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Component 1a – School Profile and Collaborative Process
Form 1.1: SIP Leadership Team Composition
(Rubric 1.1)
TEMPLATE 1.1: SIP Leadership Team Composition
Leader-
SIP Leadership Team ship Name of Subcommittee(s)
Position
Member Name Chair? (when applicable)
(Y/N)
Mr. David Hodgen X Principal
Mrs. Tabitha Hamby Music Teacher Component 1a Chair
Mrs. Darlene Buchanan Title 1 Teacher Component 1b Chair
Mrs. Kelly Ayers Librarian Component 2 Chair
Mrs. Dawn Russell Teacher – 1st Component 3 Chair
Mrs. Vera Gormley Title 1 Teacher Component 4 Chair
Mrs. Kay Tippett School Counselor Component 5 Chair
Mrs. Diana Morgan Teacher-2nd Component 1a
Ms. Hannah Mehlhorn Teacher-3rd Component 1a
Mrs. Angie Knight Teacher-4th Component 1a
Ms. Connie Green Teacher-CDC Component 1a
Mr. Ron Cravens Teacher- PE Component 1a
Mrs. Tonia Justes Parent Component 1a
Mrs. Tessa Branstetter Non-certified Personnel Component 1a
Mrs. Erika Beene Teacher-PreK Component 1b
Ms. Cindy Maden Teacher-K Component 1b
Ms. Diana Robinette Teacher-2nd Component 1b
Ms. Anita Hamby Teacher-4th Component 1b
Mrs. Carmen Ward Parent Component 1b
Ms. Margaret Morgan Teacher-K Component 2
Mrs. Patty Bouton Teacher-1 Component 2
Ms. Kimberly Neskaug Teacher-1 Component 2
Mrs. Jennifer Jones Teacher-2 Component 2
Mrs. Gail Burgess Teacher 3 Component 2
Mrs. Julie Redden Teacher-CDC Component 2
Mrs. Crystal Tompkins Parent Component 2
Mr. David Hodgen Principal Component 3
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Mrs. Marte Scruggs Teacher-2 Component 3
Mr. Darren Kelly Teacher-4 Component 3
Mr. John Isham Teacher-5 Component 3
Mrs. Freida Rogers Community Business Component 3
Mrs. Camellia Jones Parent Component 3
Ms. Shanna Constant Non-certified Personal Component 3
Mr. Jamie Pemberton Vice-Principal Component 4
Mrs. Laura Proffitt Teacher-K Component 4
Mrs. Robyn Bunch Teacher-K Component 4
Mrs. Lucy Stewart Teacher-2 Component 4
Ms. Patti Boyd Teacher-2 Component 4
Mrs. Rebekah Cannon Teacher-3 Component 4
Mrs. Martha Dyer Teacher-4 Component 4
Mrs. Anna Harlan Parent Component 4
Mrs. Janette Tilson Non-certified Personnel Component 4
Mrs. Molly Carroll Teacher-PreK Component 5
Mrs. Janet Soldner Teacher-K Component 5
Ms. Mary Pemberton Teacher-K Component 5
Ms. Lettie Petree Teacher 1 Component 5
Mrs. Debbie Phillips Teacher-3 Component 5
Mr. Matthew Sexton Community Business Component 5
Mrs. Agatha Johnston Parent Component 5
Mr. Randy Harlan Business Owner/School Board Component 5
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Component 1 – School Profile and Collaborative Process
Form 1.2 Subcommittee Formations and Operation
(Rubric 1.2)
Subcommittee for COMPONENT 1 School Profile and Collaborative Process
Member Name Position Chair
Mrs. Tabitha Hamby Music Teacher Yes
Mrs. Angie Knight Teacher – 4th
Ms. Hannah Mehlhorn Teacher – 3rd
Mrs. Diana Morgan Teacher – 2nd
Mrs.Tonia Justes Parent
Mr. Ron Cravens Teacher – PE
Mrs. Tessa Branstetter Non-certified Personnel
Mrs. Connie Green CDC Teacher
Component 1 Subcommittee has met and minutes are on file. YES NO
Subcommittee 1a Chair Signature
Subcommittee for Component 1b
Member Name Position Chair
Mrs. Darlene Buchanan Title 1 Yes
Ms. Anita Hamby Teacher – 4th
Mrs. Erika Beene Teacher – Pre K
Ms. Diana Robinette Teacher – 2nd
Mrs. Carmen Ward Parent
Ms. Cindy Maden Teacher - K
Component 1b Subcommittee has met and minutes are on
YES NO
file.
Subcommittee 1b Chair signature
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Subcommittee for COMPONENT 2 Beliefs, Mission and Vision
Member Name Position Chair
Mrs. Kelly Ayers Librarian Yes
Ms. Margaret Morgan Teacher – K
Mrs. Jennifer Jones Teacher – 2nd
Mrs. Crystal Tompkins Parent
Ms. Kimberly Neskaug Teacher – 1st
Mrs. Gail Burgess Teacher – 3rd
Mrs. Patty Bouton Teacher – 1st
Mrs. Julie Redden CDC Teacher
Component 2 Subcommittee has met and minutes are on file. YES NO
Subcommittee 2 Chair signature
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Subcommittee for COMPONENT 3 Academic and non-Academic Data Analysis
Member Name Position Chair
Mrs. Dawn Russell Teacher – 1st Yes
Mr. David Hodgen Principal
Mrs. Camellia Jones Parent
Mr. John Isham Teacher – 5th
Mr. Darren Kelly Teacher – 4th
Mrs. Marte Scruggs Teacher – 2nd
Mrs. Freida Rogers Community Business
Mrs. Shanna Constant Non-Certified Personnel
Component 3 Subcommittee has met and minutes are on file. YES NO
Subcommittee 3 Chair Signature
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Subcommittee for COMPONENT 4 Curricular, Instructional, Assessment, and Organizational
Effectiveness
Member Name Position Chair
Mrs. Vera Gormley Teacher Yes
Mr. Jamie Pemberton Vice-Principal
Mrs. Anna Harlan Parent
Ms. Patti Boyd Teacher – 2nd
Mrs. Rebekah Cannon Teacher – 3rd
Mrs. Martha Dyer Teacher – 4th
Mrs. Laura Proffitt Teacher – K
Mrs. Robyn Bunch Teacher – K
Mrs. Lucy Stewart Teacher – 2nd
Ms. Janette Tilson Non-certified Personnel
Component 4 Subcommittee has met and minutes are on file. YES NO
Subcommittee 4 Chair Signature
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Subcommittee for COMPONENT 5 Action Plan Development
Member Name Position Chair
Mrs. Kay Tippett School Counselor Yes
Mrs. Janet Soldner K Teacher
Ms. Mary Pemberton K Teacher
Mrs. Molly Carroll PreK Teacher
Ms. Lettie Petree 1st Teacher
Mrs. Debbie Phillips 3rd Teacher
Mr. Matthew Sexton Community Business
Mrs. Agatha Johnston Parent
Mr. Randy Harlan Business Owner/School Board
Component 5 Subcommittee has met and minutes are on file. YES NO
Subcommittee 5 Chair signature
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SCHOOL PROFILE AND COLLABORATIVE PROCESS
Our school profile was developed by collaborating with stakeholders
including parents, faculty and staff, students, and community members. All
stakeholders worked together through the school improvement process to
develop a plan to increase student achievement at Central Elementary
School (CES).
