there is a
      need for additional professional development on data analysis.

     The student assessment portfolios are not maintained consistently by 100% of Eaton
      teachers.




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
TCAP Criterion Referenced Achievement for Grades 3-4:

In looking at the TCAP criterion referenced data for grades 3-4, overall achievement is analyzed
by grade level and subject area. In addition, there is analysis of three subgroups: gender,
socioeconomic status, and special education. Eaton’s ELL and ethnic population is so small
(only nine students), that TVAAS information is not available for these subgroups. Eaton has
met all AYP goals for the past years, and continues to show excellent achievement scores in
these two grade levels. Strengths and weaknesses can be seen in a broad context, and also
specific concerns for the student subgroups can be identified as well.

Looking at overall achievement, Eaton third and fourth graders are reaching proficiency levels
in great numbers above what is needed to meet adequate yearly progress. However, we see a
marked decline from 2008 in the number of students scoring Below Proficiency. This trend is
alarming because of the drastic change – particularly in third grade. Third grade results show
that 93% are proficient in reading, 85% in math, 84% in science, and 79% in social studies
compared to rates of 98%, 94%, 95%, and 95% in 2008 (change of (-3, -5, -7, and -10). Fourth


Tennessee School Improvement Planning Process Templates – August, 2007                                Page 18 of 101
Report Card Data Disaggregation
grade results show 96% proficiency for reading, 98% in math, 96% in science, and 94% in social
studies. This is compared to 2008 results of 99%, 99%, 96%, and 92% (-3, -1, NC, +2). This data
is more in line with the normal fluctuations between student groups throughout the years.

                                        Reading/Language Arts
                      % Below Prof.       % Proficient      % Advanced           % Total Prof.
 Grade      Group      2008     2009       2008      2009     2008   2009         2008      2009
   3         All         2       5           37        34      61     61           98        95
   4         All         1       4           32        40      67     56           99        96


                                                Math
                      % Below Prof.        % Proficient          % Advanced      % Total Prof.
 Grade      Group      2008     2009        2008      2009        2008    2009    2008      2009
   3         All         6       11          37         43         51      46      94        89
   4         All         1       2           25         47         74      52      99        98


                                               Science
                      % Below Prof.        % Proficient          % Advanced      % Total Prof.
 Grade      Group      2008     2009        2008      2009        2008    2009    2008      2009
   3         All         5       12          51         42         44      46      95        88
   4         All         4       4           35         32         61      65      96        96


                                            Social Studies
                      % Below Prof.        % Proficient          % Advanced      % Total Prof.
 Grade      Group      2008     2009        2008      2009        2008    2009    2008      2009
   3         All         5       15          48         33         47      52      95        85
   4         All         2       6           16         27         82      67      92        94



The percentage of third graders scoring advanced is 61% in reading, 46% in math, 46% in
science, and 52% in social studies. Fourth grade advanced scores are 56% in reading, 52% in
math, 65% in science, and 67% in social studies. This comparison shows us that fourth grade is
doing a good job moving students to higher levels of achievement. A comparison of yearly
data shows a consistent pattern in fourth grade scores, with third grade showing drops in all
subjects.




Tennessee School Improvement Planning Process Templates – August, 2007                Page 19 of 101
Report Card Data Disaggregation

In breaking down the data into subgroups, certain populations of students showed less
improvement or negative progression. In looking at gender data, 3rd grade males in the Below
Proficiency category increased from 9% in 08 to 17% in 09. In Reading/L.A., Below Proficiency
3rd grade males rose from 2% to 4% . This same trend for 3rd grade males holds true in Science
and Social Studies with Below Proficiency scores going from 7%-13% and 6% to 16%
respectively. These same downward trends hold true for 3rd grade females in the Below
Proficiency category with significant drops in Science and Social Studies (4%-10% and 4% to
15% respectively).

Looking at the subgroup Socioeconomic Status, we see a similar trends in third grade with
Below Proficiency percentages staying steady in Reading (NC), increasing in Math from 11-15%
(+4), increasing in Science from 12-13% (+1), and increasing in Social Studies from 9-15% (+6).
For this sub-group fourth grade Below Proficiency results are mixed and show 7% in reading,
4% in math, 5% in science, and 11% in social studies, changes of +4, -1, -6, and +3. .

In the final subgroup, Special Education Below Proficiency results are mixed. Third grade data
shows Spec. Ed. Below Proficiency at percentages of 5, 19, 10, and 38 for reading, math, science
and social studies, changes of -2, -8, -10, and +25. This subgroup is performing better in all
subjects except Social Studies where there was a huge increase in the number of students not
reaching proficiency. Similar numbers for 4th grade Special Ed. Below Proficiency 20%, 7%, 13%,
and 20% changes of +11, -11, +4, and +11. This is a drastic downward trend in reading, science,
and social studies.

TVAAS Norm Gain Scores for Fourth Grade:

In regards to TVAAS scores, Eaton Elementary School had an estimated mean NCE gain greater
than the growth standard within all academic areas. Data shows that in regards to the mean
NCE gains, Eaton Elementary showed a decrease from 8.3 to 5.0 in math, a decrease from 6.1 to
1.1 in reading/language arts, a decrease from a 5.1 to a 4.1 in science, and a dramatic decrease
from 17.5 to 9.1 in social studies.

                     Math                     Reading/La     Science     Social
                                              nguage                     Studies
                                              Arts
 2008 NCE            8.3                      6.1            5.1         17.5
 Gains
 2009 NCE Gain       5.0                      1.1            4.1         9.1

While NCE gains showed improvement in all subjects, when we begin to disaggregate by
quintiles, we see that our highest achieving students are showing better gains in math than
their peers in quintiles 2 with quintiles 4 & 5 showing the greatest overall gains. This trend



Tennessee School Improvement Planning Process Templates – August, 2007                Page 20 of 101
Report Card Data Disaggregation
holds true when looking at gender, but we see with economically disadvantaged that quintile 4
actually had negative gains. We made significant improvement in meeting the needs of our
female students in math.

 Math               Lowest 1          2                Middle 3          4        Highest 5
 Gains
 All Students 08    2.6               3.5              6.4               5.1      6.5
 All Students 09    5.1               1.5              5.3               6.0      8.2
 Male 08            0                 .8               5.3               5.7      6.5
 Male 09            5.0               -1.0             8.5               5.0      7.0
 Female 08          6.5               6.0              7.4               4.6      6.5
 Female 09          NA                3.9              3.2               8.3      9.1
 Economically       5.9               .6               5.5               -1.0     6.8
 Disadvantaged
 08
 Economically       .7                2.7              4.6               6.0      3.2
 Disadvantaged
 09
 Spec. Ed. 08       NA                5.2              NA                NA       NA
 Spec. Ed. 09       NA                NA               4.7               NA       NA


 Reading/Lang         Lowest 1        2                Middle 3          4        Highest 5
 uage Arts
 Gains
 All Students 08      8.4             3.6              4.0               5.3      8.2
 All Students 09      -4.8            .8               3.0               1.7      2.5
 Male 08              7.9             3.4              5.9               6.2      6.7
 Male 09              -5.6            2.6              2.1               1.6      3.2
 Female 08            8.9             3.8              2.5               4.4      9.3
 Female 09            NA              -1.2             4.7               1.8      1.9
 Economically         11.6            0.4              4.7               6.3      10.3
 Disadvantaged
 08
 Economically         -2.3            0.2              3.5               2.3      6.1
 Disadvantaged
 09
 Spec. Ed. 08         NA              -0.1             1.7               NA       NA
 Spec. Ed. 09         NA              NA               NA                NA       NA




Tennessee School Improvement Planning Process Templates – August, 2007            Page 21 of 101
Report Card Data Disaggregation
We continue to make modest gains in reading language in all quintiles except one where we
lost ground (drop from 8.4 to -4.8). This drop is readily apparent in the first quintile for both
males and economically disadvantaged. As opposed to data from years past, we are suddenly
earning higher gains with our highest students and not reaching the needs of our lowest
achievers.

 Science                     Lowest 1        2           Middle 3        4            Highest 5
 Gains
 Together 08                 -4.6            4.3         4.4             4.1          3.5
 Together 09                 -6.4            4.4         6.1             5.3          1.2
 Male 08                     1.1             5.2         2.5             5.1          6.7
 Male 09                     NA              12.9        7.0             6.3          2.2
 Female 08                   -8.5            3.7         5.5             2.8          -0.6
 Female 09                   NA              -2.7        5.5             3.4          0.1
 Economically                -6.8            2.8         4.7             3.7          6.0
 Disadvantaged 08
 Economically                NA              8.9         2.1             4.1          -1.9
 Disadvantaged 09
 Spec. Ed. 08                NA              NA          1.2             NA           NA
 Spec. Ed. 09                NA              NA          NA              NA           NA

In science gains increased for the middle quintiles with decreases in gains in first and fifth
quintiles. The opposite is true for economically disadvantaged with there are negative gains in
quintile 5 with lowest performing students making the highest gains. Our quintile five females
continue to make little growth compared to their lower achieving peers with a similar trend for
males.



 Social              Lowest 1         2                Middle 3          4            Highest 5
 Studies
 Gains
 All Students 08     -4.5             7.4              11.2              10.7         13.7
 All Students 09     -5.3             -0.1             10.2              9.5          14.2
 Male 08             -5.9             10.4             11.4              11.0         13.4
 Male 09             -5.3             -6.5             10.7              11.2         13.8
 Female 08           -3.1             5.0              11.0              10.5         14.0
 Female 09           NA               4.7              9.5               7.3          14.5
 Economically        -4.9             6.4              12.3              8.6          12.7
 Disadvantaged
 08
 Economically        NA               0.6              4.8               8.2          15.8


Tennessee School Improvement Planning Process Templates – August, 2007                Page 22 of 101
Report Card Data Disaggregation
 Disadvantaged
 09
 Spec. Ed. 08     NA            NA                            2.5                   NA                  NA
 Spec. Ed. 09     NA            -2.3                          NA                    NA                  NA

While in the past years, Social Studies was the subject showing the most dramatic growth with
all groups making significant gains, there were significant drops, particularly in the lowest
quintiles. Both lower achieving males and females struggled to make gains while our higher
quintiles showed the most growth.

The 2009 TVAAS scores point out a need to get back to basics and focus more time, attention,
and direct instruction in the first and second quintiles for all subjects. At the same time, we
need to continue to provide the enrichment and acceleration activities that are working well
with our top achieving students in the 4th and 5th quintiles.




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

Eaton Elementary is a community school with a homogeneous staff and student population.
While a significant percentage of students (50%) qualify as economically disadvantaged, there is
also a segment of the student body from affluent homes. Loudon County offers school choice,
and Eaton’s past record of excellence in academics has led to a large number of students who
come to school in cars across district lines. This has led to morning and afternoon traffic
headaches for parents and extra assigned duties for teachers. Our school is located in an area
of the county experiencing tremendous commercial and residential growth and this has
resulted in overcrowding and the addition of portable buildings for extra classroom space. We
are not a diverse school with less than 1% of our students belonging to a minority group. There
is an active PTO whose members support the school with volunteerism and additional monies
for instructional supplies, technology, and playground equipment.

Much like the student body, our staff is homogeneous in make-up. The last several years has
seen a very stable work force change due to a large number of teacher retirements. We now
have a staff made up of young teachers with five years or less experience. This change has
placed demands for increased professional development and unique programs to attract and
retain our highly qualified educators.



Tennessee School Improvement Planning Process Templates – August, 2007                                  Page 23 of 101
Narrative Synthesis of Data

There are high academic expectations at Eaton, and our students consistently score well on
standardized achievement tests. We have always made adequate yearly progress, exceeded
state and county NCE scores, and exceeded proficiency requirements. For the past five years,
Eaton fourth graders have scored straight “A’s” on TVAAS norm gains in all subject areas. Our
parents have high expectations for students and most say their child will go on to achieve a
four-year college degree.

Our faculty is data driven and base instructional decisions on a variety of measurements. In
addition to disaggregating and analyzing achievement test scores, our educators utilize
benchmark assessment, STAR Reading and Math measures, reading series fluency tests, and
weekly Response to Intervention (RTI) probes. We believe in differentiating instruction to meet
individual student needs, and professional development is aligned with this belief. Despite
overall positive achievement in grades 3-4, there are some areas of concern. TVAAS results
show our norm gains in decline across the board but particularly among our lowest achieving
students.

Survey results show that parents, students, and staff are extremely satisfied with school
personnel and programming. All surveys consistently show a school climate that is
achievement oriented but child centered. Areas of challenge deal mostly with matters external
to the school such as bus safety. However, we realize we need to do a better job in including
parents and students in school decision-making, and we must seek out innovative methods to
educate our stakeholders about issues such as standardized tests.

Strengths Determined from Data Analysis

     Eaton students have met AYP every year and continue to achieve “Good Standing”
      status on NCLB measures.

     For the past five years, Eaton students have earned straight “A’s” on TCAP Report Card –
      both in Achievement and Value Added.

     Students continue to exceed benchmarks for proficiency on TCAP tests. Fourth grade
      results show 96% proficiency for reading, 98% in math, 96% in science, and 94% in
      social studies.

     In regards to TVAAS scores, Eaton Elementary School had an estimated mean NCE gain
      greater than the growth standard within all academic areas. In fact, our TVAAS scores
      rank us 22nd out of 771 elementary schools in the state.

     Our parents have high expectations for students and most say their child will go on to
      achieve a four-year college degree (86% on parent surveys).



Tennessee School Improvement Planning Process Templates – August, 2007             Page 24 of 101
Narrative Synthesis of Data

Challenges Determined from Data Analysis

     There was a dramatic decrease in the percentage of students in third grade reaching
      levels of proficiency in all subjects except reading language arts.

     Our economically disadvantaged students are not moving into the ADVANCED group of
      achievement at the same rate as their peers on TCAP criterion referenced tests.

     TVAAS results show our math norm gains for fourth grade, particularly among our
      lowest achieving students, are not rising at the expected levels.

     Parent surveys reveal we need to do a better job in including parents and students in
      school decision-making, and we must seek out innovative methods to educate our
      stakeholders about issues such as standardized tests.

     Parent surveys express dissatisfaction with the nutritional value of cafeteria meals.




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


Prioritized List of Goal Targets
    1. In addition to meeting NCLB proficiency goals for AYP, the number of third grade students
       meeting proficiency percentages will increase by 3% in math, science, and social studies.

    2. Fourth grade norm gains will be positive in all subjects and exceed state gains in all five
       quintiles, with particular emphasis placed on increasing gains in math and reading for our
       lowest achieving students in quintiles one and two as evidenced by 2010 TVAAS reports.

    3. To continue meeting and exceeding all NCLB proficiency goals in third grade, by the end of
       second grade, 98% of Eaton students will score on grade level on the STAR Reading test
       and show proficiency on 2010 TCAP Reading/Language norm-referenced test.

    4. Continue to increase by 5% each year the percentage of parents who take an active role in
       school improvement and school programs as evidenced by parent survey results and actual
       participation rates.

    5. Implement School Wide Positive Behavioral Supports Program to improve student
       discipline, decrease incidences of bullying, and improve positive student rewards by 5% as
       evidenced by student and parent surveys and school discipline data.


Tennessee School Improvement Planning Process Templates – August, 2007              Page 25 of 101
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

The beliefs, common mission, and shared vision of Eaton Elementary are aligned with the mission of
Loudon County Schools – “We will graduate self-directed learners through positive learning
opportunities.” Each year the school Leadership Team, in a collaborative process, involves teachers,
parents, stakeholders, and students in re-examining the beliefs, mission, and vision.

Eaton Elementary Beliefs

1. All students learn, achieve, and succeed when they are actively engaged in the learning process and
have appropriate opportunities for success.

2. Instructional practices and special services incorporate learning activities that include differences in
learning styles and rates and are aligned with best practices.

3. A safe, nurturing environment promotes student learning.

4. A student’s self-esteem is enhanced by positive role models and relationships within the school.

5. Given positive and challenging learning opportunities, students learn to become independent
thinkers and lifelong learners.

6. The curriculum must be developmentally appropriate to meet the needs of the whole child (physical,
social, emotional, and intellectual) while promoting awareness of cultural diversity.

7. Assessment data drives the instructional programs and instructional decisions of the staff.

7. The education program, communication, and student motivation is enhanced by the wise use of
technology in the classroom.

8. Teachers, parents, students, and the community share the responsibility for the support of the
school’s mission.




Tennessee School Improvement Planning Process Templates – August, 2007                         Page 26 of 101
Common Mission


The school mission statement and motto drive the curriculum, instructional strategies, and professional
development of the school. Students and staff begin each day by reciting both statements. Guidance
classes and daily “Words of Wisdom” reinforce these statements. The motto, in tandem with the
adoption of School Wide Positive Behavioral Support, was changed to include the word safe in place of
reliable. A behavior matrix was also adopted for the school.