SCHOOL HISTORY
The early founders of the Morgan County Education System had a
clear vision of the educational needs of children. They strove to meet the
needs of continued growth within the county and the education system.
The years of CES in Wartburg were filled with changes. During the
years of 1911-1915, the elementary school was originally a part of the
Morgan County High School. In 1915, the high school became known as
Central High School. High school and elementary students attended classes
at this structure until a fire in 1941 displaced students into other facilities in
the county. The gymnasium was the only remaining part of the old school
building. A new structure was built around the old gymnasium and was
used until the demolition of the building in 1993. During the years of 1945-
1955, elementary students again shared a building with high school students.
In 1955, a new Central High School was built on Highway 62. The old
building became CES. It contained grades 1-8. In 1971, the Kindergarten
program was added.
During the years from 1945 to 1988, CES was known for its idea of
learning as a life-long pursuit. It provided fond memories that many people
will always cherish. Many of our former students were inspired to be
teachers and returned to teach in the “Old Elementary School,” with the
teachers who had been shining examples to them.
In 1988, during the last year of occupancy, many plans were made for
the new facility. Students, parents, and teachers eagerly awaited the opening
of the new building. To many, this was a dream come true. Heat and air
conditioning were two of the eagerly awaited conveniences. With a
bittersweet farewell, one final school program was held in the gym; the place
of many meetings, school programs, and community functions. Still the
building was not fated to be torn down. For the next two years, it once again
became the home of Central High School, until the new high school facility
could be completed. Finally, the building was demolished in 1993;
however, the cherished memories live on in the hearts and lives of many of
the county residents.
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SCHOOL CHARACTERISTICS
The community’s dream became a reality in 1989. In the new
building, the student body and faculty of the “Old Lancing School” and the
“Old CES” were combined. Along with new students and faculty, new
programs were added. Each year new technology and training has been
made available to the teachers and students. During the time of professional
and educational growth, physical growth continued as well. As the
community population has increased, so has our student body. In November
of 2002, Central Middle School was completed and serves grades 6-8. The
current facilities of CES consist of 35 classrooms which are for Pre-K
through fifth grade. We have four classrooms that are Special Education and
Resource Rooms. The students are exposed to a library with a media room,
two computer labs, a music room, gymnasium, a fitness room, game room, a
science lab, guidance room, and OT/PT room. There is one teacher’s
lounge, a copy room, volunteer room, and two speech classrooms. There are
twelve boys and girls restrooms throughout the building, which are
handicapped accessible. The gymnasium is equipped with two boy dressing
rooms and two girl dressing rooms.
Our school year is made up of 200 calendar days including 178
instructional days and 2 mandated staff development days. The school day
begins at 8:30 and ends at 3:30.
According to the 2006-07 Report Card for Morgan County, the
expenditures were $7,567 per pupil per funded Average Daily Membership
or $7,002 per pupil per Average Daily Attendance. Funding for Morgan
County Schools consists of 16 percent local, 71.2 percent state, and 12.8
percent federal money. Teachers are given $300.00 dollars per year for
instructional supplies. CES has a beginning budget of $5,400.00. The
estimated revenue is $16,100.00 and estimated expenditures of $16,000.00.
Ending the school year with a balance of $5,500.00
According to the 2005 Report Card, CES earned a safe school status.
Our safe, clean school enhances the positive educational environment,
which heightens student achievement. Strong environmental and safety
conditions at the school are maintained through the following plans and
actions:
A School Resource Officer (SRO), shared by other Morgan County
Schools, not only gives a sense of security to students and staff, but
also takes part in classroom instruction. We anticipate earning a
grant which will provide CES with a full time SRO for the 2008-09
school years.
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All outside doors, except the main door at the office, remain locked
throughout the day. The school has a security camera system
consisting of 5 monitoring cameras. A new digital-security system,
consisting of thirty cameras, will be installed and ready for the fall
2009 school-year. It will monitor both inside and outside activities.
Visitors enter the building through the office, where they sign in and
are issued a visitor’s badge.
We follow strict procedures for student check-out. Before a student
can leave the building, office personnel verifies that the person taking
the student is authorized to do so.
A Crisis Management Plan is in place and the team members meet
periodically. All staff members have copies of this plan.
A sprinkler system is in place throughout the building.
A state Fire Marshall visits regularly, inspecting the building.
Practice drills for inclement weather, fire, evacuation, and intruder
are practiced regularly.
Fire Drills are practiced twice a month
Evacuation drills are practiced once a semester
Intruder drills are practiced once every three months
Inclement weather drills are practiced twice a semester
The curriculum of CES focuses on the core academic subjects of
language arts, math, science, and social studies. Students also participate in
wellness, music, character education, computer, and library classes. Based
on the number of students who qualify for free and reduced lunch, CES
qualifies for a school-wide Title 1 program. Two teachers provide
specialized instruction for students in grades kindergarten through fifth that
have been identified by teachers as low performing. Students in grades
kindergarten through fifth will be scheduled for Orchard
remediation/acceleration twice weekly. As part of the school wide services,
books have been purchased for the library and supplemental reading books
have been provided for the Accelerated Reading program. Wilson Reading,
a phonics-based reading program for low performing students in grades
kindergarten through second, is offered through Title 1. Also provided by
Title 1 are opportunities for staff development. Teachers from all grade
levels are encouraged to attend workshops and meetings that will improve
teaching methods and strategies.
CES uses multiple methods of assessing student progress. The Dibels
Reading Assessment is used in grades K-2 to assess reading progress. Third
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grade uses Think-Link for reading and math evaluation while third, fourth,
and fifth grades use Star math. We have two computer labs and offer a
variety of software programs for different age groups. CES also offers self-
contained Special Educational programs for the emotionally disturbed and
the physically and/or mentally challenged student. On average there are
approximately 11 students participating in the special education self-
contained educational programs. However, 17.99% of the student body
receives a form of special education service such as: speech, physical
therapy, occupational therapy, or resource.
There are five unique programs offered in the school. CES actively
participates in the Character Counts Program at all grade levels. This has
resulted in fewer serious discipline problems. Students in 4th and 5th grades
are involved in 4-H Club programs. A “Just Say No” club began when
fourth grade students wanted to do something to help our school and
community to be drug free. The club is led by the School Counselor and is
open to all fourth and fifth grade students. The member’s goal is to show
their commitment to a healthy, drug-free lifestyle. Since 2004, CES has
participated in the county-wide after school program. Classes are available
to all students and parents. The program is offered three days a week and
participants may sign up for two classes a day. At least 30 different classes
are offered during the school year ranging from dance, origami, fitness,
cooking, math scramble, computer learning, and tutoring. The KIDS Club
(Kids in Divorce Situations) is a seven session small group. The
goals/objectives are to aid participants in sharing their feelings, understand
that divorce is not their fault, and accept their feelings.
Being an elementary school, we have no honors classes. Our only
advanced placement class is for the Talented and Gifted (T.A.G.). This
class has been in place at least ten years. It serves kindergarten through fifth
grade. The class meets once a week for ninety minutes. There are no IB
Classes offered at this school. Dual enrollment classes are not applicable
since we are an elementary school.
Parents are important members of our team and their support is
invaluable. All parents are welcomed and encouraged to take an active role
in the school. CES has an active Parent Teacher Organization (PTO).
Fundraisers have been used to purchase needed playground and instructional
equipment through our PTO. They recently purchased phonics workbooks
for grades 1 and 2, outdoor water fountains, and science lab materials. We
also have dedicated parent volunteers who work each day helping both
teachers and students. Our Title I program has purchased a wealth of
materials for supporting parents with special needs children or just general
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parenting skills. These materials are available to be checked out at the
Wartburg Public Library and also CES Library during school hours. They
school sponsors three book fairs each year to benefit the library. A new
Morgan County Parent Involvement Plan (Family Friendly Schools) was
adopted in August of 2005. CES has completed a new Parent Involvement
Plan. The PIP was sent home in the school newsletter for parents to read.
There are no drug, alcohol, or tobacco incidents on report.
According to the 2004-05 Safe and Drug Free School Progress report, there
were no students cited at CES for tobacco/drug/alcohol violations.
School/business partnerships are an integral part of CES. We are currently
working with a member of our community who is organizing an “adopt-a-
school” project which will gather supplies through community and business
donations for student and teacher materials. Businesses in the community
sponsor classrooms so that we can participate in “Newspapers in Education”
through the Knoxville News Sentinel. Also, our local newspaper, The
Morgan County News, and The Oak Ridger paper provides our students with
newspapers for classroom activities.
Longevity is a plus at CES. Of the 46 certified teachers, 30 have been
employed for 10 years or longer. The other 16 have filled vacancies due to
retirement or added positions. As a general rule, once you come to CES,
you retire from CES.
Although Morgan County Schools has received many grants, CES
has not received grants on their own. Leadership activities involving
teachers include the Morgan County Education Association (MCEA), a
Community Forum, Crisis Management Team, and the After-School
Program. The president of MCEA and several representatives are teachers
within our school. Our Guidance Counselor is the leader of the Community
Forum that meets monthly. Administrators and special area teachers make
up the school’s Crisis Team. A veteran second grade teacher organizes the
After-School Program as well as the summer science camp.
All of our paraprofessionals are highly qualified not only in our
school but county-wide. There is also a county-wide mentoring program.
CES has five trained and certified mentors.
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STAFF CHARACTERISTICS
The 65 member faculty and staff include 59 females and 6 males. Of
this total number, 65 are White. Of the 65 member faculty and staff, 46 are
professional certified faculty and 19 are non-certified staff. The CES faculty
experience breakdown is as follows:
Years experience Number of Teachers
0-5 8
6-10 8
11-15 14
16-20 7
21-25 3
26-30 3
30+ 3
Degrees Number of Teachers
BS 18
Masters 20
EdS 07
45+ 1
Seven teachers are currently working on their Masters. CES has
100% highly qualified teachers. 61% hold advanced degrees and zero% of
the faculty is teaching outside their area of certification.
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STUDENT CHARACTERISTICS
The grade distribution breaks down as follows. CES has 49 pre-
school students in three classes. Kindergarten has six classes for 99 students
with an average class size of 16. There are 124 students in first grade, which
also has six classes with an average class size of 23. Six second grade
classes have an average of 18 students for a total of 106. Five third grade
classes have 116 students with an average class size of 23. Fourth grade
consists of 5 teachers and 114 students, with average class size of 23. There
are four fifth grade teachers for 82 students making the class average 20.
The majority of students enrolled at CES are within their district.
However, Morgan County does not have a zoning restriction; therefore,
there are a substantial number of student transfers between schools within
the county. The 699 Pre-K through grade 5 students of CES are 97.85%
white. There are more females, 358 than males, 341 and all speak English.
Fifty-four percent of the students qualify for the free and reduced lunch
program. No students are scheduled in a class without a certified teacher.
All teachers use the same format for classroom discipline plans throughout
the school. Parents are notified of classroom and school policies through the
student/parent handbook, the school website, www.mcsmail.net and
notes/contacts from teachers. We are fortunate to have very few discipline
problems, an average of 8 to 10 per month. Our bus behavior problems are
much higher. We handle about 18-20 bus discipline problems per month.
The retention rate is very low at .5% while our transfer rate is 23%.
Morgan County does not have a zoning restriction; therefore, a substantial
number of student transfers occur between schools within the county.
Being an elementary school, we do not have a drop out rate or a
graduation rate. CES runs an average monthly attendance rate of 94.9%.
There are 124 students or 17.99% of the student population qualified to
receive special education.
In the CDC classroom there are four disabilities: health impaired,
33%, visually impaired, 17%, MR, 33%, and Autism, 17%. In preschool
33% are health impaired, 22% have autism, 33% is speech language, and
11% are typical. Students in all grade levels receive OT/PT, speech, and
resource classes. CES has 49 pre-school students in three classes.
Students are offered a range of extracurricular activities. Beginning
in the first grade, boys are allowed to join Boy Scouts of America and the
girls may join Girl Scouts. Local businesses and parent volunteers support
the local Boys and Girls Club which offers football, basketball, baseball,
softball, and cheerleading. Parent volunteers work with AYSO for the
soccer league. CES participates in the county-wide after school program.