Eaton Mission Statement

The mission of Eaton Elementary is to develop independent thinkers and problem solvers for life.

Student Motto

Rockets are respectful, responsible, and safe!




Shared Vision


        We see Eaton Elementary as being a school of excellence that sets the standard for other
        schools in the state of Tennessee.

        We see Eaton Elementary as a school capable of achieving excellence in all accountability
        measures, social and extra-curricular activities, and technology integration and innovation.

        As a school in Loudon County, we see ourselves fully implementing the best practices of
        Learning Focused Strategies.

        We will consistently base instruction on prioritized curriculum standards.

        We will continue to seek out and develop alternative assessments to best measure student
        learning and provide data to improve instruction.

        Teachers in all grade levels will meet individual student needs through flexible grouping
        strategies and by providing intervention and enrichment.

        We will provide extracurricular activities and enrichment opportunities for all students.

        We will seek out relevant professional development opportunities aligned with goals and best
        practices, and we will share out expertise with other educators.

        We will seek out opportunities for teachers to assume leadership roles and provide consistent




Tennessee School Improvement Planning Process Templates – August, 2007                      Page 27 of 101
        mentoring to new educators.

        We will continue to fully integrate technology into the curriculum in order to enhance learning
        and motivation.

        We will continue creating a positive, caring climate where all students, teachers, support staff,
        and parents support one another, including expanding the opportunities for student and parent
        involvement in decision-making.

We will consistently meet and exceed the demanding goals of our state accountability model and NCLB
mandates.


School Wide Positive Behavioral Support Expected Behaviors Rubric

                              Respectful                Responsible                  Safe
                        Wait quietly              Listen attentively        Be where you are
                                                                            supposed to be
                        Follow directions the     Tell the truth
      Arrival/          first time                                          Walk
      Dismissal                                   Keep up with your
                                                  “stuff”                   Keep hands, feet, and
                                                                            objects to yourself
                         Use good manners         Get all necessary items   Keep hands, feet, and
                                                                            objects to yourself
                         Follow directions        Clean up before you
                                                  leave                     Stay seated
      Cafeteria          Use inside voices
                                                  Tell the truth            Walk

                                                                            Eat your own food
                         Stay quiet in hall and   Stay in personal space    Keep hands, feet, and
                         restrooms                                          objects to yourself
                                                  Tell the truth
                         Use kind words                                     Walk
      Hallway/                                    Do the right thing.
      Restroom           Keep hands and feet                                Travel with a buddy
                         off the wall

                         Use quiet voices         Be prepared               Remain in seats

                         Use active listening     Keep up with belongings   Use self-control

      Classroom          Follow directions the    Take care of your         Keep hands, feet, and
                         first time.              space                     objects to yourself

                                                                            Walk



                                                  Complete and turn in



Tennessee School Improvement Planning Process Templates – August, 2007                         Page 28 of 101
                                                  your best work on time

                                                  Tell the truth
                         Take turns and share     Pay attention to         Listen to and follow
                                                  teachers                 directions the first
                         Be a good sport.                                  time.
                                                  Follow directions
                         Use kind words and                                Report unsafe
                         actions                  Tell the truth           activities

   Playground/Gym                                                          Use equipment
                                                                           properly.

                                                                           Keep hands, feet, and
                                                                           objects to yourself.
                         Use kind words           Follow bus rules         Stay seated

                         Take care of bus         Use self-control         Look both ways
                         property
                                                  Tell the truth           One student at a time
         Bus             Listen to driver                                  on and off

                                                                           Keep hands, feet, and
                                                                           objects to yourself




Tennessee School Improvement Planning Process Templates – August, 2007                       Page 29 of 101
TEMPLATE 3.1.a: Curricular Practices

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

                                  Curriculu        Prioritized     Articulation   Expanding      Curriculum      Cross-       Curriculum
                                  m Mapping         Mapping             of        Curriculum     Aligned to     Curricular        and
Current Curricular
                                                                   Curriculum                       State      Grade Level    Instruction
Practices
                                                                    to Parents                    Standards     Meetings       Coaches

                                  Curriculum      Prioritized     School          Expanded       Teachers      Teachers       Curriculum
                                  Maps have       maps,           communicat      curriculum     use the       regularly      and
                                  been created    completed       es              opportunitie   Tennessee     meet in        Instruction
                                  and are used    by grade        curriculum      s include      Department    grade level    coaches are
                                  in all core     level teams,    to parents      Advanced       of            teams and      used as a
                                  subject         are             via             Math class,    Education     cross-grade-   support
                                  areas.          implemente      newsletters,    special area   state         level teams    system for
                                                  d by            student         enrichment     approved      to examine     enhancing
                                                  teachers as     handbooks,      classes,       standards     curriculum     the quality
Evidence of Practice (State                       part of         web pages,      field trips,   for           and pacing.    of
in definitive/tangible terms)                     planning        Parent Link     and            instruction                  curriculum
                                                  and             phone           community      in all                       and
                                                  instruction.    messages,       service and    content                      instruction.
                                                                  Back-to-        science        areas.
                                                                  School          clubs.
                                                                  Nights,
                                                                  Parent
                                                                  Conferences
                                                                  , and school
                                                                  seminars.




Tennessee School Improvement Planning Process Templates – August, 2007                    Page 30 of 101
                                  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?
Has the current practice          Effective       Effective       Effective       Effective       Effective    Effective      Effective
been effective or
ineffective?
                                  Curriculum      Curriculum      Newsletters,    Student         Standards    Notes and      Teacher
                                  Maps            maps with       School and      Surveys,        cited in     minutes        Surveys,
                                                  prioritized     teacher         Parent-         lesson and   from actual    Leadership
                                                  items           websites,       based focus     unit plans   meetings;      Team
                                                  labeled         handbooks,      groups,         (some        lesson plans   minutes;
                                                                  Back-to-        Extended        posted on    turned in to   Actual
                                                                  School          contract        web site)    principal      professional
                                                                  Parent          time sheets,                                developmen
What data source(s) do you                                        Nights sign-    Report Card                                 t sessions
have that support your                                            in sheets,      progress for
answer? (identify all                                             Parent          special areas
applicable sources)                                               Conference
                                                                  Sign-In
                                                                  Sheets,
                                                                  Seminar
                                                                  sign-in
                                                                  sheets,
                                                                  Parent Link
                                                                  Tracking
                                                                  Reports
Evidence of effectiveness or      TCAP            TCAP            Increased       Increased     TCAP           TCAP           TCAP
ineffectiveness (State in         scores, Met     scores, Met     participation   participation Scores, Met    scores, Met    scores, Met
terms of quantifiable             AYP goals       AYP goals       in seminars     in expanded AYP goals        AYP goals      AYP goals
improvement)                                                      and school      curriculum



Tennessee School Improvement Planning Process Templates – August, 2007                     Page 31 of 101
                                                              events,       groups,
                                                              Parent        Student
                                                              surveys       surveys
                                  Curriculum Prioritized      Teachers are  All Eaton       Eaton           All teachers,   All teachers
                                  maps are      maps are      required to   students        teachers cite   including       have equal
                                  made          made          send home     participate     applicable      special         access to
                                  available for available for weekly        in seven        state           areas,          C&I
                                  all teachers all teachers newsletters     different       standards in    participate     Coaches and
                                  across grade across grade and school      expanded        all unit and    in cross        attend
                                  levels and    levels and    flyers.       curriculum      lesson          curricular      training
                                  content       content       Teachers are  classes on a    plans.          grade level     sessions.
                                  areas.        areas.        encouraged    regular                         meetings.       All teachers
Evidence of equitable                                         to regularly  basis.                                          have input
school support for this                                       update class  Expanded                                        into content
practice                                                      websites.     curriculum                                      via
                                                                            groups are                                      Leadership
                                                                            offered to                                      Team, focus
                                                                            students                                        groups, and
                                                                            before and                                      surveys.
                                                                            after school.
                                                                            All students
                                                                            participate
                                                                            in field
                                                                            trips.
                                  Eaton         Eaton         Eaton         Eaton will      Eaton           Cross           Curriculum
                                  teachers will teachers will teachers will continue        teachers will   Curricular      and
                                  continue      continue      continue to   offering        continue to     teams will      Instruction
                                  using         using         articulate    expanded        align           continue to     coaches will
Next Step (changes or
                                  content       prioritized   curriculum    curriculum      planning        meet. The       remain in
continuations)
                                  maps in all   maps for      information opportunitie      and             focus for       place as a
                                  areas for     planning      to parents    s for           instruction     2008-2009       curricular
                                  planning      and           through use students of       with            will be the     support
                                  and           instruction. of             all ages. As    Tennessee       new Math        system


Tennessee School Improvement Planning Process Templates – August, 2007               Page 32 of 101
                                  instruction.                    technology   data shows     Department     and Science   within the
                                                                  and school   a need, new    of             standards.    building for
                                                                  meetings.    opportunitie   Education                    teachers.
                                                                               s will         standards.                   They will
                                                                               become         New Math                     provide
                                                                               available      and Science                  needed
                                                                               through        standards                    professional
                                                                               Extended       will be                      developmen
                                                                               Contract       presented                    t for new
                                                                               and budget     through                      Math and
                                                                               requests       professional                 Science
                                                                                              developmen                   Standards.
                                                                                              t sessions
                                                                                              and will be
                                                                                              implemente
                                                                                              d in 2008-
                                                                                              2009.




Tennessee School Improvement Planning Process Templates – August, 2007                 Page 33 of 101
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

TIME

For curriculum purposes, Eaton educators spend time participating in high quality professional
development. Those providing the professional development are outside consultants, Curriculum &
Instruction Coaches, Instructional Supervisors, and administrators who design sessions based on
curricular needs, prioritization, pacing and staff requests. Time is spent referencing curriculum
standards on all unit and lesson plans. Time is spent creating curricular pacing maps to align with a
newly implemented reading program (Scott-Foresman) used in all grade levels of the school. Time is
spent on alternating Tuesday afternoons for curricular team meetings. Finally, time is spent writing
newsletters, conducting parent meetings, and updating web sites to communicate curriculum to
parents.

MONEY

Next to time, there never seems to be enough money to take care of all educational needs. For
curriculum purposes, money is spent on professional development from outside consultants at both
school-based sessions and for teachers to attend state and national conferences. Money is spent on
four intervention teachers working with first through fourth grade students in order to successfully
implement Reading/Language Arts curriculum. Money is spent on technology initiatives to enhance
the curriculum so that both curricular and technology standards are met. Money is spent on paper,
printing, handbooks, Parent Link, web site maintenance to help communicate curricular goals to
parents. County money is allocated toward stipends for Curriculum & Instruction Coaches and to
purchase textbooks aligned with Tennessee standards.

PERSONNEL

In addition to 40 classroom certified teachers who deliver curriculum to students, Eaton personnel
include four intervention teachers who work with first through fourth grade students in order to
successfully implement Reading/Language Arts curriculum. Classroom teachers serve as Curriculum &


Tennessee School Improvement Planning Process Templates – August, 2007                                 Page 34 of 101
Instruction Coaches to assist with professional development in curriculum, pacing, prioritization, and
alignment to state standards. Seventeen paraprofessionals provide support services, and eleven
special area teachers provide enrichment and expanded curriculum.

OTHER RESOURCES

Other resources at Eaton include curricular software and online web resources that align to curriculum
standards, additional reading intervention materials to supplement reading series, community experts
who enrich the curriculum through presentations, community tie-in to curriculum through field trips,
and a library of unit and lesson plans online. Last year a supply closet was converted to the Eaton Book
Nook with leveled literature and expository non-fiction book sets to supplement and expand the
literacy, science, and social studies curriculum.

“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL And RESOURCES

TIME

In examining curriculum, Eaton teachers will need time next year for professional development in new
Science and Math standards and a new social studies textbook. As more technology becomes
available, teachers need additional time for professional development in technology integration to
enhance curriculum. Based on data analysis challenges, we need time to research innovative
curriculum materials that will help our females and economically disadvantaged students to achieve
equitable ADVANCED proficiency scores as their peers.

MONEY

Based on data analysis, additional money is needed for professional development into innovative
curriculum materials to decrease the gender and socioeconomic gaps in ADVANCED proficiencies.
Teacher surveys tell us money is needed for expository non-fiction book sets to extend and refine
science and social studies standards. Teachers go on to point out that there is a limited number of
leveled book sets for our youngest readers, so this is a targeted need for more funding.

PERSONNEL

Based on teacher surveys, there is a need for a full time Curriculum & Instruction Coach to serve as a
literacy coach to assist teachers in meeting curriculum standards. Additional paraprofessionals are
needed to fully staff the school’s inclusion program so that special education students can receive the
same rich curriculum in the regular classrooms as their peers.

OTHER RESOURCES

Parent and teacher surveys reveal the school to be overcrowded with a lack of space for small group
instruction to take place. Based on this need, other resources would include additional physical space
for classroom, special area, occupational therapists, physical therapists, speech pathologists, and ELL




Tennessee School Improvement Planning Process Templates – August, 2007                      Page 35 of 101
teachers.




Equity and Adequacy:

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

Yes and No. All Eaton teachers receive the same amount of professional development on curriculum
standards and initiatives. All teachers have access to the same resources for curriculum. Some
teachers must share physical space and technology equipment is not equal across the grade levels.

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being
effective with all their students?

Yes and No. While all teachers have the same curriculum resources available; due to lack of funding,
there is a discrepancy in the amount of technology provided to each classroom.

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

Yes and No. Teacher surveys, focus groups, and Leadership Team results show that teachers are
meeting the curricular needs of most students. TCAP data supports this with AYP far exceeding
mandates and positive TVAAS gains. However, there is an achievement gap in Advanced proficiencies
based on gender and socioeconomic status with females and economically disadvantaged students
scoring ADVANCED proficiencies less frequently than their peers.




Tennessee School Improvement Planning Process Templates – August, 2007                    Page 36 of 101
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 of Eaton Elementary is the alignment of our curriculum with all state and
      national indicators. This is evidenced by our TCAP scores which show Eaton students scoring
      above state and local averages on criterion-referenced tests.

     A major strength of Eaton Elementary is strong curriculum alignment that enables students to
      make greater than a full-year’s TVAAS gain in all content areas as evidenced by Value-Added
      scores and AYP data from 3rd to 4th grade.

     The school has a strong professional development system led by dynamic district supervisors,
      school administrators, and school level Curriculum and Instruction Coaches as evidenced by the
      amount and depth of curricular professional development, actual participation, teacher
      surveys, and test results.

     The school has a multitude of curriculum resources available equitably to all teachers.




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

     The major curriculum challenge facing Eaton (and all schools) is that curriculum is not static.
      There is a constant need to spend time to adequately train teachers in the new standards each
      year. Yearly adoption of new textbooks compels us to blend the standards and pacing to
      content that might not necessarily match. This involves time, personnel, and professional
      development to realign pacing guides for unit and lesson planning. Our immediate challenge is
      to incorporate the new science and math standards just released by the Department of
      Education.

     Another challenge is finding curriculum resources to help us narrow the achievement gap in
      advanced proficiencies linked to gender and socioeconomic status. This challenge involves
      research, identifying effective materials, and providing the resources and professional
      development necessary to implement these curricular tools.



Tennessee School Improvement Planning Process Templates – August, 2007                          Page 37 of 101
There is a challenge to provide to all teachers the necessary physical space and technology to
effectively and equitably deliver curriculum to all students.




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

     To address these challenges, administrators, along with Curriculum and Instruction Coaches,
      will provide training to teachers on the new science and math standards. We will schedule
      time for team and cross-curricular meetings to develop new unit and lesson plan pacing guides
      to match the science and math standards.

     To address the academic gaps cited earlier, administrators and teachers will seek out
      innovative curriculum materials geared to address the achievement discrepancy between
      genders and socioeconomic status. Money will be allocated to purchase the necessary
      curriculum resources to address the genders and socioeconomic achievement discrepancies.
      Eaton teachers have already received training in differentiating instruction to meet the needs
      of all learners. We will continue and expand professional development by focusing on
      differentiated curriculum.

To address the needs for physical space, Eaton administrators and teachers will continue to be creative
and functional in space usage until a new middle school is built (at which time Eaton will be converted
to a Pre K – 2 grade Primary School). To provide necessary technology equitably, Eaton will continue to
rely on PTO donations, write outside grants, explore corporate and foundation donations, and lobby for
budget provisions for technology.




Tennessee School Improvement Planning Process Templates – August, 2007                      Page 38 of 101
TEMPLATE 3.2.a: Instructional Practices

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

                                   Learning         Reading         Inclusion     Technology       Alignment      Literature     Differentiat
Current Instructional               Focused       Intervention                    Integration         with         Groups             ed
Practices                          Strategies                                                      Standards                     Instruction

                                  Unit/Lesson     Unit/Lesson     Inclusion       Benchmark       Unit/Lesson    The Book        Differentiat
                                  Plans and       plans and       students        testing         plans are      Nook            ed
                                  formal          formal          receive         (Skills         based on       provides        groupings
                                  observations    observations    instruction     Tutor) used     standards      leveled         exist in all
                                  .               of teachers     tailored to     by second       Observation    fiction and     classrooms.
                                  Teachers        implementin     their IEP       and fourth      s provide      non-fiction     Observation
                                  receive         g               goals.          grade to        evidence of    book sets       s of
                                  professional    intervention    School          monitor         teachers       for school-     teachers’
                                  developmen      s.              professional    progress and    teaching       wide use.       lessons
                                  t on            Response to     s collaborate   improve         standards-     Before and      reveal
                                  Learning        Intervention    using IEP       instruction.    based          after-school    teachers
Evidence of Practice (State
                                  Focused         (RTI)           goals as a      Unit/Lesson     lessons.       book groups     incorporatin
in definitive/tangible terms)
                                  Strategies.     program is      guide for       plans reflect   Curriculum     provide         g
                                                  in place to     planning        technology      and            extra           differentiate
                                                  support         and             used in         Instruction    opportunitie    d instruction
                                                  intervention    implementin     classrooms.     Coaches        s for           into lessons.
                                                  efforts.        g special       A school        assist         exposure to     Teachers
                                                  Teaching        education       technology      teachers in    literacy.       receive
                                                  personnel       student         team            aligning       Small group     professional
                                                  assigned        services in     provides        lessons with   differentiate   developmen
                                                  specifically    the regular     resources on    standards.     d reading       t on
                                                  to address      classroom.      technology      Prioritized    instruction     methods of
                                                  reading         Teaching        integration.    curriculum     is provided     differentiate



Tennessee School Improvement Planning Process Templates – August, 2007                     Page 39 of 101
                                                  intervention.   assistants     Principal’s    guides and     at all grade    d
                                                  Two             are assigned   weekly         pacing         levels.         instruction.
                                                  research        to inclusion   teacher        guides are     School          A pull-out
                                                  based           classrooms     newsletter     used to keep   schedule has    instructional
                                                  programs –      to support     includes       instruction    built-in        program is
                                                  Riverdeep       instruction    technology     moving         ninety          in place for
                                                  and “My         and            integration    along and      minute          fourth grade
                                                  Sidewalks”      supervised     strategies     allocate       uninterrupte    students
                                                  – are           by special     and web        more time      d literacy      who are
                                                  utilized to     education      sites.         to priority    block for all   advanced in
                                                  provide         teachers.      Professional   standards.     grade levels.   math.
                                                  additional      CTE            developmen                                    Accelerated
                                                  support for     Competency     t provided                                    Reader and
                                                  students.       Profiles are   in using                                      Math
                                                                  used as part   active                                        programs
                                                                  of the         boards in                                     are used to
                                                                  inclusion      the                                           provide
                                                                  program.       classroom.                                    enrichment
                                                                                 NETS and                                      opportunitie
                                                                                 Tennessee                                     s in reading
                                                                                 technology                                    and math at
                                                                                 standards                                     appropriate
                                                                                 taught in                                     instructional
                                                                                 Technology                                    levels.
                                                                                 special area                                  School
                                                                                 class.                                        schedule has
                                                                                                                               built-in
                                                                                                                               ninety
                                                                                                                               minute
                                                                                                                               uninterrupte
                                                                                                                               d literacy
                                                                                                                               block for all
                                                                                                                               grade levels.



Tennessee School Improvement Planning Process Templates – August, 2007                   Page 40 of 101
                                      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?
Has the current practice           Effective        Effective       Effective    Effective        Effective     Effective     Effective
been effective or
ineffective?
                                  TCAP &          TCAP &          TCAP &        TCAP &          TCAP &         TCAP &        TCAP &
                                  TVAAS           TVAAS           TVAAS         TVAAS           TVAAS          TVAAS         TVAAS
                                  Scores          Scores          Scores show   Scores          Scores         Scores        Scores
                                  Teacher         STAR            special       Student and     Lesson &       Lesson &      Reading
                                  surveys,        Reading and     education     Parent          Unit Plans     Unit Plans    maps on
                                  Professional    Early           students      surveys         Curriculum     Formal and    school
What data source(s) do you
                                  Developme       Literacy        show 99%      Lab usage       Maps           informal      website
have that support your
                                  nt surveys      Data            Proficiency   logs            Pacing         observation   Lesson &
answer? (identify all
                                  RTI Data        RTI data        in Math and   Quality of      Guides         notes         Unit Plans
applicable sources)
                                   Reports        Reports         Reading       Technology      Formal and                   Formal and
                                                  Riverdeep       Language      Fair projects   informal                     informal
                                                  Reports         Arts                          observation                  observation
                                                  AIMS Web        IEP Goal                      paperwork                    notes
                                                  Reports         Progress
                                                                   Reports
Evidence of effectiveness or      Met AYP         Met AYP         Met AYP       Met AYP         Met AYP        Met AYP       Met AYP
ineffectiveness (State in         goals           goals           goals         goals           goals          goals         goals
terms of quantifiable
improvement)
                                  Professional    Reading         Faculty       Funds           Tennessee      Grant         Professional
Evidence of equitable             Developme       intervention    surveys       provided by     state          money has     developmen
school support for this           nt is           teachers are    show          PTO             standards      been          t is provided
practice                          provided by     made            support for   fundraisers,    are provided   awarded to    for all
                                  the school      available to    inclusion.    community       to every       provide       teachers by



Tennessee School Improvement Planning Process Templates – August, 2007                    Page 41 of 101
                                  and the         all             Certified      donors, and     teacher in      money for       the school
                                  county to all   classroom       teachers and   faculty-        print or via    leveled         and the
                                  teachers.       teachers for    paraprofessi   written         web access.     book sets       county to
                                  All teachers    support.        onal are in    grants are      Professional    available to    enhance
                                  are required    Professional    place for      used to fund    Developme       all teachers.   differentiate
                                  to show         Developme       each           technology      nt is           All grade       d instruction
                                  evidence of     nt is           inclusion      initiatives     provided to     levels are      practices.
                                  practice in     provided by     class.         equitably       all teachers    expected to     Adoption of
                                  unit and        county to all                  across grade    to support      show in unit    new
                                  lesson          teachers.                      levels.         instructional   and lesson      textbook
                                  plans.          Curriculum                     Professional    alignment       plans           series with
                                  Curriculum      &                              developmen      with state      evidence of     lesson plans
                                  &               Instruction                    t is provided   standards.      leveled         providing
                                  Instruction     Coaches                        all teachers    All teacher     reading         ideas for
                                  Coaches         available to                   at the school   unit and        group           differentiati
                                  available to    assist all                     and county      lesson plans    instruction.    on available
                                  assist all      teachers.                      level           are                             to all
                                  teachers.       Riverdeep                      (Target         reviewed by                     teachers.
                                                  literacy and                   Technology      administrato
                                                  math                           Day)            r to ensure
                                                  program is                     Two             alignment to
                                                  available to                   Technology      state
                                                  all teachers.                  Coaches         standards.
                                                                                 available to
                                                                                 assist all
                                                                                 teachers.
                                  Eaton will      Eaton will      Eaton will     Eaton will      Eaton           Eaton will      Eaton
                                  continue to     request in      request in     continue to     teachers will   continue to     teachers will
                                  provide         county          county         pursue          continue to     pursue the      devote more
Next Step (changes or
                                  quality         budget that     budget the     school-wide     utilize         addition of     planning
continuations)
                                  professional    Response to     addition of    technology      textbooks       more            time to
                                  developmen      Intervention    two            initiatives     and             leveled         differentiate
                                  t to its        position        paraprofessi   including       materials       book sets to    d



Tennessee School Improvement Planning Process Templates – August, 2007                    Page 42 of 101
                                  teachers.       changes         onals to        providing      that closely   enhance         instruction.
                                  Teachers        from part-      assist in       interactive    align with     literacy        Teachers
                                  will            time to full-   inclusion       white          state          instruction.    will
                                  continue to     time.           classrooms.     boards for     standards.     Book sets       continue to
                                  document        Three           Professional    all            Teachers       targeted for    show
                                  use of          reading         developmen      classrooms,    will           early           evidence of
                                  Learning        intervention    t focusing      providing      continue to    literacy will   leveled
                                  Focused         teachers will   on              additional     update         be added to     reading
                                  strategies in   continue to     differentiate   classroom      curriculum     Book Nook.      group
                                  unit and        provide         d instruction   computers,     and pacing     Additional      instruction
                                  lesson          support to      will be         and            guides to      non-fiction     in unit and
                                  plans.          all             provided to     allowing for   align with     leveled         lesson
                                                  classrooms.     all teachers    technology     new science    book sets       plans.
                                                                  to enhance      training/pla   and math       focusing on     Formal and
                                                                  inclusionary    nning days     standards.     science and     informal
                                                                  practices.      with                          social          teacher
                                                                                  substitute                    studies         evaluations
                                                                                  teachers                      standards       will target
                                                                                  provided.                     will be         differentiati
                                                                                  Students                      added to        on as a
                                                                                  and staff                     Book Nook.      required
                                                                                  will utilize                  The media       component.
                                                                                  NETS                          specialist      Curriculum
                                                                                  standards to                  will            and
                                                                                  assess                        continue to     Instruction
                                                                                  technology                    add book        Coaches
                                                                                  competencie                   sets to the     will
                                                                                  s.                            library.        continue to
                                                                                  The school                    Teachers        provide
                                                                                  technology                    will            instructional
                                                                                  plan will be                  continue to     support in
                                                                                  updated in                    show            differentiati
                                                                                  2008-2009                     evidence of     on.



Tennessee School Improvement Planning Process Templates – August, 2007                    Page 43 of 101
                                                                         to align with             leveled
                                                                         county                    reading
                                                                         goals.                    group
                                                                         New                       instruction
                                                                         benchmark                 in unit and
                                                                         assessment                lesson
                                                                         software                  plans.
                                                                         targeted to
                                                                         all students
                                                                         in all grades
                                                                         will be
                                                                         researched
                                                                         and
                                                                         purchased.




Tennessee School Improvement Planning Process Templates – August, 2007            Page 44 of 101
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

Time at Eaton Elementary is allocated for instructional purposes with the best interest of the students
in mind. All grade levels are given an uninterrupted block of instructional time which teachers use for
literacy instruction. Time is spent training teachers in Learning Focused Strategies, writing unit &
lesson plans aligned with standards, seeking out technology resources, collaborating to enhance
inclusion, and differentiating instruction. Time is spent structuring the day so that RTI can be fully
implemented without interruption to crucial academic subjects.

MONEY

Money is equitably allocated to all teachers for instructional supplies. Money is allocated at the county
level to provide three full time Intervention Teachers and one part-time Response-to-Intervention
teacher. Money is allocated at the county level for paraprofessionals to assist with student instruction
in the inclusion program. Money is donated by PTO to fund the purchase of leveled book sets to
enhance literacy instruction and differentiated instruction. Money is donated by PTO to fund the
school’s technology initiatives that enhance instruction. County monies provide necessary professional
development to enhance the instructional programs of the school. County monies provide professional
development specifically targeted to new teachers in the area of Learning Focused Strategies.

PERSONNEL

There are adequate certified personnel to allow effective classroom instruction with most classes
having fewer than twenty students. There are paraprofessionals on every grade level team as well as
special education paraprofessionals who assist teachers in providing effective individualized and small
group instruction. Special area teachers are assigned to third and fourth grade classrooms during the



Tennessee School Improvement Planning Process Templates – August, 2007                                 Page 45 of 101
literacy block to assist with leveled small group instruction. Curriculum & Instruction Coaches and
Technology Coaches are provided to assist teachers plan instruction, assist in pacing, and ensure
alignment to standards.



OTHER RESOURCES

Other resources include parent and community volunteers who serve in the school on a regular basis
to assist with small group instruction.



“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

More time is needed for regular and consistent professional development in technology to assist
instruction. There needs to be time set aside for professional development that would allow teachers
to observe in classrooms of exemplary practitioners in order to improve classroom instruction.

MONEY

Money is needed to continue targeted technology initiatives to enhance instruction. Money is needed
to provide full-time Response to Intervention position and two additional paraprofessional positions to
enhance intervention and inclusion instructional efforts. Money is needed to expand the leveled
fiction and non-fiction book sets to improve differentiated literacy instruction and tie the instruction of
science and social studies to literacy.

PERSONNEL

Personnel needs include a full time Response to Intervention position is needed along with two
additional paraprofessionals to enhance the intervention and inclusion instructional efforts. At least
one full time Curriculum and Instruction Coach is needed to assist teachers as they align instruction to
standards, develop priority and pacing guides, and implement consistently and pervasively Learning
Focused Strategies.

OTHER NEEDED RESOURCES

Other needed resources are a new benchmark assessment technology piece that would include all
students in grades 1-4 to identify skill gaps and improve instruction.




Tennessee School Improvement Planning Process Templates – August, 2007                        Page 46 of 101
Equity and Adequacy:

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

Funds and resources are distributed equitably among all teachers at Eaton. All classroom teachers
have forty-five minutes of planning time daily to develop instructional plans for their classrooms. All
teachers have professional development in Learning Focused Strategies, differentiated instruction,
technology integration, and effective literacy instruction.

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being
effective with all their students?

Teacher surveys show they have adequate funding to provide the necessary instructional supplies for
their classrooms. TCAP and TVAAS scores show student instructional needs are being met.

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

We have met AYP goals each year. TVAAS scores indicate that students are progressing above one
year’s growth. There is a gap in the achievement of low income students scoring ADVANCED on TCAP
tests compared to those who are not economically disadvantaged. There is also a gap between males
and females scoring ADVANCED criterion referenced proficiencies in third and fourth grade.




Tennessee School Improvement Planning Process Templates – August, 2007                       Page 47 of 101
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)




Tennessee School Improvement Planning Process Templates – August, 2007                           Page 48 of 101
Instructional Summary Questions- Narrative Response Required
What are our major strengths and how do we know?

     A major strength of Eaton Elementary is the implementation of learning focused strategies
      throughout the school as evidenced by test scores and lesson plans. These strategies are
      consistent and pervasive and can be seen and documented through formal and informal
      evaluations.

     There is a strong emphasis on professional development with opportunities planned
      throughout the year based on the needs identified through data analysis of students and
      teachers. We know the professional development program is effective because, despite having
      a staff made up of many new or young teachers, Eaton students continue to make excellent
      gains on achievement tests.

     There is a strong reading intervention program at Eaton with the resources and personnel
      working together with the classroom teacher to make a difference in the literacy levels of all
      our students, regardless of ability. This collaboration and concentration of resources is a major
      (and perhaps the most important) factor in the success of our students as they proceed
      through the school system as shown by test scores, proficiency percentages, and academic
      achievement.

     Our school firmly believes that authentic integration of technology engages learners and
      improves instruction. We have focused a great deal of resources and professional
      development in this area and the success can be seen in academic achievement as well as
      actual technology projects produced by students. We have also been successful utilizing
      technology for benchmark testing to modify instruction, and to communicate instructional
      practices to our stakeholders.

     Strong leadership from instructional supervisors has helped our school in the development of
      unit and lesson plans that are aligned with state standards and assessments. Teachers
      consistently cite standards in lesson plans, utilize prioritized maps to for planning, and use
      pacing guides to move instruction forward in a timely manner.

     Eaton teachers understand and believe that differentiated instruction is the only way to truly
      achieve academic excellence. They put this into practice with leveled reading and math
      groups, differentiated instruction according to learning styles, and project based learning
      assessments. Inclusion for all special education students stems from this belief that all
      students deserve quality instruction in the regular classroom at their unique skill level. This
      strength is evidenced by our proficiency levels on TCAP and our TVAAS gains across all quintiles
      and for all subgroups.




Tennessee School Improvement Planning Process Templates – August, 2007                     Page 49 of 101
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.)

     Despite excellent test scores, Eaton does face challenges. We know that our economically
      disadvantaged and female students are not scoring ADVANCED proficiencies at the same rate
      as their peers. We have many primary grade students at risk of not being proficient in reading
      by the end of second grade. Also, our brightest students are not making the same TVAAS gains
      in math as their peers. From an instructional viewpoint, we will address areas needing more
      time, money, personnel, and other resources.

     More time is needed for regular and consistent professional development in technology to
      assist instruction. There needs to be time set aside for professional development that would
      allow teachers to observe in classrooms of exemplary practitioners in order to improve
      classroom instruction. Time is needed to research effective instructional practices for females
      versus males. Time is needed to develop acceleration plans that would give our economically
      disadvantaged students a preview or background knowledge of upcoming topics of instruction.