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Classes are available to all students and parents. The program is offered
three days a week and participants may sign up for two classes a day. At
least 30 different classes are offered during the school year ranging from
dance, origami, fitness, cooking, math scramble, computer learning and
tutoring. During the summer, third through fifth grade students are allowed
to attend a week long science camp at Frozen Head State Park.
Post graduate employment is not applicable with CES. A survey
was conducted to collect student data and their attitude towards school.
A random selection of students from kindergarten to fifth grade was
surveyed about their school experience. 156 girls and 135 boys were
surveyed for a total of 291. 100% of the surveys were returned. The
majority of students consider their overall school experience as safe,
educational, and enjoyable.
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PARENT/GUARDIAN DEMOGRAPHICS
Wartburg’s ethnic composition is 96 percent White. Most of the residents
of the area are native to this county. English is the primary language. A
majority of the residents have a similar cultural and ethnic background.
Marital status in Wartburg is 35.5% with married couples living together,
16% had a female householder with no husband present, and 45.7% were
non-families. The average family size is 2.95. According the 2000 Census,
the level of education was mainly a high school diploma at 34%. However,
13% of Warburg residents age 25 and older have a bachelor’s or advanced
college degree. Employment statistics show that fewer men are
unemployed at 7.1% while 11.3% of the women are unemployed. Wartburg
had an average income of $19,200 according to 2005 figures.
When surveyed, parents stated that they felt their children were safe
and their educational needs were being met. The school has a welcoming
climate and parents feel at ease talking to the faculty and staff.
COMMUNITY DEMOGRAPHICS
Wartburg is the county seat of Morgan County. Morgan County has
an estimated population of 20,108. The population of the city of Wartburg
in 2005 estimated to be 890. Many of the students at CES come from the
surrounding communities; including Mossy Grove, Lancing, Potters Chapel,
and Gobey. Wartburg’s ethnic composition is 96 percent White. Most of
the residents of the area are native to this county. English is the primary
language. A majority of the residents have a similar cultural and ethnic
background.
According to 2005 figures, the average income for Morgan County
was $27,712. Wartburg had an average income of $19,200. Wartburg had
24.5% families, and 29.8% of the population living below the poverty level.
The major providers for employment in the Wartburg area include
two State Prisons, Department of Education, Pioneer Systems, and the Pre-
school program; Headstart. A variety of small businesses and state
programs provide other employment such as: Heraeus, Tennessee
Department of Transportation, Forestry Department, and Obed Wildlife, and
Resource Agency. A significant number of people travel to work in the
surrounding counties. The Department of Energy and TVA provide
employment for some residents of Morgan County.
Thirty-seven percent of households had children less than 18 years of age.
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Community Involvement is an integral part of CES. We are
currently working with a member of our community who is organizing an
“adopt-a-school” project which will gather supplies through community and
business donations for student and teacher materials. Businesses in the
community sponsor classrooms so that we can participate in “Newspapers in
Education” through the Knoxville News Sentinel. Also, our local
newspaper, The Morgan County News and The Oak Ridger paper provides
our students with newspapers for classroom activities.
The Morgan County School System has adopted a Wellness Plan and
is serious in continuing to improve nutrition and health for our students and
faculty. Our county has hired a Health Coordinator to implement programs
into our school that will educate our students, faculty and community on
health related topics. Screenings that are being provided for students include
hearing, lice, vision, blood pressure, Body Mass Index, scoliosis, and dental.
Several classes are participating in the program “Walking Across
Tennessee.” Our county extension office offers a program called “Power
You” that deals with nutrition. Teachers are participating in the “Fit 4 Life”
program, which is encouraging them to walk. Our school offers Ident-A-Kid
and Hulse Mobile Dentistry which provides free dental and vision checks.
Avalon: A Center for Women and Children is committed to intervening
and reducing the incidence of domestic violence and sexual assault.
Data Source Relevant Findings
Student Survey The majority of students considered their overall school experience as
safe, educational, and enjoyable.
Parent Survey A majority of the parents surveyed stated they felt their child was safe
and their educational needs were being met. They are made to feel
welcome in the school and are very comfortable talking to their child’s
teacher.
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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
ACADEMIC:
1. TCAP TESTS are administered annually in grades 1-5 at CES.
2. TCAP WRITING ASSESSMENT is administered annually to the students in 5th grade.
3. GRADE CARDS are sent home each nine weeks during the school year.
4. MIDTERM REPORTS are sent home four weeks prior to the report cards.
5. TENNESSEE REPORT CARD AND TVAAS REPORTS are linked to our Morgan County Schools website
for public assess. Results are also addressed in our school newsletter.
6. BRIGANCE DIAGNOSTIC ASSESSMENT is used to assess Kindergarten students at CES.
7. DIBELS is used to measure early literacy skills in grades K-2 and is administered 3 times during the year.
Students who show weakness in literacy are served in the Title 1 program and are assessed on a monthly basis.
8. STAR MATH is a software program that tests students three times a year on a variety of math concepts that
match the Tennessee state standards. This program is used with grades 3-5.
9. ORCHARD software program is used in grades 2-5 to provide skills practice and assessment in Math and
Language Arts based on the Tennessee state standards.
10. 21ST CENTURY AFTER SCHOOL GRANT offers remediation and enrichment instruction at CES.
11. UNIT TESTS are sent home weekly in daily work/tests folders. Parents are asked to coment, sign and return.
GATEWAY TEST, ACT/SAT, etc. do not apply to elementary students.
NON-ACADEMIC ASSESSMENT MEASURES
1. STUDENT ATTENDANCE reports are kept on file by the Attendance Supervisor at the Central Office.
2. DISCIPLINE REFERRALS are kept on file by the Assistant Principal.
3. SIGN-IN FORMS for Open House and Parent-Teacher Conferences are kept on file by Title 1 teachers.
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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.
STRENGTHS
Grade of B in all subjects was earned on the Tennessee report card.
Grade of A in Reading/Language Arts and Social Studies, as measured by TVAAS.
Grade of B in Science, as measured by TVAAS.
TCAP Writing Assessment grade of 3.9 has remained steady for the past 3 years.
Dibels benchmark testing has been extended to all grade levels this year. K-5 students are benchmark tested 3 times
per year and progress monitoring is administered monthly to 1 st and 2nd grade students that show evidence of being
at risk.
NEEDS
To show an increase in growth in Math, with 5th grade being the most critical area, as measured by TVAAS. There
is a need for teacher training for implementation and management of Star Math, for more time to be spent on math
using the Orchard Program, and for additional remedial math teachers for the 21 st century after school grant
program.
To show one full year increase in all subject areas in 4th grade, as measured by TVAAS.
We need to extend Dibels progress monitoring to at risk students in grades K, 3, 4, and 5. This could be achieved
with the creation of a new Literacy Coach position.
ACADEMIC MEASURES
TCAP WRITING ASSESSMENT showed scores of 3.9 since 2005.
TENNESSEE REPORT CARD shows a grade of B in all subjects in the years of 2006 and 2007 for Criterion
Referenced Academic Achievement. The Value Added report showed a grade of D in Math while other subjects
were either a grade of A or B.
DIBELS testing shows that our 1st grade readers are performing at or above the established goals for reading
fluency. The 2nd graders are averaging 85 words per minute and the goal is 90.
GRADE CARDS AND MIDTERM REPORTS are sent home each nine week grading period during the school
year.
STAR MATH AND ORCHARD are computer programs that are used during the school year to supplement
normal classroom instruction. Both offer an assessment feature to identify student weaknesses. Data on file in the
school office shows that not all teachers utilize this tool. Some have not received enough training for
implementation and management.
21ST CENTURY AFTERSCHOOL GRANT offers remediation and enrichment to all students. Instructors for the
after school program are informed of student needs so that remediation can be offered. Test scores and patterns of
need at each grade level are considered when after school classes are created.
BRIGANCE DIAGNOSTIC ASSESSMENT will be completed at the beginning of the school year.
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NON ACADEMIC MEASURES
STUDENT ATTENDANCE was 94.6% in 2006-07.
DISCIPLINE REFERRALS are minimal during the school day. Most problems occur on buses and are handled
by the Assistant Principal. According to the TDOE Report on student discipline, there were only 5 students
suspended during the 2006-07 school year at CES.
SIGN-IN FORMS for Open House and Parent-Teacher Conferences are kept on file by Title 1 teachers.
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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
RACE/ETHNICITY:
African American - 4
Asian/Pacific Islander – 2
Hispanic - 6
Native American – 2
White - 616 (97.8%)
ECONOMICALLY DISADVANTAGED: 375 Students (54.1%)
SPECIAL EDUCATION: less than 45 students (not reported)
LIMITED ENGLISH PROFICIENT (LEP): 0 students
GENDER: Male - 306 (48.6%) Female - 324 (51.4%)
PROFICIENCY LEVELS: Math - 86% Proficient and Advanced
Reading/Language Plus Writing- 88% Prof/Adv.
The four African American, two Asian/Pacific Islander, six Hispanic, and two Native American students are
below grade three. Therefore, the test results for these students were not a part of the TDOE Report Card.
White
Math 14% - Below Proficient Reading 12% - Below Proficient
47% - Proficient 57% - Proficient
39% - Advanced 31% - Advanced
Economically Disadvantaged
Math 20% - Below Proficient Reading 14% - Below Proficient
45% - Proficient 59% - Proficient
35% - Advanced 31% - Advanced
Students with Disabilities
Math 55% - Below Proficient Reading 26% - Below Proficient
31% - Proficient 66% - Proficient
14% - Advanced 08% - Advanced
GROWTH DIFFERENCES/GAPS BETWEEN LOW/MIDDLE/HIGH ACHIEVERS:
Math - 14% Below Prof. Reading/Lang/Writing - 12% Below Prof.
47% Proficient 57% Proficient
39% Advanced 39% Advanced
21
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
At CES attendance is a strength. The 2007 Tennessee Report Card gives a rating of 94.6% for attendance.
Another strength at CES is academic achievement. For the past two years, a grade of B in all subjects was
earned on the Tennessee Report Card.
TVAAS reports a grade of “A” in Reading/Language Arts and Social Studies, and a grade of “B” in Science.
TVAAS reports a grade of “D” for academic growth in Math.
The Tennessee Writing Assessment at CES has maintained a score of 3.9 for the past 3 years. The Writing
Assessment is one of our strengths.
Summary of Strengths and Needs:
CES has a variety of strengths documented in our TDOE Report Card. Our Writing Assessment grade of 3.9 has
remained steady for the past 3 years. The Value Added portion of the report card shows a mean gain of 1.9 in
Reading/Language and 1.5 in Social Studies. The CRT portion of the report card shows a grade of B in all subjects.
This grade has been maintained in all subjects for the past two years. An Attendance rate of 94.6% is also a strength
that has been documented.
The faculty of CES is proud of our student’s achievement. This is especially true when you consider that 54% of
our students are economically disadvantaged. It is unfortunate that grades 1 and 2 are not included on the TDOE
report card. They consistently are the highest achieving grade levels at CES on the TCAP tests.
CES has a critical need for academic growth in 5th grade Math. The TVAAS shows a three year average of -6.9
in our 5th grade. We have departmentalized this grade level in an effort of correcting this weakness.
The TVAAS scores for 4th grade shows a need for a full year’s academic growth in all subject areas.
22
TEMPLATE 1.8: Prioritized List of Goal Targets
List in priority order your goal targets. The goals for Component 4 (Action Plan) will be derived from this
prioritized list of goal targets. Prioritized goals would identify the most critical areas of need and where
your wok would start.
TEMPLATE 1.8: Prioritized List of Goal Targets
(Rubric Indicator 1.8)
Prioritized List of Goal Targets
1. To increase student academic growth in 5th grade at least one full year in math and reading.
2. To increase student academic growth in 4th grade at least one full year in all subject areas.
3. To maintain or increase the TCAP Writing Assessment score.
4. To maximize instructional time during the school day by limiting interruptions.
5. To maintain or increase the attendance rate of 94.6% through the Coordinated School Health Program in the
Morgan County system. This program is based on the TN School Health laws. By the end of the academic school
year 2011-2012, Morgan County will have successfully implemented all aspects of the Coordinated School Health
program.
23
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)
We believe:
• All students have the right to develop and improve themselves socially, intellectually, emotionally, and
physically.
• The faculty and staff of CES should work as a team, as implied in our mission statement, with parents and the
community working in cooperation to identify and meet the needs of our students.
• Both school and community should recognize and respect the dignity and uniqueness of each student.
• Providing developmentally and research-based instruction methods will create a positive climate for learning.
• Each classroom should strive to be creative, innovative, and motivational in their approach to learning. Students
should be encouraged to think critically, reach their potential, and learn to be productive members in society.
• Our school must have a clear purpose and direction with clear goals and objectives in order to achieve the best
possible outcomes and in alignment with state-mandated objectives and curriculum ay both levels of the individual
and students as a whole.
Common Mission
We, the staff of CES, work as a team with parents and the community to identify and meet the needs of our students.
Our mission requires that we provide developmentally sound methods of instruction in order to educate the whole
child, in accordance with state objectives and curriculum.