     Money is needed to continue targeted technology initiatives to enhance instruction. Money is
      needed to provide full-time Response to Intervention position and two additional
      paraprofessional positions to enhance intervention and inclusion instructional efforts. Money
      is needed to expand the number of leveled fiction and non-fiction book sets to improve
      differentiated literacy instruction and tie the instruction of science and social studies to
      literacy. Money is needed to provide substitute teachers so that Eaton teachers have the
      opportunity to visit other classrooms and expand their instructional “toolbox.”

     Personnel needs include a full time Response to Intervention position along with two additional
      paraprofessionals to enhance the intervention and inclusion instructional efforts. At least one
      full time Curriculum and Instruction Coach is needed to assist teachers as they align instruction
      to standards, develop priority and pacing guides, and implement consistently and pervasively
      Learning Focused Strategies.

Other needed resources are a new benchmark assessment technology piece that would include all
students in grades 1-4 to identify skill gaps and improve instruction.




Tennessee School Improvement Planning Process Templates – August, 2007                      Page 50 of 101
Instructional Summary Questions- Narrative Response Required
How will we address our challenges?

Eaton teachers and administrators will address these instructional strategies in a variety of ways. We
will continue to carve out time for professional development (PD). A portion of county PD monies will
be allocated for substitute teachers so that our educators can visit classrooms of exemplary
practitioners. The school Leadership Team will examine the school schedule and look for ways to
increase time for literacy and maintain common planning time for all grade levels. Professional
develop will be provided to expand and refine the topics of Learning Focused Strategies and
Differentiation.

Curriculum & Instruction Coaches will form an exploratory team of teachers to seek out innovative
ways to cross gender lines in math and science instruction. This team will then make recommendations
to administrators on research-based best practices. Utilizing the Learning Focused Strategies approach,
teachers will identify students nearing ADVANCED proficiency scores (with particular attention to those
in the economically disadvantaged subgroup) and put together a plan of acceleration. These students,
through Intervention teachers, will be given a preview of the upcoming topics of instruction to prepare
them for learning and establish the same foundation of prior knowledge as that of their peers.

Eaton teachers will continue to integrate technology into classroom instruction. We will continue to
seek out grants, donations, and other sources of funding to outfit all our classrooms with interactive
white boards. Professional development will be provided for teachers as boards are purchased and
installed. Students, through their technology special area class, will work toward proficiency on all
NETS standards. On the county level, instructional supervisors are conducting research into a new
technology based benchmark assessment tool to provide data for teachers that helps improve
instruction.

Administrators, in written budget requests, have asked for two additional paraprofessionals to help
with the inclusion program. The addition of these personnel will enable small group and individualized
learning. We have also requested that the RTI position become full time.

Finally, we will work to expand the literacy resources of our Book Nook by adding more primary leveled
book sets and increasing the number of non-fiction leveled book sets on science and social studies
topics.




Tennessee School Improvement Planning Process Templates – August, 2007                      Page 51 of 101
TEMPLATE 3.3.a: Assessment Practices

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

                                  Baseline &         Pre-           Unit Tests      Literacy          TCAP          Benchmark        Student
Current Assessment                 Growth         Assessment                       Assessment         Testing         Tests        Assessment
Practices                          Testing                                                                                          Portfolios

                                  The             Harcourt        Textbook         The STAR         TCAP            Students in    Students in
                                  Brigance        Math check-     unit tests are   tests are        Testing is      grades 2 and   grades 2-4
                                  assessment      what-you-       given at the     given three      done once       4 complete     have an
                                  is given at     know pre-       end of the       times per        per year in     Skills Tutor   assessment
                                  the             assessment      unit of study    year to          the spring.     benchmark      portfolio
                                  beginning       pages.          in reading,      measure          While this is   assessments    with all data
                                  and end of      Learning        language,        student          only a          every two      gathered for
                                  kindergarten    Focused         math,            growth in        snapshot,       weeks.         the year.
                                  .               Strategies      science, and     reading.         results are     RTI            This
                                  Special         “toolbox” of    social           Fluency          disaggregate    Reading        portfolio
                                  education       pre-            studies.         tests are        d and           benchmark      passes along
Evidence of Practice (State
                                  utilizes        assessment                       given            strengths       tests occur    from one
in definitive/tangible terms)
                                  Brigance in     strategies.                      weekly at        and             three times    grade to the
                                  assessing        Scott-                          each grade       challenges      during the     next. Goals
                                  grade           Foresman                         level.           or trends are   year.          are set
                                  equivalents     Reading                          Reading          examined in                    related to
                                  for primary     series                           probes take      the areas of                   individual
                                  students.       Baseline                         place three      curriculum                     academic
                                  All             tests for                        times each       and                            challenges.
                                  classroom       each unit.                       year to          instruction.
                                  teachers        Promethean                       establish tier
                                  utilize         Active                           level for
                                  STAR            Votes are                        Response to



Tennessee School Improvement Planning Process Templates – August, 2007                      Page 52 of 101
                                  Reading and     utilized in                   Intervention
                                  Math            classrooms                    program
                                  assessments     with active                   Intervention
                                  throughout      boards to                     personnel
                                  the year to     pre-assess                    utilize
                                  establish       prior                         STAR
                                  baselines       knowledge                     Reading and
                                  and patterns                                  Early
                                  of growth.      Teacher                       Literacy,
                                  STAR Early      checklists                    Riverdeep
                                  Literacy        and rubrics                   data,
                                  testing is                                    companion
                                  utilized for                                  intervention
                                  K-1 students                                  for the
                                  to establish                                  reading
                                  baseline and                                  series, and
                                  growth                                        AIMS web
                                  measures.                                     data
                                  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?
Has the current practice          Effective       Effective       Effective     Effective       Effective       Effective   Effective
been effective or
ineffective?
                                  Kindergarte     Math pre-       Actual unit   STAR            TCAP            RTI         Actual
What data source(s) do you        n Brigance      assessments     tests from    Reading         Scores          Benchmark   student
have that support your            Scores          in student      academic      Growth          Data charts     Probe       portfolios
answer? (identify all                             portfolios      content       Reports         showing         Results     with all
applicable sources)                               Student         areas         STAR            disaggregate     progress   assessment
                                                  work            compiled in   Early           d test scores   reports     data



Tennessee School Improvement Planning Process Templates – August, 2007                    Page 53 of 101
                                                products          student       Literacy        by subject,                   compiled
                                                related to        portfolios    Growth          grade level,                  Goals sheets
                                                Learning          Teacher       Reports         and                           in portfolios
                                                Focused           grade books   Fluency         subgroup                      Copies of
                                                Strategies                      Test Scores                                   report cards
                                                pre-                            Reading                                       in portfolios
                                                assessment                      Probe scores
                                                strategies                      on AIMS
                                                Scott-                          web
                                                Foresman                        Reading
                                                reading test                    Record
                                                scores                          Cards
                                                Promethean
                                                tracking
                                                reports
                                                Actual
                                                teacher
                                                checklists,
                                                lesson
                                                plans, and
                                                rubrics
                                  There are     Classroom         Students      Student         Using          Benchmark      Consistent
                                  gains in      instruction       make          growth          TCAP           assessment     data
                                  tests scores is modified        improvemen    reports         scores, we     has            compilation
                                  from the      based on          ts in skill   consistently    can compare    accurately     in student
Evidence of effectiveness or      beginning of pre-               levels        show gains.     our results    identified     portfolios
ineffectiveness (State in         kindergarten assessments        throughout    TCAP &          to others      students in    allows
terms of quantifiable             until the end as                the year as   TVAAS           across the     need of        seamless
improvement)                      of            evidenced in      shown in      scores have     state to       intervention   transition
                                  kindergarten unit and           data          positive        ensure that    as             from one
                                  .             lesson plans      portfolios.   gains for all   specific       evidenced      grade to
                                                Students are                    subgroups.      state          by future      another.
                                                making                                          standards      TCAP



Tennessee School Improvement Planning Process Templates – August, 2007                   Page 54 of 101
                                               more than                                          were taught. scores.
                                               one year’s                                         This allows
                                               growth in                                          teachers to
                                               all subject                                        identify
                                               areas and in                                       areas of
                                               most                                               improvemen
                                               quintiles on                                       t in
                                               TVAAS                                              subgroups.
                                               reports
                                  All students All grade          All students    All students    All students    All students    All students
                                  in           levels             in grades       in grades       in grades       in grades       in grades 2-
                                  kindergarten practice           kindergarten    kindergarten    first through   first through   4 have an
                                  are given    effective          through         through         fourth grade    fourth grade    assessment
                                  the          pre-               fourth grade    fourth grade    take TCAP       take the RTI    portfolio.
                                  kindergarten assessment         take the unit   take STAR       tests. This     Benchmark
                                  and first    strategies.        tests. The      Literacy or     test helps us   Tests. This
                                  grade        The results        results are     STAR Early      plan for        test helps
                                  Brigance     are used to        used for re-    Literacy        future          identify the
                                  Test. This   plan               teaching and    Tests. This     instruction,    lowest 10%
                                  test is used effective          in future       test checks     instructional   in each
Evidence of equitable
                                  to determine instruction        lesson          progress in     strategies,     grade level
school support for this
                                  placement    for all            planning.       reading         and identify    who will
practice
                                  of students. students.                          abilities and   targeted        need
                                                                                  reading skill   areas for       additional
                                                                                  throughout      improvemen      assistance in
                                                                                  the school      t.              the language
                                                                                  year. All                       arts content
                                                                                  students in                     area.
                                                                                  third and                       All students
                                                                                  fourth grade                    in second
                                                                                  take the                        and fourth
                                                                                  STAR Math                       grade
                                                                                  test.                           participate



Tennessee School Improvement Planning Process Templates – August, 2007                     Page 55 of 101
                                                                                                                in . The bi-
                                                                                                                monthly
                                                                                                                progress
                                                                                                                monitors
                                                                                                                student
                                                                                                                achievement
                                                                                                                .
                                  Continue to     Continue to     Continue to     Continue to    Continue to    Continue to      Continue
                                  give the        use effective   administer      require        have first     have             the
                                  Brigance at     pre-            and             kindergarten   through        students in      compilation
                                  the             assessment      maintain        through        fourth grade   first through    of student
                                  beginning       strategies.     records of      fourth grade   students       fourth grade     assessment
                                  and end of      Continue to     textbook        students to    take the       take the         portfolios.
                                  kindergarten    utilize data    unit tests.     take the       TCAP tests.    benchmark        Expand the
                                  and report      from pre-       Continue to     STAR                          tests three      role of
                                  this data to    assessment      use this        Literacy or                   times a year.    setting goals
                                  first grade     to modify       information     Early                         Add a math       to so that, in
                                  teachers.       and improve     to improve      Literacy                      component        effect, all
                                  Use the data    instruction.    instruction     Tests.                        for              students
Next Step (changes or             for             Expand the      for students.   Continue to                   additional       have an
continuations)                    placement       availability                    update                        math RTI         individualiz
                                  and to plan     and usage of                    Reading                       instruction.     ed education
                                  instruction.    active                          Record                        Research         plan.
                                                  boards with                     Cards.                        and select a     Set up a
                                                  active votes                    Continue                      new              system of
                                                  to provide                      frequent                      benchmark        accountabili
                                                  immediate                       reading                       assessment       ty where
                                                  pre-                            probes.                       technology       they student
                                                  assessment                      In addition                   tool to          portfolios
                                                  feedback.                       to fluency                    assess and       are
                                                                                  testing, add                  provide          randomly
                                                                                  a                             practice         audited.
                                                                                  comprehens                    activities for



Tennessee School Improvement Planning Process Templates – August, 2007                    Page 56 of 101
                                                                         ion element              all students
                                                                         to the                   grades 1-4.
                                                                         frequent
                                                                         reading
                                                                         probes.




Tennessee School Improvement Planning Process Templates – August, 2007           Page 57 of 101
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

TIME

Eaton teachers believe effective assessment is best utilized to improve student learning. In regards to
assessment, time is spent in professional development for all staff members every year to help
interpret assessment data and develop a plan to address skill gaps. In addition, time is spent during
common planning, grade level meetings, and joint grade level meetings discussing assessment data and
developing plans of action for individual students, grade levels, subject areas, or the school as a whole.

MONEY

In regards to assessment, money is spent to send teachers to conferences and to professional
development meetings focused on this topic. Money is also spent to purchase items such as
Promethean Active Boards with Active Votes to provide immediate assessment results for students and
teachers. County funds are used to purchase a technology based benchmark assessment piece to help
teachers target deficiencies in a timely manner. In order to have achievement test data on all students
in grades 1-4, Eaton spends additional monies on TCAP tests for first and second grade.

PERSONNEL

Personnel are used in a variety of ways to implement high quality assessment. Our staff includes
individuals who work one-on-one and with small groups of students to increase learning and retention.
Also, we have personnel that work with the county to implement testing in first through fourth grades
as part of the Response to Intervention program. The county provides practitioners to conduct in-
depth psycho-educational testing for students with learning disabilities.

OTHER RESOURCES

Other resources such as volunteers are valuable assets to our school. We utilize the assistance from
volunteers to work with small groups of students allowing teachers individual assessment time with
students.

“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER
RESOURCES

TIME

Time is a valuable resource to educators, and there is never enough. Thorough student assessment
takes an enormous amount of time for the student and the teacher. We need to continue seeking out
innovative technology applications that will reduce the amount of time grading student assessment
and will allow us to have information in a timely manner. Finally, we should spend time providing
professional development in assessment for Paraprofessionals so they can perform assessment tasks
effectively.

MONEY

More money is needed to expand the availability of Promethean Active Boards with Active Votes for
each classroom. This technology allows students and teachers instant feedback that can be used to
modify and improve instruction. Additional funding is also needed to expand the benchmark online
testing program across the grade levels equitably.

PERSONNEL

There are adequate personnel to administer classroom assessment procedures. The Response to
Intervention personnel is not adequate to handle the caseload at Eaton and should be increased from a
half-time position to a full-time position. Two additional special education Paraprofessionals are
needed to assist the inclusion teacher with daily assessments in the regular classroom. Finally, there is
a growing need to have an intervention teacher who specializes in assisting students shown by
assessment data to struggle in Math.

OTHER RESOURCES

Other resources needed are adequate technology (bandwidth, computers, etc) to facilitate the
assessment process for students and teachers. Additional physical space is needed to provide a venue
for quiet, small group assessment.


Equity and Adequacy:

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

Yes and No. All teachers are provided with numerous adequate and high quality assessment
professional development sessions. All teachers and students benefit from the services of the
intervention teachers and Response to Intervention educator. All teachers and students have access to
the same assessments and all students have an assessment portfolio. The Active Vote technology and



Tennessee School Improvement Planning Process Templates – August, 2007                      Page 59 of 101
the online benchmark testing program are not equitably distributed throughout the school.

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being
effective with all their students?

Yes, our school does target funds and resources to effectively meet the needs of all teachers. Funds
are spent on benchmark tests, TCAP testing and technology, all of which provide effective assessments.
Our strong record of academic achievement tells us we are allocating resources effectively.

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

 Eaton Educators consistently do an excellent job of meeting the needs of all students as evidenced by
assessment data. Assessment is frequent, authentic, and results are analyzed and used to modify and
improve instruction. Intervention is available for struggling students identified through the Response
to Intervention assessment process.




Tennessee School Improvement Planning Process Templates – August, 2007                     Page 60 of 101
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?

     Eaton Educators utilize a variety of strategies to assess student learning. Teachers are
      knowledgeable about analyzing data, and they use this analysis to help them modify and
      improve curriculum and instruction. We see this in unit and lesson plans, documented student
      growth, and achievement test data.

     There is adequate personnel to provide intervention to students identified by assessment data
      as “at risk” in reading as evidenced by test scores and norm gains data.

     Technology is utilized to facilitate the assessment process, and in some cases, to provide
      immediate data for the teacher and student. We know from actual usage, teacher surveys, and
      software reports that existing assessment technology is effective and saves time for students
      and teachers.

     There are strong Response to Intervention and Inclusion programs that utilize frequent
      assessment data to support additional instruction for at risk students.

       Student portfolios are utilized to compile student assessments and are shared between grade
        levels.



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

     While we have a variety of assessment pieces, this process is very time consuming for the
      students and the teacher. Teachers say they spend so much time assessing students that
      instruction sometimes suffers. This need is highlighted on teacher surveys.

     Our Response to Intervention and Reading Specialists are working diligently to identify and
      serve our struggling students, but they do not have the time to fully meet all student needs.
      Eaton’s caseload is more than double that of many schools, yet we have the same half-time RTI
      position as the others. There is a need to create more time slots to serve a growing number of
      students identified as “at risk.”