24
Shared Vision
At CES, we envision and strive for:
P---Providing quality education for all students regardless of academic ability, racial and ethnicity, and emotional
capacity.
A---Accepting no limitations on expectations and excel beyond past achievements through decision making
instruction, teaching life skills, and providing valuable lessons to enable the development of well-rounded
individuals.
C---Courage to involve community in all aspects of each child’s education.
K---Knowledge of needs of the whole child: physically, socially, emotionally, and academically.
25
TEMPLATE 3.1a: Curricular Practices
Materials
Formative Curriculum correlated to
Blue Book
Current Curricular Practices correlating state Curriculum Achievement assessment aligned Pacing Guide state
standards mapping Benchmarks with benchmarks Shared Vision for math standards
(identify practice) (identify practice) (identify practice) (identify practice) (identify practice) (identify practice) (identify practice)
Template 3.1.a: Curricular Practices
(Rubric Indicators 3.1 and 3.2)
26
Blue books must be Math complete Benchmarks are noted Star math 3,4,5 County and school Created by Plan books
dated as skills taught and on file per in “Blue Book” in terms websites, school teachers across the indicate
pre/post test results in
and turned into grade level. of mastery/non-mastery. newsletters, county per grade correlation
Evidence of Practice (State in administration. They are also Principal’s office assessments, and level at the between
definitive/tangible terms) L.A. highlighted in the proficiency reports. county-wide in- curriculum and
incomplete academic series adopted Dibels K-5 results in service in Fall state standards
by the county and must 2007. Filed in established in
Title 1 room.
be noted in plan books. classrooms. “Blue Book”
yes yes yes Yes/yes yes Yes yes
Is the current practice research-
based?
yes yes yes Yes/yes yes Yes yes
Is it a principle & practice of high-
performing schools?
effective ineffective effective Ineffective/ effective ineffective effective
Has the current practice been effective
effective or ineffective?
T-CAP results No T-CAP results *Each program is an Parent surveys Polling of teachers T-CAP
What data source(s) do you have documentation assessment tool at monthly grade
T-CAP results results
*TCAP results level meetings for
that support your answer? (Identify of
*Teacher survey on Star opinions and
all applicable sources.) implementatio Math anecdotal notation
n
TCAP scores indicate Data was not TCAP scores indicate TVAAS showed only a Surveys indicate At this time, 70% TCAP scores-
Evidence of effectiveness or proficiency in shared therefore proficiency in reading .1% growth in math . knowledge and teachers report proficiency in
reading and math. 0% increase in and math. TVAAS showed growth in awareness of vision. frustration reading/math.
ineffectiveness (State in terms of AYP increase of 1% achievement AYP increase of 1% in reading. AYP increase of 1% implementing the AYP inc. 1%
quantifiable improvement.) in math and 2% in due to mapping. math and 2% in in math and 2% in current pacing math, 2% rdg.
language arts. language arts. language arts. guide.
Yes-Teacher no Yes-Solidified and no/ Yes-All teachers Yes-all teachers Yes-Plan books
accountability united through constant Yes-Solidified and united have access to across the county are monitored
Evidence of equitable school support demonstrated and input from Assistant through constant input websites. All parents per grade level and evaluated
for this practice monitored by Principle. from Title I teacher. have access to either were required to by
administration on a web sites or participate. administration a
regular basis. newsletters. on regular basis
Continue as is. Complete, Continue as is. Teacher survey indicates Continue as is. Revise using this Continue as
teacher’s desire for more experience to
implement, is.
training in administering guide us more
Next Step (changes or continuations) and share. star math and interpreting clearly next year.
results. Plans under way to
expand K-5 with more
training. / Dibels should
27
continue as is.
28
Template 3.1.b: Curriculum Gap Analysis
Curriculum Gap Analysis - Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL, And OTHER RESOURCES
(How are we currently allocating our time, money, personnel, and other resources and building capacity
around understanding and implementing high quality curricular practices?)
TIME
Time is spent in professional development for all staff members. Those providing the professional
development include an outside consultant who designed sessions for individuals and different grade levels.
Time is spent creating curriculum maps, pacing of instruction, and designing schedules for grouping of
students.
MONEY
Money is spent on professional development from an outside consultant in the area of math. Money is spent
on stipends for planning sessions for teachers in order to create curriculum maps and pacing guides for the
different grade levels.
PERSONNEL
An outside consultant worked with 3rd through 5th grade math teachers.
An outside consultant gave ideas on reading and worked with Kindergarten and 1 st grade teachers on reading
strategies and reading 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 curricular practices?)
TIME
Time for additional professional development related to Reading/Language Arts and Math.
MONEY
Money for a Literacy Coach to help teachers with Reading/Language Arts and Math.
Money to help Teacher-Pupil Ratio in grade levels where we have more than 25 students to 1 teacher.
PERSONNEL
Personnel would include two additional teachers as literacy coaches and one classroom teacher to reduce
teacher pupil ratio.
Personnel to help with small group instruction in reading.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
CES is providing equity for all teachers K-5 in professional development, time for development of curriculum
maps and analysis.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all
their students?
The funds and resources which are made available to CES are effectively distributed within the K-5 classes and
targeted for the students within the school population. Funds are used for purchasing materials for curriculum,
professional development, professional development consultants, and assessment tools.
Based on the data, are we accurately meeting the needs of all students in our school?
We did achieve AYP for the 2006-2007 but TVAAS scores show we are not maintaining a years growth between
4th and 5th grades.
29
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?
*Four times per week common planning time per grade level allows teachers to collaborate and increase
effectiveness of teaching strategies.
*The principal conducts monthly faculty meetings in order to maintain cohesiveness and solve school-wide
problems.
* Monthly grade level meetings are documented and turned in to administration so that each teacher is held
accountable for the effectiveness of the classroom instruction.
*Ongoing student support teams follow the progress of targeted students by assessing current practices and
changing practices where needed.
*Support for school wide benchmarks with ongoing reading assessment using Dibels.
*Employment of a Tier III reading program, modeled after a highly effective school, implemented in K-2 with
instructional groupings based on Dibles.
*Tier III groups are instructed using research based programs (Read Well, Wilson).
*Objectives are purposeful and consistent through the use of the Tennessee Blue Book as a standards based model.
Curriculum Summary Questions- Narrative Response Required
What are our major challenges and how do we know? (These should be stated as curricular practice challenges
identified in the templates above that could be a cause of the prioritized needs identified in component 1.)
*Curriculum mapping has never been finished and is a practice of high-performing schools.
*Pacing guides created in the fall of this year have not been perfected to a level of effectiveness.