Tennessee School Improvement Planning Process Templates – August, 2007                          Page 61 of 101
     Eaton staff members value the inclusion program and the rewards it brings in achievement for
      our special education students. However, this places great demands on the classroom teacher
      in terms of assessment. Oftentimes these students require specialized or modified assessment
      that takes time away from classroom instruction of regular education students.

       Finally, we believe in tailoring instruction to meet the needs of individual students. Providing
        differentiated instruction also means differentiated assessments, and this is time-consuming.
        Some teachers do not feel confident yet in their ability to structure individualized assessment
        pieces. We know this because there is not 100% consistency in the way the student portfolios
        are utilized.


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

     Teachers need a way to effectively assess student learning in a timely manner. To address this
      need, we need to seek out innovative technologies that will decrease the time spent taking,
      grading, and creating reports so that more time can be spent in effective instruction. We will
      continue to add active white boards with voting controls in each classroom. The search for a
      new benchmark assessment software application is being conducted at the county level. We
      would like to implement this tool across all grade levels and students.

     To continue providing vital Response to Intervention support, there is a need to have a full time
      practitioner. We have placed a budget request to the School Board to make this position full
      time.

     Assessment for our special education students can be very specialized and is certainly
      individualized. We have requested from the School Board two additional Paraprofessionals to
      assist with assessment (along with instruction) in inclusion classrooms.

       We will continue to provide professional development opportunities to all teachers in the area
        of differentiation with particular emphasis on pre- and post- assessments. Teachers will
        receive training in how to utilize this data to modify and create unique assessment
        opportunities for students based on individual needs.




Tennessee School Improvement Planning Process Templates – August, 2007                      Page 62 of 101
TEMPLATE 3.4.a: Organizational Practices

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

                                   School          School    Professional       Teacher          Parent      Technology        Equitable
                                   Mission        Schedule   Developme         Leadership     Involvement    Integration          and
                                  Statement      Purposefull      nt               and                                         Adequate
Current Organizational           and Beliefs     y Designed                    Participatio                                  Instructional
Practices                                       to Maximize                        n in                                       Resources
                                                   Student                      Decision-
                                                  Learning                       Making

                                 All school     Administrati    There is a     A team of      Parents are    Technology      Teachers
                                 initiatives    on, teachers,   cohesive       teachers       involved in    is integrated   have an
                                 and            and other       plan for       consisting     the school     into the        abundance
                                 programs       staff           professional   of             and form an    classroom to    of financial
                                 are aligned    members         developmen     representati   integral       increase        and
                                 to the         have            t that         ves from       support        student         personnel
                                 school         scheduled       encompasse     every grade    system.        engagement      resources
                                 mission        specific        s county       level along                   and             that enable
                                 statement      blocks of       initiatives    with the       Actual         learning.       them to
Evidence of Practice (State
                                 and beliefs.   time for        and leaves     school         number of                      perform
in definitive/tangible terms)
                                                uninterrupte    some time      principal      daily parent   Interactive     their duties
                                 Students       d instruction   for            make up a      volunteers,    White           successfully
                                 recite the     and             individual     school         Family         boards,         .
                                 mission        common          school         Leadership     Engagement     along with
                                 statement      planning for    needs.         Team.          & Parent       interactive     All
                                 and student    all grade                                     surveys,       software        classroom
                                 motto daily.   levels.         Professional   The            Principal’s    and             teachers
                                 It is posted                   Developme      Leadership     Night-In,      accessories,    have at least
                                 in             Special         nt focuses     Team           Leadership     are used in     $600/year to
                                  classrooms,     Area            on best         decides the     team            classrooms     spend on
                                  monthly         teachers are    practices to    course of       participation   daily.         instructional
                                  newsletter,     literacy        address         most school     , and grade     Teacher        supplies.
                                  school          teachers and    needs           initiatives     level parent    laptops are    Classroom
                                  website, and    assist with     identified by   and serves      night are all   used on a      sizes
                                  displayed in    instruction     data            as a voice      examples of     daily basis.   consistently
                                  foyer of        during the      analysis.       for all         how we          There is an    average
                                  school.         literacy        There is a      school staff.   practice        up-to-date     below
                                                  block.          mixture of      Curriculum      quality         computer       maximum
                                                                  prescribed      &               family          lab with a     numbers.
                                                                  and             Instruction     engagement.     dedicated      All
                                                                  individualiz    Coaches are                     technology     classroom
                                                                  ed              classroom                       teacher to     teachers
                                                                  professional    teachers                        provide        have the
                                                                  developmen      who assume                      instruction    availability
                                                                  t               these                           to students.   of
                                                                                  positions of                    There is a     mentoring
                                                                                  leadership                      second         student
                                                                                  and help                        computer       teachers in
                                                                                  drive and                       lab for        the
                                                                                  support                         teacher and    classroom.
                                                                                  instructional                   student use    A full staff
                                                                                  programs.                       on a sign-up   of special
                                                                                                                  basis.         area and
                                                                                                                                 support
                                                                                                                  There are      teachers
                                                                                                                  also           allows
                                                                                                                  computers      adequate
                                                                                                                  placed in      planning
                                                                                                                  every          and
                                                                                                                  classroom      collaboratio
                                                                                                                  for student    n time.
                                                                                                                  use.           A daycare



Tennessee School Improvement Planning Process Templates – August, 2007                     Page 64 of 101
                                                                                                                            has been
                                                                                                                            established
                                                                                                                            to allow
                                                                                                                            teachers on-
                                                                                                                            site care and
                                                                                                                            facilitate a
                                                                                                                            speedy
                                                                                                                            return to the
                                                                                                                            classroom
                                                                                                                            after
                                                                                                                            childbirth.
                                  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?
Has the current practice          Effective       Effective       Effective      Effective     Effective       Effective    Effective
been effective or
ineffective?
                                  Family          TCAP            Teacher        Teacher       Family          TCAP         Teacher
                                  Engagement      scores          evaluations,   surveys       Engagement      Scores,      surveys,
                                  survey,         Actual          Teacher        Student       survey,         Parent       School and
                                  Parent          School          surveys, and   academic      Parent          surveys,     PTO
                                  Survey,         Schedule        TCAP           achievement   survey,         Teacher      budgets
What data source(s) do you
                                  Student         with time-      scores,        Minutes       Sign-In         surveys,     School
have that support your
                                  Surveys,        on-task         State          from          sheets from     student      Schedule
answer? (identify all
                                  Faculty                         Professional   Leadership    parent          surveys      Class rosters
applicable sources)
                                  Surveys                         Developme      Team          participation   Actual       Daycare
                                                                  nt Surveys     Meetings      opportunitie    technology   participation
                                                                                 Mentoring     s               usage in
                                                                                 Sessions                      labs
                                                                                 with C&I                      Unit and



Tennessee School Improvement Planning Process Templates – August, 2007                   Page 65 of 101
                                                                                 Coaches                         Lesson
                                                                                                                 Plans

                                  100% of         Since a new     Improveme      Teachers        PTO             100% of        Decrease in
                                  students        school          nt of TCAP     and staff       membership      teachers use   teacher
                                  know the        schedule        scores.        report a        and             technology     turnover
                                  school          was             Decrease in    positive        attendance      on a daily     rate
                                  mission and     implemente      teacher        level of        Actual          basis to       Teacher
                                  understand      d five years    turnover       communicat      increased       instruct       surveys
                                  its meaning.    ago, test       rate.          ion.            number of       students.      Actual
                                  Instructional   scores and      Faculty        Faculty         parents         As             budget
Evidence of effectiveness or      decision-       academic        Surveys        Surveys         participating   technology     increases
ineffectiveness (State in         making          achievement     PD Session                                     integration
terms of quantifiable             involves        has             Evaluation                                     has
improvement)                      “lifelong       increased in    Forms                                          increased,
                                  learning.”      all grades                                                     so have
                                                  and                                                            TCAP and
                                                  subjects.                                                      TVAAS
                                                                                                                 scores.
                                                                                                                 Student,
                                                                                                                 parent, and
                                                                                                                 faculty
                                                                                                                 surveys
                                  All Eaton       The school      The system-    Principal       All parents     PTO            All
                                  students and    schedule        wide           has allotted    have            allocates      classroom
                                  teachers        allows for      calendar       time            opportunitie    money          teachers
                                  know and        time-on-task    allots equal   monthly to      s to be         equitably      receive the
Evidence of equitable
                                  understand      without         time for       meet with       involved as     for            same
school support for this
                                  the mission     interruption    teachers to    grade level     evidenced       technology     discretionar
practice
                                  as              for all         participate    representati    by Parent       materials,     y classroom
                                  evidenced       classroom       in             ves.            Volunteer       training and   funding.
                                  by surveys      teachers.       professional   Teachers        list of         integration.   Class sizes
                                  and daily       All teachers    developmen     and teams       activities.     Grant          are similar



Tennessee School Improvement Planning Process Templates – August, 2007                     Page 66 of 101
                                  participation have              t              select their                  money is        and stay
                                  .             common 45         opportunitie   representati                  also            below
                                                minute            s.             ves.                          allocated for   required
                                                planning          All teachers   Non-                          these           averages.
                                                period by         have           certified                     expenses.
                                                grade level       opportunity    staff and                     New
                                                team.             for            parents are                   technology
                                                                  additional     included.                     goes to
                                                                  professional                                 grade levels
                                                                  developmen                                   in an
                                                                  t through                                    equitable
                                                                  online                                       rotation
                                                                  resources.                                   pattern.
                                  Continue to     Continue to     Continue       Continue to    Continue       Continue to     Continue
                                  base            refine          allotting      encourage      expanding      stay current    distributing
                                  initiatives     schedule to     time for       teacher        the            on new          resources
                                  on school       allow for       professional   leadership     opportunitie   technology      equitably
                                  mission         more time-      developmen     through        s for          initiatives.    among
                                  statement       on-task for     t based on     Leadership     expanding      Continue to     teachers.
                                  and staff       all students.   needs’         Team, C&I      parental       offer and       Continue
                                  beliefs.                        analysis and   Coaches,       involvement    encourage       supporting
                                                                  teacher        Committee      .              professional    PTO
Next Step (changes or                                             input.         Chairs,        Continue       developmen      fundraising
continuations)                                                                   grant          successful     t related to    efforts to
                                                                                 writing, and   programs       technology.     supplement
                                                                                 School         such as        Continue to     classroom
                                                                                 Improveme      Principal’s    equip           budgets.
                                                                                 nt Planning.   Night-In,      classrooms      Maintain
                                                                                                Leadership     with active     class sizes
                                                                                                team, grade    whiteboards     below
                                                                                                level parent   and Active      mandatory
                                                                                                nights and     Votes.          limits.
                                                                                                parent-                        Continue



Tennessee School Improvement Planning Process Templates – August, 2007                    Page 67 of 101
                                                                               teacher        seeking out
                                                                               conferences.   innovative
                                                                                              opportunitie
                                                                                              s to support
                                                                                              teachers
                                                                                              such as
                                                                                              Little
                                                                                              Rockets
                                                                                              Daycare.




Tennessee School Improvement Planning Process Templates – August, 2007   Page 68 of 101
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

TIME

In relation to organizational practices, time is spent as the school mission statement and student motto
are recited daily and re-evaluated each year. These statements also impact the classroom time spent
establishing rules and policies, such as discipline and behavior. Time is spent each year re-evaluating
the school schedule to assure effective time on task for students. Professional development requires
that time be spent in development of a cohesive plan and actual time spent in training. Teachers
spend time developing leadership skills through Leadership Team, mentoring pre-service teachers from
local universities, mentoring and coaching other teachers, and serving on committees. Time is spent
preparing projects and events to encourage parent involvement. Other parent involvement activities
requiring teacher time include weekly newsletters from teachers and monthly newsletters from the
principals, Principal’s Night-In meetings, Parent Nights, Parent Conferences, Academic Fairs, and PTO
meetings.

MONEY

Effective organizational practices require adequate funding. Money is allocated for adequate
personnel to ensure common planning time for teachers. Quality professional development is often
expensive, and Eaton dedicates a significant portion of instructional monies toward teacher training.
At least one-third of every PTO Budget ($15,000-$20,000/yr) goes toward school technology initiatives.
This is supplemented by grants and donations. Many parent involvement initiatives encourage
attendance by serving food paid for with school funds. PTO also supplements teacher discretionary
supply money by contributing $400/teacher each year.



PERSONNEL

Eaton has a creative, hard-working group of teachers and administrators committed to academic



Tennessee School Improvement Planning Process Templates – August, 2007                                 Page 69 of 101
excellence. All staff members embrace the school mission and beliefs and model these principles for
our students. We value time on task, and work together to develop programs and schedules that
promote learning. Teachers regularly participate in professional development and have input into
selection of topics. Value is placed on developing teacher leaders through the school Leadership Team,
School Improvement Teams, Curriculum Coaches, Mentors, and Committee Chairs. Parent
involvement at Eaton is integral to our success. We depend on these “extra sets of hands” to help us
maximize small group learning and manage a major fundraiser each year. We seek out their input in
defining our goals and objectives. Teachers at Eaton are versed and knowledgeable in the effective use
of technology to improve instruction. Our school has an adequate number of teachers to provide a
top-notch education for our students.

OTHER RESOURCES

Eaton administrators provide leadership and guidance to all staff and students. They also provide
professional development opportunities for teachers. The smooth operation of the school is also
related to support staff such as Paraprofessionals, School Secretaries, School Nurse, Cafeteria Staff, and
Custodial Staff. In addition, the school has forged partnerships with local businesses and three nearby
churches. Central Methodist provides parking for our parents and teachers, childcare for our teachers’
toddler children, auditorium space for music performances and after school care for Eaton students.
Two River Rivers Church has provided free winter coats for our students, partnered with the school to
move and set up a portable classroom for Little Rockets Daycare, and provided meals for
parent/teacher conference nights. New Providence Church has provided meals for teachers, helped
build the deck for the daycare, installed playground equipment, and mulched playground areas.



“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER
RESOURCES

TIME

There is a need to spend additional time in professional development within the school day. Teachers
are exhausted after school, yet that is when a great deal of professional development takes place. We
should also be careful stewards of time on professional development days and ensure the content
adequately matches needs. We need to allow our teacher leaders flexible time to perform their extra
assigned duties. While there time allotted for technology training, we need to seek out additional ways
to give practice and collaboration time for new skills to fully integrate into the teacher’s toolbox. There
is never enough time to prepare and host all the parent events we would like. Each year, we need to
expand these opportunities to bring our parents into the building for worthwhile events.

MONEY

Three of our organizational practices require the greatest expenditures – professional development,
technology integration, and adequate resources. The greatest need in professional development is



Tennessee School Improvement Planning Process Templates – August, 2007                        Page 70 of 101
having the funds for substitutes. While we have an excellent professional development plan, the
missing element is time for collaboration and practice. Currently, we are in the midst of a three-year
program to equip every Eaton classroom with active white boards. This is a costly venture that
requires us to go above and beyond our normal fundraising monies for technology. Finally, we are
overcrowded at Eaton with some teachers having no physical space to teach. We are utilizing custodial
closets, library closets, and portable classrooms. This lack of physical space is not conducive to learning
or high teacher morale. In addition, our school building is twenty-five years old and beginning to show
its age. There is a need for more money allocated for facilities maintenance such as replacement floor
covering, replacement tables for the cafeteria, updated playground equipment, updated phone
system, and a completely new heating and air system. We should continue to provide further
professional development opportunities.

PERSONNEL

Currently, we are staffed at a level above our BEP funding for teaching positions. This came about due
to rapid growth four years ago in one grade level. Our greatest areas of need are in Response to
Intervention and Inclusion where additional personnel are needed. Eaton’s staff is its greatest asset.
We do believe in the need to maintain the quality team of professional educators currently in place
and will continue to seek out ways to ensure their success and provide for their needs.

OTHER RESOURCES

Our greatest need in this category is additional space for teaching and learning. Currently, the School
Board has passed a building program that would eventually have Eaton becoming a PreK-2 school.
However, the funding for this project is not yet available. Until that time there is a need for additional
physical space. In addition, the majority of Eaton students arrive every morning by car which creates
traffic gridlock on campus and some very unsafe situations. Parents drop students off in undesignated
areas, and then the students are crossing traffic without adult supervision. In the past there were two
police officers on campus to help with this situation. This year we only have one officer plus the
principal directing traffic, and this is not adequate to meet the safety needs.
Equity and Adequacy:

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

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all
their students?

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




Tennessee School Improvement Planning Process Templates – August, 2007                                  Page 71 of 101
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?

     All school initiatives and programs are aligned to the school mission and beliefs as evidenced
      by positive student, parent, and faculty surveys.

     A specific block of time for uninterrupted student instruction and common planning time for
      teachers is built into the school schedule.

     There is a cohesive plan for professional development that encompasses county initiatives and
      leaves flexibility for individual and school needs as evidenced by actual professional
      development plan and faculty surveys.

     Family engagement is also a major strength. Parents are involved in the school and form an
      integral support system. This is evident through the following: Family Engagement Survey,
      Principal’s Night In, Leadership Team, Grade Level Parent Nights, Parent Conferences, PTO
      membership and attendance at meetings.

     Technology is effectively integrated into classroom instruction to increase student engagement
      and learning. Evidence is found in unit and lesson plans, actual classroom instruction
      documented through formal and informal observations, and a special area technology class
      designed to teach students NETS standards.

     Teachers have an abundance of financial and personnel resources that enable them to create
      successful learning environments for their students. We know this from faculty surveys and
      achievement test results.




Tennessee School Improvement Planning Process Templates – August, 2007                            Page 72 of 101
Organization Summary Questions- Narrative Response Required
What are our major challenges and how do we know?

     There is a need for additional time and resources for professional development. While this
      process is strong, overall, the one challenge is not having enough time during paid work hours
      to collaborate and practice what has been learned. We know this from teacher surveys and
      focus groups.

     Along with the first challenge, there is a need for time and financial resources to help us
      develop teacher leaders. Frequently, additional duties are assigned with no compensation or
      time to fully implement the initiative. This need is evidenced by teacher and professional
      development surveys.

       As grade level configurations change and new initiatives are introduced or dropped, there is a
        need to constantly re-examine the school schedule in order to maximize student time on task
        and common planning for teachers.

     We need to continue to expand opportunities for parents to participate in meaningful ways in
      their child’s education. We also need to ensure our parents have a voice in school programs
      and decisions as evidenced by parent surveys.

     We must continue to equitably expand technology initiates to engage our students and
      enhance their learning. We know this from student, parent, and faculty surveys.

We need to come up with creative space planning to handle the overcrowding we face as Loudon
County begins a building campaign. Along with this, we need a solution to the safety issues involved
with unmanaged traffic and undesignated student drop-offs. We know this from parent surveys.




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

     As the professional development plan for 2008-2009 is developed, we will explore ways to
      create opportunities for collaboration and planning.

     We will address the need to develop teacher leaders by supplementing salaries from school
      monies in addition to what is provided by the county.

     The Leadership Team will re-examine the school schedule and look for ways to maximize time-
      on-task and maintain common planning.

     We will increase the number of parent events from six to seven for the 2008-2009 year. We
      will continue to include parents in our programs, and frequently seek their input through
      surveys, focus groups, and Parent Link calls home.



Tennessee School Improvement Planning Process Templates – August, 2007                     Page 73 of 101
     We will continue to seek out alternative ways to fund our “Study Like a Rocket” Promethean
      Board initiative to equip all Eaton classrooms with interactive white boards.

     We will continue to creatively utilize the space we have and continue to make budget requests
      for portable classroom buildings as needed.

     We will ask to use extended contract monies for teachers to help with safety patrols each
      morning to address safety issues that stem from traffic gridlock.




Tennessee School Improvement Planning Process Templates – August, 2007                  Page 74 of 101
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 75 of 101
GOAL 1 – Action Plan Development

Template 4.1 – (Rubric Indicator 4.1)                                                                                             Revised DATE: 3/08

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

                                                          In addition to meeting NCLB proficiency goals for AYP, the number of third grade students meeting
Goal
                                                          proficiency percentages will increase by 3% in math, science, and social studies.

                                                          There has been a marked decrease in the percentage of students scoring at the proficient level in third grade
Which need(s) does this Goal address?
                                                          for the following subjects: math, science, social studies.

                                                          Decrease the achievement gap by 5% in reading/language arts within the high, middle and low achievement
How is this Goal linked to the system’s Five-Year Plan?
                                                          subgroups by making positive gains in all groups as reported by state mandated testing by April 2008.

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     Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected
take to ensure you will be able to progress toward        cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For
your goal. Action steps are strategies and                Evaluation Strategy, define how you will evaluate the action step.)
interventions which should be scientifically based
where possible and include professional development,                                                        Projected
technology, communication, and parent and                                Person(s)        Required          Cost(s) &                               Performance
                                                          Timeline                                                            Evaluation Strategy
community involvement initiatives within the action                      Responsible      Resources         Funding                                 Results / Outcomes
steps of each goal.                                                                                         Sources

                                                                                                                                                    Number of third
                                                                         Eaton                                                                      grade students
            Continuation of Project One Child where                                                                           Examination of
                                                          August         Administration   Personnel,        Curriculum                              meeting
            community volunteers assist teachers                                                                              TCAP score
Action                                                    2010-          and faculty      classroom         materials for                           proficiency
            with morning tutoring for students scoring                                                                        disaggregation;
Step                                                      June                            space, monies     tutoring; time                          percentages will
            below proficient on TCAP and benchmark                       Two Rivers                                           student comment
                                                          2011                            for supplies      of participants                         increase by 3% in
            tests.                                                       Coordinators                                         on year end survey
                                                                                                                                                    math, science, and
                                                                                                                                                    social studies.


Tennessee School Improvement Planning Process Templates – August, 2007                     Page 76 of 101
                                                                                                                                                     Number of third
                                                                                           Access to state                     Examination of        grade students
                                                          May                              curriculum and                      TCAP score            meeting
                                                                         Eaton                                Cost of
Action      Offer a two week summer school focused        2010 –                           student                             disaggregation,       proficiency
                                                                         administrators                       personnel from
Step        on math and reading.                          July 23,                         performance                         pre- and post- test   percentages will
                                                                         and faculty                          AARA funding
                                                          2010                             indicators,                         results of            increase by 3% in
                                                                                           personnel                           participants          math, science, and
                                                                                                                                                     social studies.

                                                                                                                                                     Number of third
                                                                                           Access to state                                           grade students
                                                          August                           curriculum and     Monies to fund                         meeting
                                                                                                                               Examination of
Action      Weekly tutoring opportunities for             2010-          Teaching          student            extended                               proficiency
                                                                                                                               TCAP score
Step        students not making benchmarks.               June           personnel         performance        contract                               percentages will
                                                                                                                               disaggregation
                                                          2011                             indicators,        teachers                               increase by 3% in
                                                                                           personnel                                                 math, science, and
                                                                                                                                                     social studies.

                                                                                                                                                     Number of third
                                                                                                                               Examination of        grade students
                                                                         Administrators,
                                                                                                                               TCAP score            meeting
            Re-evaluate and modify master schedule                       third grade       Personnel,
Action                                                    June                                                                 disaggregation;       proficiency
            for third grade to focus more instructional                  teachers,         time spent in      No cost
Step                                                      2010                                                                 parent comment        percentages will
            time for the targeted subjects.                              Leadership        preparation
                                                                                                                               on survey at end of   increase by 3% in
                                                                         Team
                                                                                                                               parenting class       math, science, and
                                                                                                                                                     social studies.

                                                                                                                                                     Number of third
                                                                         Committee of                                                                grade students
                                                          August
            Acquisition of Leveled Books for Book                        science and                          $2,000           Examination of        meeting
Action                                                    2010-                            Leveled books,
            Nook to match student performance                            social studies                                        TCAP score            proficiency
Step                                                      June                             personnel          Eaton PTO
            indicators in science and social studies                     teachers from all                                     disaggregation        percentages will
                                                          2011
                                                                         grade levels                                                                increase by 3% in
                                                                                                                                                     math, science, and
Tennessee School Improvement Planning Process Templates – August, 2007                       Page 77 of 101
                                                                                                                                                   social studies.

                                                                                                                                                   Number of third
                                                                                                                                                   grade students
            Continue to utilize results from Skills Tutor
                                                            August       Eaton            Technology        $35/student                            meeting
            or other instrument to benchmark                                                                                 Examination of
Action                                                      2010-        Administrators   purchase,                                                proficiency
            student mastery of skills and assist                                                            school board     TCAP score
Step                                                        June         and Central      personnel and                                            percentages will
            teachers in making informed instructional                                                       appropriation    disaggregation
                                                            2011         Office staff     training                                                 increase by 3% in
            decisions.
                                                                                                                                                   math, science, and
                                                                                                                                                   social studies.

                                                                                                                                                   Number of third
                                                                                                            $1500 per set                          grade students
                                                            August       Eaton            Active Votes      per classroom;                         meeting
            Complete purchase of Active Votes to                                                                             Examination of
Action                                                      2010-        Administrators   purchase,         school board                           proficiency
            compliment assessment with Promethean                                                                            TCAP score
Step                                                        June         and Central      personnel and     appropriation                          percentages will
            Boards.                                                                                                          disaggregation
                                                            2011         Office staff     training          and Eaton PTO                          increase by 3% in
                                                                                                            funding                                math, science, and
                                                                                                                                                   social studies.

                                                                                                                                                   Number of third
                                                                                                                             Examination of        grade students
                                                                                          Access to
                                                                         Eaton                                               TCAP score            meeting
            In-service training of teachers on math                                       student
Action                                                      August       Administrators                                      disaggregation;       proficiency
            instructional strategies and a review of                                      performance       None
Step                                                        2010         and Central                                         teacher comment       percentages will
            math content in the upper grades.                                             indicators,
                                                                         Office staff                                        on survey at end of   increase by 3% in
                                                                                          personnel
                                                                                                                             in-service training   math, science, and
                                                                                                                                                   social studies.




Tennessee School Improvement Planning Process Templates – August, 2007                     Page 78 of 101
GOAL 2 – Action Plan Development

Template 4.1 – (Rubric Indicator 4.1)                                                                                                 Revised DATE: 3/08

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

                                                           Fourth grade norm gains will be positive in all subjects and exceed state gains in all five quintiles, with
Goal                                                       particular emphasis placed on increasing gains in math and reading for our lowest achieving students in
                                                           quintiles one and two as evidenced by 2010 TVAAS reports.

Which need(s) does this Goal address?                      Lowest achieving students are not showing positive gains in MATH and READING.

                                                           Decrease the achievement gap by 5% in reading/language arts within the high, middle and low achievement
How is this Goal linked to the system’s Five-Year Plan?
                                                           subgroups by making positive gains in all groups as reported by state mandated testing by April 2011.

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      Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected
take to ensure you will be able to progress toward         cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For
your goal. Action steps are strategies and                 Evaluation Strategy, define how you will evaluate the action step.)
interventions which should be scientifically based
where possible and include professional development,                                                          Projected
technology, communication, and parent and                                Person(s)          Required          Cost(s) &                                 Performance
                                                           Timeline                                                              Evaluation Strategy
community involvement initiatives within the action                      Responsible        Resources         Funding                                   Results / Outcomes
steps of each goal.                                                                                           Sources

                                                                                                              NO cost                                   Fourth grade norm
                                                                                                              anticipated        Examination of         gains will be
            Continuation of fourth grade advanced          August        Eaton principal    Active Board,
Action                                                                                                        since class can    TCAP scores for all    positive in all
            math class for students scoring in quintiles   2010-         will assign duty   time,
Step                                                                                                          be scheduled in    five quintiles in      subjects and
            4 and 5                                        2011          to a teacher       personnel
                                                                                                              room with          MATH                   exceed state gains
                                                                                                              Active Board                              in all five quintiles



Tennessee School Improvement Planning Process Templates – August, 2007                       Page 79 of 101
                                                                                            Access to state   Monies to fund                         Fourth grade norm
                                                          August                            curriculum and    extended         Examination of        gains will be
            Math tutoring before and after school for
Action                                                    2010-          Teaching           student           contract         TCAP scores for all   positive in all
            students not making adequate gains or
Step                                                      June           personnel          performance       teachers;        five quintiles in     subjects and
            scoring below proficiency levels.
                                                          2011                              indicators,       school board     MATH                  exceed state gains
                                                                                            personnel         appropriation                          in all five quintiles

                                                                                            Access to state                                          Fourth grade norm
            Project One Child volunteer tutors will                      Eaton
                                                          October                           curriculum and                     Examination of        gains will be
            meet with students not proficient or not                     administrators                       Materials
Action                                                    2010-                             student                            TCAP scores for all   positive in all
            making positive gains before school to                       and faculty; Two                     provided by
Step                                                      June                              performance                        five quintiles in     subjects and
            work specifically on math and reading                        Rivers Church                        teachers
                                                          2011                              indicators,                        MATH & READING        exceed state gains
            skills.                                                      volunteers
                                                                                            personnel                                                in all five quintiles

                                                                                                                                                     Fourth grade norm
                                                          August         Eaton              Technology        $35/student                            gains will be
            Continue effective utilization of                                                                 ($5,250)         Examination of
Action                                                    2010-          Administrators     purchase,                                                positive in all
            benchmark assessment technology for                                                                                TCAP score
Step                                                      June           and Central        personnel and     school board                           subjects and
            grades 2-4 in math and reading                                                                                     disaggregation
                                                          2011           Office staff       training          appropriation                          exceed state gains
                                                                                                                                                     in all five quintiles

                                                                                                              $4,000 per
                                                                                                                                                     Fourth grade norm
                                                                                                              board per
                                                          August         Eaton              Active Boards                                            gains will be
                                                                                                              classroom;       Examination of
Action      Finalize purchase and implementation of       2010-          Administrators     purchase,                                                positive in all
                                                                                                              school board     TCAP score
Step        Active Votes for Promethean Boards            June           and Central        personnel and                                            subjects and
                                                                                                              appropriation    disaggregation
                                                          2011           Office staff       training                                                 exceed state gains
                                                                                                              and Eaton PTO
                                                                                                                                                     in all five quintiles
                                                                                                              funding

                                                          August                                                                                     Fourth grade norm
            Keep in place math and reading                               Eaton                                                 Examination of        gains will be
Action                                                    2010-                             Salary of
            intervention personnel for third and                         Administrators;                      $45,000          TCAP score            positive in all
Step                                                      June                              personnel
            fourth grade including RTI.                                  School Board                                          disaggregation        subjects and
                                                          2011
                                                                                                                                                     exceed state gains

Tennessee School Improvement Planning Process Templates – August, 2007                       Page 80 of 101
                                                                                                                                                   in all five quintiles

                                                                                                                                                   Fourth grade norm
                                                                         Eaton teachers                                       Examination of
                                                          August                                             Time of                               gains will be
            Identify students at risk in Reading and                     and                                                  TCAP score
Action                                                    2010-                                              instructional                         positive in all
            Math prior to third grade and provide                        administrators;   Time on task                       disaggregation
Step                                                      June                                               supervisor &                          subjects and
            more aggressive in RTI Interventions.                        Instructional                                        from 1st/2nd grade
                                                          2011                                               C&I Team                              exceed state gains
                                                                         Supervisor                                           data
                                                                                                                                                   in all five quintiles

                                                                                                                                                   Fourth grade norm
                                                                                           Time on Task;                      Actual time
                                                          August                                             Cost of Manual                        gains will be
            Study fourth grade schedule and rework                       Eaton 4th grade   Scheduling                         increased in math;
Action                                                    2010-                                              ($80); Time of                        positive in all
            to focus more instructional time each day                    teachers and      Manual on                          examination of
Step                                                      June                                               teachers and                          subjects and
            on math instruction.                                         administrators    Parallel Block                     disaggregated
                                                          2011                                               administrators                        exceed state gains
                                                                                           Scheduling                         math TCAP scores
                                                                                                                                                   in all five quintiles




Tennessee School Improvement Planning Process Templates – August, 2007                      Page 81 of 101
GOAL 3 – Action Plan Development

Template 4.1 – (Rubric Indicator 4.1)                                                                                            Revised DATE: 3/08

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

                                                          To continue meeting and exceeding all NCLB proficiency goals in grade three, by the end of second grade,
Goal                                                      98% of Eaton students will score on grade level on the STAR Reading Test and show proficiency on 2010 TCAP
                                                          Reading/Language norm referenced test.

Which need(s) does this Goal address?                     There is an achievement gap within achievement quintiles in reading/language arts.

                                                          Decrease the achievement gap by 5% in reading/language arts within the high, middle and low achievement
How is this Goal linked to the system’s Five-Year Plan?
                                                          subgroups by making positive gains in all groups as reported by state mandated testing by April 2008.