*Meeting the needs of at risk upper grade students particularly in reading must be addressed.
*Using Star Math as an effective tool for student progress and teacher assessment throughout the year.
*Finding time to organize and maintain a leveled reader library for quick access as an important resource in the
Tier III reading model.
* Meeting the low student/teacher ratios identified as effective by leading research based reading programs.
Curriculum Summary Questions- Narrative Response Required
How will we address our challenges?
*Time must be allocated to continue the curriculum mapping project so that it can be implemented and shared.
*Pacing guides must be re-visited and revised in order that all SIP’s are presented prior to the spring state-wide
testing.
*A 3-5 grade Title I reading teacher needs to be employed in order to meet the needs of the at risk students.
*Star math needs to be implemented school wide with teacher training, technical support, and teacher
accountability.
*Every effort must be made to find ways to organize the leveled book library for easy access.
*Teachers need assistance with maintaining a consistent, prescriptive objective based lesson for each level of
students during the Tier II aspect of the Tier III reading model.
*All resources must be gathered to lower the student/child ratio for the second tier of the Tier III model program.
30
TEMPLATE 3.2.a: Instructional Practices
Template 3.2.a: Instructional Practices
(Rubric Indicators 3.3 and 3.4)
Classroom Opportunities to
organization and Classroom Classroom receive additional Teachers incorporate
Current Instructional
management instruction is instruction is Teaching instruction research based,
Practices
techniques support aligned with aligned with Process is data beyond the student centered
learning process standards assessments driven regular classroom teaching strategies
Classroom rules are Date “blue book” Grade-level meetings Progress Read Well Reading Use of math
posted and reviewed each time a standard to plan instruction monitoring from program used as manipulative boxes for
Evidence of Practice (State in often. has been taught. based on the DIBELS testing intervention for each student.
definitive/tangible terms) strengths and to guide Tier III students.
weaknesses revealed instruction in
by assessments. areas of need.
Is the current practice research- Yes Undetermined Undetermined Yes Yes Yes
based?
Is it a principle & practice of Yes Yes Yes Yes Yes Yes
high-performing schools?
Has the current practice been Effective Effective Effective Effective Effective in grades Effective
effective or ineffective? used.
Teachers report less Teachers turn in blue Subsequent Unit tests given to
What data source(s) do you interruptions/ - less book to Assistant AYP Report, TCAP DIBELS Tier III students at AYP Report, TCAP
have that support your answer? discipline reports. Principal monthly to assessment, TVAAS assessments, the end of skill set test scores, TVAAS
(identify all applicable sources) verify instruction TCAP scores,
alignment. TVAAS
Teachers’ survey By the end of the We made AYP for 86% proficient/- Average of 72% of 88% of student scored
reports that 81% of school year, teachers 2006-2007; we advanced in students with proficient in math on
instruction time is document completion achieved a score of reading on passing score on TCAP.
Evidence of effectiveness or
uninterrupted by of teaching 100% of 86% proficient/- TCAP 2006- the unit tests.
ineffectiveness (State in terms
behavior problems. state standards for advanced in reading 2007.
of quantifiable improvement)
grade level. and 88% proficient/
advanced in math on
TCAP.
All teachers post their This is a requirement All grade levels are A heavy burden This program is Math boxes are
rules and are required for all teachers. required to meet and is placed on only available to available for all
Evidence of equitable school
to document review disaggregate the data some staff grades K-2 at the students in all grades,
support for this practice
in the plan book. from standardized members to present time. adopted math series
tests and time is complete the encourages use of these
31
made for teachers to progress boxes.
meet monthly monitoring. The
monitoring is
available for all
grades.
We plan to continue We plan to continue We plan to continue We want to We would like to We definitely plan to
this practice. this practice because this practice. More continue the continue the continue using this
it works. time at the beginning practice. We current practice, practice. We need to
of the year is needed need more but we need more make plans to replenish
for planning. personnel and personnel and the boxes as materials
more teacher funds to create a are misplaced or wear
Next Step (changes or
training to help similar program for out.
continuations)
with testing. A grades 3-5.
Literacy Coach
to focus
instruction
would be
helpful.
32
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
Reading instructional time is spent utilizing the Tier III Reading technique. Tier I is taught during the
mandated 90 minutes of uninterrupted reading instruction. Tier II often results in becoming a large group
instruction due to lack of time and personnel to create smaller groups. Tier III gets a dedicated 30 minutes
daily in a small group with the Title I reading teacher in grades K-2. Teachers accomplish Tier III for
their students as time allows. CES also allocated 60 minutes each day for dedicated math instruction.
Grade level teachers spend time monthly on grade level meetings to develop instructional plans, strategies
and goals as well as weekly individual planning times of 45 minutes four days out of the week.
Time is spent two days of the school year in staff development for all teachers.
MONEY
Each year all teachers are provided with $200-300 to spend on instructional supplies. Funds are also
provided to purchase software for different programs used in instruction. Some funds provided through
Title I are used for professional development. The number of staff permitted to participate in this
professional development is often limited because there are not enough funds available for all.
PERSONNEL
Title I provides two teachers for our staff: a Tier III reading teacher who serves grades K-2 and a
technology teacher who serves all grades. The Title I reading teacher also serves as a consultant for
teachers on instructional strategies and is in charge of the administration of the Dibels test to monitor
reading progress of all students K-5. Two aides provided through state funding assist her in this process.
They also assist in the library, accelerated reading lab, computer lab, and in any other areas that may
happen to require their assistance. Another state aide is utilized to assist with Tier III instruction in
kindergarten. A fourth state aide assists teachers with preparation of instructional materials.
OTHER RESOURCES
We have established a parent volunteer room that is open to all and utilized on a daily basis. We have
parent volunteers who come in to help with preparation of instructional materials as well as assist teacher
with grading papers to allow more time for teachers to work on instructional plans and preparation.
We are in the process of collecting books to create a leveled book library for use in classroom instruction.
We utilize resources within the community for donations as well as from individuals. Leveled books from
our previous reading series were pooled together to get the library started.
“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?)
CES has identified the following areas of need and/or desired allocation of our time, money, personnel,
and other resources. They include the following:
TIME
Both time and money need to be set aside for professional development related to reading/language arts
and math that could be immediately applied to classroom instruction.
MONEY
Funds for an additional Title I teacher for grades 3-5 as well as a literacy coach to assist teachers in the
direction of their reading instruction and progress monitoring.
33
PERSONNEL
The addition of these two key personnel would relieve the current Title I reading teacher to spend more
time working with students where she is needed most.