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     Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected
take to ensure you will be able to progress toward        cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For
your goal. Action steps are strategies and                Evaluation Strategy, define how you will evaluate the action step.)
interventions which should be scientifically based
where possible and include professional development,                                                        Projected
technology, communication, and parent and                                Person(s)        Required          Cost(s) &                             Performance
                                                          Timeline                                                          Evaluation Strategy
community involvement initiatives within the action                      Responsible      Resources         Funding                               Results / Outcomes
steps of each goal.                                                                                         Sources

                                                                                                                                                  98% of Eaton 2nd
                                                                                                            $50,000         Comparison of         graders will score
                                                          August                                                                                  on grade level on
                                                                                          Monies to fund     county         STAR reading and
Action      Maintain reading intervention teacher         2010-          Central office                                                           the STAR Reading
                                                                                          positions,        commission      TCAP
Step        positions funded by Title I monies            June           staff                                                                    Test and show
                                                                                          personnel         and board       reading/language
                                                          2011                                                                                    proficiency on
                                                                                                            appropriation   arts scores
                                                                                                                                                  2010 TCAP
                                                                                                                                                  Reading/Language

Tennessee School Improvement Planning Process Templates – August, 2007                     Page 82 of 101
                                                                                                                                                  norm referenced
                                                                                                                                                  test.

                                                                                                                                                  98% of Eaton 2nd
                                                                                                                                                  graders will score
                                                                                                                                                  on grade level on
                                                                                                                               Comparison of      the STAR Reading
            Examine school schedule for opportunities     August                                                                                  Test and show
                                                                         Eaton                                                 STAR reading and
Action      to provide more segments of small group       2010-                             Time spent on                                         proficiency on
                                                                         Administrators ;                     No Cost          TCAP
Step        instruction in Reading/Language by            June                              task                                                  2010 TCAP
                                                                         Leadership Team                                       reading/language
            teaming in unique ways.                       2011                                                                                    Reading/Language
                                                                                                                               arts scores
                                                                                                                                                  norm referenced
                                                                                                                                                  test.

                                                                                                                                                  98% of Eaton 2nd
                                                                                                                                                  graders will score
                                                                                                                                                  on grade level on
                                                                                                              Time spent       Comparison of
                                                          August                            Computers for                                         the STAR Reading
                                                                                                              writing,         STAR reading and
Action      Emphasis on reading vocabulary                2010-          Eaton              lesson                                                Test and show
                                                                                                              implementing     TCAP
Step        development in classroom instruction          June           Administrators     planning, time,                                       proficiency on
                                                                                                              and evaluating   reading/language
                                                          2011                              personnel                                             2010 TCAP
                                                                                                              lesson plans     arts scores
                                                                                                                                                  Reading/Language
                                                                                                                                                  norm referenced
                                                                                                                                                  test.

                                                                                                              Monies for                          98% of Eaton 2nd
                                                                                                              extended                            graders will score
                                                                                                                               Comparison of      on grade level on
                                                          August                            Monies to fund    contract
            Student tutoring in reading before and                       Central office                                        STAR reading and   the STAR Reading
Action                                                    2010-                             extended          ($6,000)
            after school hours provided by extended                      and Eaton                                             TCAP               Test and show
Step                                                      June                              contracts,
            contract teachers                                            Faculty                              teachers;        reading/language   proficiency on
                                                          2011                              personnel
                                                                                                              county           arts scores        2010 TCAP
                                                                                                              commission                          Reading/Language
                                                                                                              and board                           norm referenced
Tennessee School Improvement Planning Process Templates – August, 2007                       Page 83 of 101
                                                                                                           appropriation                      test.

                                                                                                                                              98% of Eaton 2nd
                                                                                                                                              graders will score
                                                                                                                                              on grade level on
                                                                                                           $1,500 per      Comparison of
                                                          August                                                                              the STAR Reading
Action      Finalization of purchase and                                 Eaton PTO and   Active Boards     classroom;      STAR reading and
                                                          2010-                                                                               Test and show
            implementation of Active Votes for                           Loudon County   training, and     Eaton PTO and   TCAP
Step                                                      June                                                                                proficiency on
            classrooms                                                   School Board    personnel         school board    reading/language
                                                          2011                                                                                2010 TCAP
                                                                                                           appropriation   arts scores
                                                                                                                                              Reading/Language
                                                                                                                                              norm referenced
                                                                                                                                              test.

                                                                                                                                              98% of Eaton 2nd
                                                                                                                                              graders will score
                                                                                                                                              on grade level on
                                                                                                                           Comparison of
                                                          August                         Technology                                           the STAR Reading
Action      Full implementation of Skills Tutor (or                      Eaton PTO and                     $35/student     STAR reading and
                                                          2010-                          component,                                           Test and show
            alternate) benchmark assessment                              Loudon County                                     TCAP
Step                                                      June                           training,                                            proficiency on
            technology for first and second grades                       School Board                                      reading/language
                                                          2011                           personnel                                            2010 TCAP
                                                                                                                           arts scores
                                                                                                                                              Reading/Language
                                                                                                                                              norm referenced
                                                                                                                                              test.




Tennessee School Improvement Planning Process Templates – August, 2007                    Page 84 of 101
GOAL 4 – Action Plan Development

Template 4.1 – (Rubric Indicator 4.1)                                                                                            Revised DATE: 3/08

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

                                                          Continue to increase by 5% each year the percentage of parents who take an active role in school
Goal
                                                          improvement and school programs as evidenced by parent survey results and actual participation rates.

Which need(s) does this Goal address?                     Parent survey results show a need to improve actual participation in school programming.

                                                          Increase the engagement of families and communities in the education process by 5% on an annual basis as
How is this Goal linked to the system’s Five-Year Plan?
                                                          measured by parent and community surveys.

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     Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected
take to ensure you will be able to progress toward        cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For
your goal. Action steps are strategies and                Evaluation Strategy, define how you will evaluate the action step.)
interventions which should be scientifically based
where possible and include professional development,                                                        Projected
technology, communication, and parent and                                Person(s)        Required          Cost(s) &                                Performance
                                                          Timeline                                                           Evaluation Strategy
community involvement initiatives within the action                      Responsible      Resources         Funding                                  Results / Outcomes
steps of each goal.                                                                                         Sources

                                                                                          Personnel,        Cost of food                             Increase of 5% in
            Principal’s Night In meeting with parents      Fall 2010                      time, large       provided to                              parent
Action      and administrators with provision of snack                   Eaton            space for         parents; Eaton   Examination of          understanding and
Step        supper for attendees – discussion of          Spring         Administrators   meeting, food     PTO and school   parent surveys          participation as
            school programs.                              2011                            and monies for    board                                    evidenced in
                                                                                          food              appropriation                            parent surveys

Action      Video Principal’s Night In meeting and                       Computer         Personnel,                         Examination of          Increase of 5% in
                                                          Fall 2010                                         NONE
Step        place it on internet web site for parent                     teacher, media   time, video                        parent surveys          parent
Tennessee School Improvement Planning Process Templates – August, 2007                     Page 85 of 101
            access                                                       center teacher,   equipement,                                          understanding and
                                                                         Eaton             access to web                                        participation as
                                                                         administrators    site for                                             evidenced in
                                                                                           download                                             parent surveys

                                                                                           Personnel,                                           Increase of 5% in
                                                                         Computer
                                                          August                           time, video                                          parent
                                                                         teacher, media
Action      Any parenting sessions formatted for Web      2010-                            equipment,                          Examination of   understanding and
                                                                         center teacher,                     NONE
Step        and Podcast access                            June                             access to web                       parent surveys   participation as
                                                                         Eaton
                                                          2011                             site for                                             evidenced in
                                                                         administrators
                                                                                           download                                             parent surveys

                                                                                                                                                Increase of 5% in
                                                                         Computer
                                                                                                                                                parent
                                                                         teacher, media    Personnel,
Action      Expand use of Eaton Blog and implement                                                                             Examination of   understanding and
                                                          Fall 2010      center teacher,   time, access to   NONE
Step        parent training on use of blog                                                                                     parent surveys   participation as
                                                                         Eaton             computer lab
                                                                                                                                                evidenced in
                                                                         administrators
                                                                                                                                                parent surveys

            Administrators will write a paragraph for                                                                                           Increase of 5% in
            parent information purposes, with special     August                           Personnel,                                           parent
                                                                         Eaton
Action      emphasis on TCAP information, to be           2010-                            time, copy                          Examination of   understanding and
                                                                         Administrators                      NA
Step        added to classroom weekly Friday note         June                             paper, access                       parent surveys   participation as
                                                                         and teachers
            sent home by teachers and also posted on      2011                             to computer                                          evidenced in
            teacher’s school website                                                                                                            parent surveys

                                                                                                             Since Parent
                                                                                                             Link is already                    Increase of 5% in
            Continued use of Parent Link to remind        August                           Parent Link       funded                             parent
                                                                         Eaton
Action      parents of available school programs and      2010-                            access, phone     through school    Examination of   understanding and
                                                                         Administrators
Step        other opportunities for parent                June                             access, time,     board             parent surveys   participation as
                                                                         and teachers
            involvement                                   2011                             personnel         appropriation,                     evidenced in
                                                                                                             no additional                      parent surveys
                                                                                                             cost is

Tennessee School Improvement Planning Process Templates – August, 2007                      Page 86 of 101
                                                                                                            anticipated

                                                                                          Personnel,                                        Increase of 5% in
                                                          August                          computer                                          parent
            Identify school media representatives to                     Eaton                              No monetary
Action                                                    2010-                           access for                       Examination of   understanding and
            submit articles to local newspaper for                       Administrators                     cost is
Step                                                      June                            newspaper                        parent surveys   participation as
            public relations improvement                                 and teachers                       anticipated.
                                                          2011                            submissions,                                      evidenced in
                                                                                          time                                              parent surveys




Tennessee School Improvement Planning Process Templates – August, 2007                     Page 87 of 101
GOAL 5 – Action Plan Development

Template 4.1 – (Rubric Indicator 4.1)                                                                                                Revised DATE: 3/08

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

                                                          Implement School Wide Positive Behavioral Support program to improve student discipline, reward positive
Goal
                                                          behavior, and decrease bullying by 5% as evidenced by student and parent surveys and school discipline data.

Which need(s) does this Goal address?                     Student and parent surveys show a need

                                                          Decrease the achievement gap by 5% in reading/language arts within the high, middle and low achievement
How is this Goal linked to the system’s Five-Year Plan?
                                                          subgroups by making positive gains in all groups as reported by state mandated testing in April 2008.

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     Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected
take to ensure you will be able to progress toward        cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For
your goal. Action steps are strategies and                Evaluation Strategy, define how you will evaluate the action step.)
interventions which should be scientifically based
where possible and include professional development,                                                            Projected
technology, communication, and parent and                                Person(s)            Required          Cost(s) &                              Performance
                                                          Timeline                                                               Evaluation Strategy
community involvement initiatives within the action                      Responsible          Resources         Funding                                Results / Outcomes
steps of each goal.                                                                                             Sources

                                                                         Loudon County                                                                 Decrease in tardy
                                                                                                                Cost of salary                         arrivals as
                                                                         Sheriff’s
                                                                                                                for hours        Examination of        evidenced in
                                                          August         Department and       Personnel,
            Increase number of police officers on                                                               worked; School   parent surveys,       attendance records
Action                                                    2009-          Lenoir City Police   monies to pay
            campus and at major intersection leading                                                            Board            teacher surveys       and decrease in
Step                                                      May            Department;          personnel,
            to campus                                                                                           Appropriation    and attendance        negative parent
                                                          2010           Central Office       time
                                                                                                                & Sheriff’s      records               and teacher
                                                                         staff, Eaton
                                                                                                                Dept.                                  comments in
                                                                         Administrators
                                                                                                                                                       surveys and

Tennessee School Improvement Planning Process Templates – August, 2007                         Page 88 of 101
                                                                                                                                             Leadership
                                                                                                                                             Committee
                                                                                                                                             meetings

                                                                                                                                             Decrease in tardy
                                                                                                                                             arrivals as
                                                                                                                                             evidenced in
                                                                                                                                             attendance records
                                                                                           Personnel,                      Examination of
                                                           August                                                                            and decrease in
            Establish a parent volunteer team to                                           time for                        parent surveys,
Action                                                     2008-                                             None                            negative parent
            assist with traffic direction at the arrival                 Eaton PTO         training and                    teacher surveys
Step                                                       May                                               anticipated                     and teacher
            area of the school                                                             implementa-                     and attendance
                                                           2009                                                                              comments in
                                                                                           tion                            record
                                                                                                                                             surveys and
                                                                                                                                             Leadership
                                                                                                                                             Committee
                                                                                                                                             meetings

                                                                                                                                             Decrease in tardy
                                                                                                                                             arrivals as
                                                                                                                                             evidenced in
                                                                                                                                             attendance records
                                                                                                                           Examination of
                                                           August                                                                            and decrease in
            Meet with parents of tardy students to                                         Personnel,                      parent surveys,
Action                                                     2008-         Eaton Vice                          None                            negative parent
            develop plan of action to alleviate tardy                                      time, space for                 teacher surveys
Step                                                       May           Principal                           anticipated                     and teacher
            arrival                                                                        parent meeting                  and attendance
                                                           2009                                                                              comments in
                                                                                                                           record
                                                                                                                                             surveys and
                                                                                                                                             Leadership
                                                                                                                                             Committee
                                                                                                                                             meetings

                                                                         Eaton             Personnel,                      Examination of    Decrease in tardy
Action      Continue parent and student education          August                                            None
                                                                         Administrators    time, space for                 parent surveys,   arrivals as
Step        program through Coordinated School             2008-                                             anticipated
                                                                         and Coordinated   parent meeting                  teacher surveys   evidenced in
            Health Program to increase bus                 May
                                                                         School Health                                     and attendance    attendance records
Tennessee School Improvement Planning Process Templates – August, 2007                      Page 89 of 101
            participation and use                         2009           Team members                                      record            and decrease in
                                                                                                                                             negative parent
                                                                                                                                             and teacher
                                                                                                                                             comments in
                                                                                                                                             surveys and
                                                                                                                                             Leadership
                                                                                                                                             Committee
                                                                                                                                             meetings

                                                                                                                                             Decrease in tardy
                                                                                                                                             arrivals as
                                                                                                                                             evidenced in
                                                                                                                                             attendance records
                                                                         School Board     Extended                         Examination of
                                                          August                                            $5,000 from                      and decrease in
            Allocated extended contract monies for                       appropriation    contract                         parent surveys,
Action                                                    2008-                                             Extended                         negative parent
            school personnel to be used for traffic                      and Central      monies,                          teacher surveys
Step                                                      May                                               Contract                         and teacher
            control on campus                                            Office staff     personnel,                       and attendance
                                                          2009                                              monies                           comments in
                                                                         allocation       time                             record
                                                                                                                                             surveys and
                                                                                                                                             Leadership
                                                                                                                                             Committee
                                                                                                                                             meetings

                                                                                                                                             Decrease in tardy
                                                                                                                                             arrivals as
                                                                                                                                             evidenced in
                                                                                                                           Examination of    attendance records
            Distribute parking passes to Eaton staff to   August                          Parking Passes;                  parent surveys,   and decrease in
Action      assist in identification of cars allowed      2008-          Eaton            Eaton PTO         $500 from
                                                                                                                           teacher surveys   negative parent
Step        access to unauthorized drop-off area of       May            administrators                     school funds
                                                                                                                           and attendance    and teacher
            parking lot                                   2009
                                                                                                                           record            comments in
                                                                                                                                             surveys and
                                                                                                                                             Leadership
                                                                                                                                             Committee

Tennessee School Improvement Planning Process Templates – August, 2007                     Page 90 of 101
                                                                                          meetings




Tennessee School Improvement Planning Process Templates – August, 2007   Page 91 of 101
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?

Component teams of Eaton Elementary School established school improvement goals corresponding to
data analysis results. The component teams systematically developed action steps. These steps were
organized methodically in rubrics for timely implementation.

Eaton’s capacity for collaboration of district personnel, administrators, instructional staff, students, and
stakeholders to support student learning is completed through a multifaceted approach. Collaboration
is facilitated through:

• discussions in grade level meetings

• in-service and faculty meetings

• posted and highlighted instructional standards

• parent newsletters

• parent bulletins

• weekly teacher “Friday Focus” e-newsletters

• e-mails to teachers

• monthly district principal and assistant principal meetings

• cluster meetings for principals and parents

• school-based parent meetings and information nights

Discussions with teachers are centered around formative assessments, instructional strategies,
curriculum standards and design, report cards, TCAP data, assessment data, Scott-Foresman reading
assessment, STAR Reading & Math growth reports, RTI reading probes, and textbook assessment pieces.
Discussions with parents focus on interpreting report cards, curriculum standards, TCAP data, and school
procedures such as attendance, safety, homework, discipline, and use of student planners. Community
discussions focus on student achievement, student incentives, school-business partnerships, and use of
Evidence of Collaborative Process – Narrative response required
our facility.




Evidence of Alignment of Data and Goals – Narrative response required
What evidence do we have that proves alignment between our data and our goals?

Eaton Elementary School is maintaining alignment between our data and our goals.

TCAP assessment, when disaggregated, reveals that students and teachers are doing an excellent job
overall. However, we also see that our female students and economically disadvantaged students are
not making the same inroads into the ADVANCED proficiency levels as their peers. This data need aligns
with Goal #1 which states: In addition to meeting minimum NCLB proficiency goals for AYP, the
percentage of female and economically disadvantaged students in grade 3-4 scoring ADVANCED on
TCAP criterion referenced tests will increase by 5% in all subjects.

Value-Added Data also reveals that our lowest achieving fourth grade students are not achieving the
same full year’s growth in Math and Reading as their peers. The lowest achieving quintiles are making
above below average gains while the brightest students are have greater gains. This challenge is aligned
with Goal 2 of the SIP which states: Fourth grade norm gains will be positive in all subjects and exceed
state gains in all five quintiles, with particular emphasis placed on increasing gains in math and reading
for our lowest achieving students in quintiles one and two as evidenced by 2010 TVAAS data.

Goal #3 is tied to the analysis of STAR Reading and Early Literacy growth reports to report card data and
TCAP norm referenced tests for first and second graders. This analysis shows the need for reading
intervention for several students who are in jeopardy of not meeting grade level proficiency by the end
of second grade.

We consider survey data just as seriously as academic test data. Our parents have said they are not
always aware of school programs and opportunities for participation. They also cite unfamiliarity with
TCAP tests and how the scores are utilized in the school setting. This data led our Component 4 team to
develop the following goal: Continue to increase the level and quality of parent participation and
improve their understanding of school programs by 5% each year as evidenced by surveys and actual
participation levels.

Finally, we have worked with University of Tennessee consultants throughout the 2009-2010 year to
forge a thorough School Wide Positive Behavioral Support plan. Student surveys show a need to reward
accomplishments and reduce bullying. This need led to the following goal: Implement Positive
Behavioral Supports program to improve student discipline, decrease incidences of bullying, and
improve positive student rewards by 5% as evidenced by student and parent surveys and school
discipline data.




Tennessee School Improvement Planning Process Templates – August, 2007                      Page 93 of 101
Evidence of Communication with All Stakeholders – Narrative response required
What evidence do we have of our communication of the TSIPP to all stakeholders?

It is important that our parents and stakeholders are knowledgeable about school programs and the
school’s efforts to improve. In order to communicate our yearly goals to parents, we use several tools.
Eaton administrators conduct a Principal’s Night In meeting each fall and spring to increase parent
understanding of school programs and encourage parent participation. These evening sessions allow
parents to brainstorm ideas for school improvement through a KEEP, START, and STOP format. The
results are communicated via the monthly Rocketeer (school newsletter), teacher newsletters, and the
school web site. In addition, all participating parents receive a personal letter thanking them for their
time and giving an in-depth report of the focus group data. In addition, components of the SIP appear in
the student handbook, are telephoned to families with Parent Link messaging software, elaborated on
by teachers at Back-to-School Nights, parent conferences, and the spring Principal’s Night-In meeting. A
copy of the School Improvement Plan can be found in the media center and on the school web site.
Teachers receive an electronic copy of the plan through email.



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 mission of Eaton Elementary is to develop independent thinkers and problem solvers for life.
Component 4 goals were established from this mission, beliefs, and shared vision behind it. The goals
were aligned with assessment data, learning environment, and parent/teacher input. Loudon County
and Eaton have fully embraced Learning Focused Strategies as our instructional model. This “toolbox”
of strategies places a heavy emphasis on developing thinking processes. In addition, we take our data
analysis down to the individual student in order to make sure we are appropriately meeting students
where they are – whether struggling, proficient, or advanced – and outline individualized plans to help
him/her reach full potential. Our goal of creating lifelong thinkers and problem solvers extend to our
staff. Professional development efforts focus on differentiation and technology to meet student needs.
Teachers and administrators attend local, state, and national conferences to pursue knowledge that will
help our students achieve academic success and model lifelong learning.




Tennessee School Improvement Planning Process Templates – August, 2007                     Page 94 of 101
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?

Action steps in Component 4 are in direct correlation with the challenges outlined in curriculum,
instruction, assessment, and organization in Component 3.

Challenges for curriculum and instruction include a need to incorporate new science and math standards
with our textbooks as we realign pacing guides for unit and lesson planning (Goals #1-#3). We must
also seek out curriculum resources to help us narrow the achievement gap in proficiencies linked to
gender and socioeconomic status. As stated in Component 4, we will meet minimum NCLB proficiency
goals for AYP and in addition, the number of third grade students meeting proficiency goals will increase
by 3% in math, science, and social studies.

In the area of instruction, as stated in component 4, fourth grade norm gains in Math will be positive
and at least equal to state gains in all five quintiles, with particular emphasis placed on increasing gains
for our lowest achieving students. Currently, as listed in component 3, a major strength of Eaton
Elementary is the alignment of our curriculum with all state and national indicators. To achieve this goal
a fourth grade advanced math class has been developed; acceleration of vocabulary development
through extended contract teachers will occur; instructional previewing of the next years curriculum will
take place during the month of May; benchmark assessment technology will be purchased and
implemented in the areas of third grade math and reading; Active boards will be continue to be utilized
in all instruction; math intervention personnel will be used; teachers will preview and integrated new
state math state standards for 2009-2010.

While teachers have access to many assessment instruments, a major challenge is carving out the time
necessary to administer and grade these tests. In Goal #1 there is the action step to purchase and
implement a benchmark assessment online program for all grades. There is also an action step to add
interactive whiteboards with Active Vote technology. As the Response to Intervention (RTI) process
becomes fully implemented, there is a need for a full time position to carry a caseload that is more than
double the size of other schools. This is addressed in Goal #3 action step to maintain reading
intervention teachers and request the RTI position to become full time. Teachers value our special
education inclusion program, but anecdotal data tells us that additional assessment and paperwork go
along with this process. In order to tailor instruction for individual students, there is a need to stress
and expand the use of pre-testing. Accurate analyses of pretests can help our teachers compact lessons
and omit skills that have already been mastered. This need is addressed in Goals 1-3 the action step to
purchase interactive white boards and active votes.

As to organizational challenges, there is a need for additional time and resources for professional
development. Along with this training is the need to develop teacher leaders to sustain the academic
achievement of the school. This is addressed in the action plan in Goal #1 with in-service training of
teachers on the student performance indicators for science and in Goal #3 with extended math



Tennessee School Improvement Planning Process Templates – August, 2007                        Page 95 of 101
Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and
Organization – Narrative response required
instruction techniques training for teachers. As grade level configurations change and new initiatives
are introduced or dropped, there is a need to examine the school master schedule in order to maximize
student time on task and common planning for teachers. This action step appears in Goal #3. Parent
surveys show we need to expand the opportunities for parents to participate at the school. This need is
addressed in Goal #4 with several action steps including expanding Principal’s Night In opportunities,
videoing and podcasting on the web all parenting information, extending the use of EatonBlog for
dialogue between school and home, administrators will contribute to teacher weekly Friday Notes with
timely information, and the expanded use of Parent Link. Finally, we need to continue to be creative in
the ways we utilize our physical plant until the time when the county begins its building program.




Suggestions for the Process – Narrative response required
What suggestions do we have for improving our planning process?

It is important that we continually improve our planning process. The best way to accomplish this goal is
through inclusiveness of staff, students, parents, and stakeholders. We need to continue to examine
and analyze many forms of data and make critical decisions based on the results. The school master
schedule will be examined and updated to incorporate more time on task for students, small group
learning, and common planning time for teachers. We need to expand the scope and duties of our
Student Advisory Council and include students in the SIP process in more ways than just survey data.
Finally, it is imperative that we utilize other data than TCAP so that we can make informed decisions on
the students still learning in our building.




Tennessee School Improvement Planning Process Templates – August, 2007                     Page 96 of 101
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?

We, at Eaton Elementary, have several plans for implementation of the action steps. The first step of
this plan will actually begin in May 2010 when teachers begin previewing the next year’s curriculum for
students. Over the summer months, administrators and the School Leadership Team will begin working
on a revised master schedule for the school, and the guidance counselors will begin planning for new
parenting classes. As test data becomes available in summer 2010, grade level teams and
administrators will determine students at risk and begin planning accordingly. This data will also be
used to help determine class rosters and small groups for intensive instruction. Instructional supervisors
will finalize the selection and purchase of the new benchmark online testing program, and training will
be scheduled for early August. After the annual fundraiser in September, additional active votes will be
purchased and installed in classrooms. Fall professional development will focus on science and math
standards, and extended contract teachers will create new clubs in math and science to accelerate
targeted groups. Use of technology in the summer months will keep parents and teachers informed of
school activities with posting on EatonBlog and on the Eaton web site.



Evidence of the Use of Data – Narrative response required
What is the plan for the use of data?
 Eaton administrators and staff have always made educational decisions based on data, and this practice
will continue. TCAP data, available in Summer 2010, will be used to identify student proficiencies by
grade and subject. This information will be used in determining class rosters and small groups for
instruction. Fourth grade data will be passed on to North Middle School as these students transition to
fifth grade. We will continue to utilize a variety of student assessment instruments to modify
instruction, pace and emphasize curriculum, and consistently maintain student portfolios. Once new
classes are determined, teachers will receive their new students’ assessment portfolios. We will
continue to host parent focus groups, conduct surveys, and expand the Student Advisory Council’s input.
As the master schedule is redesigned, we will make decisions based on student data.




TEMPLATE 5.3: Monitoring and Adjusting Evaluation




Tennessee School Improvement Planning Process Templates – August, 2007                       Page 97 of 101
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.

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.

The monitoring process of Eaton’s 2008-2009 School Improvement Plan will be continuous throughout
the school year. Frequent assessments and data analysis will take place at the classroom level, through
Intervention programs, with Extended Contract tutors, and by the Response to Intervention personnel.
This data will be utilized in all Leadership Team meetings to ensure the SIP goals are being met. Below is
a list of specific dates for action plan goals.

May 2010 – Professional Development math instruction. (Instructional Supervisors responsible)

May 2010 – Teachers begin previewing next year’s instruction in their classrooms. (Teachers
Responsible)

June/July 2010 – School Leadership Team, principal, vice-principal will meet to redesign the master
school schedule, distribute TCAP data, and develop class rosters. (Principal Responsible)

June/July 2010 – Professional Development Plan for school year will be developed with emphasis on
science and math standards. (Principal Responsible)

June/July 2010 – Information from summer planning and upcoming events will be communicated to
parents via web site, blog, and Parent Link. (Principal responsible)

June/August 2010 – Teachers choosing the Focused Comprehensive Appraisal process will begin
researching science and math instruction targeted to gender. (Teachers involved in project responsible)

August 2010 -- Professional Development sessions will take place on science and math standards, the
online benchmark assessment tool, extended basal training and Learning Focused Strategies., and web
site training. (Instructional Supervisors, C&I Coaches, and Principal responsible).

August 11-15 – Back-to-School Parent Nights held for all grade levels to communicate with parents
school procedures, assessment methods, and curriculum. (Teachers Responsible)

August 2010 – Leadership Team will meet to refine school schedule, discuss technology plan including
active board recipients and lab schedule for benchmark testing. (Principal Responsible)

September 2010 – Implementation of new online benchmark assessment tool. (Principal & Technology
Coaches)

September 2010 – Extended contract teachers will begin tutoring students and begin enrichment clubs
in math and science particularly targeted to females and economically disadvantaged students.



Tennessee School Improvement Planning Process Templates – August, 2007                                Page 98 of 101
(Principal responsible)

September 2010 – Parenting Classes begin. (Guidance Counselor responsible)

September 2010 – Principal’s Night In focus group session with parents to gather input into school
programs and procedures. (Principal responsible)

September 2010 – Acquisition of leveled books for Book Nook to match student performance indicators
in science and social studies. (Jamie Hurst responsible)

September 2010 – Leadership Team Meeting to evaluate SIP and make any needed changes. (Principal
Responsible)

October 2010 – Purchase of Promethean Active Votes. (Principal and Technology Coaches responsible)

November 2010 – Leadership Team meets to discuss TVAAS Value Added results. (Principal
Responsible)

November 2010 – Fourth grade teachers analyze TVAAS results to modify instructional groupings.
(Fourth Grade teachers responsible)

January 2011 -- Leadership Team Meeting to organize and prepare for new school improvement cycle.
(Principal responsible)

February 2011 -- Leadership Team Meeting to evaluate effectiveness of SIP efforts and work on new SIP
cycle. (Principal Responsible)

March 2011 – Leadership Team meets to evaluate 2010-2011 plan and work on 2011-2012 SIP (Principal
Responsible)

April 2011 – Principal’s Night In to discuss testing with parents. (Principal Responsible)

April 2011 – Leadership Team Meeting to finalize 2011--2012 SIP. (Principal Responsible)

May 2011 – Submit 2011-2012 SIP (Principal Responsible)




Tennessee School Improvement Planning Process Templates – August, 2007                       Page 99 of 101
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?
Our evaluation of the SIP process includes, but is not limited to, communication, feedback,
implementation, debriefing, and monitoring to all stakeholders. A formal review by the Leadership
Team will be completed on January 22, 2009, to review goals, objectives, and action steps of the
Tennessee School Improvement Plan. The findings will be reported as an annual formal review in
February 2009 to the entire faculty and staff, and will be shared with parents at the February PTO
meeting and reported in the Rocketeer newsletter. Dates will be established for monitoring and
reviewing the goals, objectives, and action steps of the school improvement plan. Monitoring and
reviewing of progress toward implementation and mastery of objectives will be conducted by the School
Improvement Planning Team each six weeks, then presented to the entire faculty for review.
Newsletters will inform parents at the end of each six-week period, as well as information posted to the
school’s web page.

Comparisons of student achievement will be conducted before and following the implementation of the
School Improvement Plan, then will be analyzed and communicated to all participants. Our goals,
objectives, and action plan, will be reviewed again, formally with faculty and staff in April 2009 to
monitor progress toward implementation and mastery of objectives. A School Improvement Plan Survey
will be prepared for all parents, teachers, and other stakeholders in January 2009 for input, which will be
used to compare student achievement informally, before and following the implementation of the
Tennessee School Improvement Plan. Comparisons of student achievement will be conducted
informally before and after the implementation of our strategic plan. Information will be gathered and
made available to parents, teachers, and other stakeholders to document the school’s progress.
Eaton’s formative assessments are designed and used to improve student’s performance by measuring
frequent intervals during the learning process. These include:

•   District Reading Assessment
•   Skills Tutor Benchmark Online Testing
•   Skills Tutor
•   STAR Tests
•   Brigance Tests
•   TCAP Prep materials
•   Scott-Foresman Chapter & Unit Tests
•   End–of-the-chapter publisher tests
•   Teacher-made tests
•   Classroom Educator/Administrative Observations
•   Anecdotal Records
•   Portfolios

Eaton Elementary’s summative assessment will be an annual evaluation designed to present conclusions
about the merit or worth of a strategy, intervention, or program. This process will make ongoing
improvements and continuously plan, review, and revise organizational, instructional, and classroom
practices. The School Improvement Planning Team will identify problems, find solutions, and
continuously update our Tennessee School Improvement Plan (TSIP) to determine whether the merit or
worth of strategies, interventions, or programs should be retained, altered, or eliminated. The



Tennessee School Improvement Planning Process Templates – August, 2007                      Page 100 of 101
summative assessment will also set the stage for future growth, implementation of curriculum
standards, interpreting TCAP/TVASS data, and the overall evaluation process to ensure that the
achievement gap is closed and student needs are mastered.

Eaton’s faculty, staff, and SIP committee will provide directions for ongoing programs, modification, and
future program planning toward improving the specific goals and expectations. These goals and
expectations will be addressed as needed in order to raise students’ achievements according to
formative and summative assessments. The combination of research data and curriculum standards will
drive the instructional methods and organizational effectiveness to celebrate achievements and
accomplishments of the children, faculty and staff.


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?

Eaton School Leadership Team will utilize TCAP scores and in-house assessment data, attendance
records, parent and teacher surveys as well as teacher input during meetings to adjust the school plan
as needed. The Leadership Team will specifically address SIP adjustments in their September, January,
and April meetings. The Principal, who sits on the Leadership Team, will be responsible for making these
adjustments to the plan.

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?

The Eaton School Leadership Team will communicate evidence of the plan through Principal’s Night In
meetings with parents and administrators, Eaton Blog, classroom weekly notes that include a special
emphasis on TCAP information, school and individual teacher websites, Parent Link, monthly Eaton
Rocket newsletters, podcasts, and the local newspaper. Information will be solicited from parent and
teacher surveys, teacher input during Leadership meetings, and parent input from Principal’s Night In
sessions. These areas of communication will provide continuous input from stakeholders.




Tennessee School Improvement Planning Process Templates – August, 2007                    Page 101 of 101

				
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