OTHER RESOURCES
We need to encourage more parent involvement so that they can be utilized in working with students to
improve reading and math skills.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
CES is providing equity to all K-5 teachers regarding requirements, planning, progress monitoring, and time to
meet as a grade level. However, there are not adequate resources/personnel available to provide equity to all
teachers regarding student opportunities for instruction beyond their classroom.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all
their students?
Funds and resources which are made available to CES are effectively distributed among K-5 classes and teachers
and are targeted to be used by teachers to meet the needs of their students. Funds are used to purchase instructional
supplies, equipment, and reward incentives as well as programs to enhance and promote our instructional practices.
Based on the data, are we accurately meeting the needs of all students in our school?
We achieved AYP for 2006-2007. Our TCAP scores indicate that we are making satisfactory achievement in both
reading and math. Our TVAAS scores confirm this in reading. However, our math score indicated that we fell short
of making one year’s growth in progress.
34
TEMPLATE 3.2.c: Instructional Summary Questions
The following summary questions are related to instruction. They are designed as a culminating activity for your self-analysis, focus
questions discussions, and findings regarding this area.
Template 3.2.c: Instructional Summary Questions
(Rubric Indicator 3.4)
Instructional Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
The preeminent strength in our instructional practice is our willingness to evaluate and adapt what we are doing to
meet the needs of our students. Even if we are seeing success with what we are doing, we choose not to simply
maintain achievement. We want to continually increase student achievement. We are always seeking to meet the
next highest level. We establish high expectations for our personnel as well as our students. These practices have
been identified as characteristic of a high performing school. We are constantly searching for ways to improve
our instruction, such as the Tier III reading method that we have implemented this year.
Our use of the Title I, special education, and personnel resources that we have are strengths for our school. These
positions are being optimized to help with the instruction of the greatest possible number of students in our
school.
Instructional Summary Questions- Narrative Response Required
A weakness that sometimes occurs in our instructional practice from the continuing search to improve is that we
become overwhelmed with the volume of implementation of programs, methods, and techniques. There have been
times when a program was not given a valid chance to demonstrate effectiveness before another is adopted to take
its place. Due to time constraints, new programs have been implemented at the cost of abandoning a program or
method that has been shown to work. We need to find a balance between these two spectrums of our instructional
practice. We need to focus our efforts and maximize our instructional time.
One challenge is that our school population is too great for the resources to accommodate all the needs.
A factor that has a direct impact on our instructional practices is our staff development. Over the last few years,
the staff development that we have participated in has improved. However, there is still much room for
improvement. A characteristic of a high performing school is to have ongoing and meaningful staff development.
We do not often have staff development that goes beyond a one-day event.
Instructional Summary Questions- Narrative Response Required
We will evaluate our use of funding to see if it could be manipulated to provide more support personnel for our
staff and students.
We will seek more staff development that we can immediately use in our classrooms to improve our instruction. As
a school, we need to become more proactive in making our staff development needs known to county
administration and take the initiative in locating applicable staff development.
We need to narrow our focus in regard to new programs and methods and establish reasonable time frames for their
implementation to fully evaluate their effect on student achievement.
35
TEMPLATE 3.3.a: Assessment Practices
Template 3.3.a: Assessment Practices
(Rubric Indicators 3.5 and 3.6)
Provides
Professional
Development Student Appropriate Assessment
Current Assessment Practices in the Assessments assessments used information
appropriate are aligned to guide decisions Assesses all communicated with
use of with TN state relative to student categories of students, parents, Uses a wide range of
assessment standards achievement students and stakeholders assessments
DIBELS Reading and Student math Teacher-generated Teacher generated tests
training in Fall Math Unit TCAP levels are assessment tools
2007. Assessment. identified by
Evidence of Practice (State in
computer Weekly folders
definitive/tangible terms)
generated
STAR Math
reports
Is the current practice research- Yes Yes Yes Yes Yes Yes
based?
Is it a principle & practice of high- Yes Yes Yes Yes Yes Yes
performing schools?
Grades 1-2
Has the current practice been Ineffective Effective Effective ineffective. Effective Effective
effective or ineffective? Grades 3-5
Effective.
Limited AYP in math Parent response
number of AYP achieved AYP for grades 3-5. and/or signature AYP achieved
personnel achieved Ineffective for required on weekly
What data source(s) do you have
trained grades folders.
that support your answer? (identify
1-2 because
all applicable sources)
program has
not been
purchased.
Less than 10% TCAP scores TCAP scores 50% of school Teacher survey TCAP scores
of staff Math 86% Math 86% is tested at this results show that Math 86% proficient/-
Evidence of effectiveness or
trained. proficient/- proficient/- time. 90% of parents advanced
ineffectiveness (State in terms of
advanced advanced sign and return Reading 88%
quantifiable improvement)
Reading 88% reading 88% weekly reports sent
proficient/- proficient/- home.
36
advanced advanced
Only two Teacher plan State mandated for Limited time Teacher survey 100% of teachers use
teachers books are grades 3-5 and space to results show that teacher-generated tests.
trained. checked Morgan County test. 98% teachers send
monthly by mandates home weekly
Evidence of equitable school Assistant grades 1-2. folders.
support for this practice Principal in
addition to
drop-in
classroom
observations.
Additional Continue Continue current Expand Strive for 100% Continue current
position for current assessment practice program to all among teachers assessment practice
literacy coach assessment grades and 100%
Next Step (changes or to monitor practice participation from
continuations) DIBELS parents
testing and
staff
development
37
TEMPLATE 3.3.b: Assessment Gap Analysis
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
Dibels is currently using a Title I teacher, along with limited assistance from state aides, to administer testing and
maintain Dibels database for grades K-5.
MONEY
Money is allocated for the purchase of textbooks which have testing materials geared to improve student
performance on standardized tests. The Star Math assessment tool has been purchased for grades 3-5.
PERSONNEL
Title 1 teacher is used for Dibels assessments, with the assistance of two state aides. The School Counselor serves
as Building Level Coordinator for all state mandated tests. Assistance from the music teacher.
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL, And OTHER
RESOURCES
(How should we be allocating our time, money, personnel, and other resources and building capacity
around understanding and implementing high quality assessment practices?)
TIME
The Title I teacher must sacrifice her instructional time to in order to administer Dibels school-wide and maintain
the database. An additional position of a Literacy Coach would free the Title 1 teacher to use her time for
supplemental instruction of students.
MONEY
Funds need to be directed to create a Literacy Coach position to coordinate Reading instruction throughout the
school. Purchase Star Math assessment tool for grades 1 and 2.
PERSONNEL
A Literacy Coach is needed to administer Dibels and assist with standardized test administration. More support
personnel could be trained to assist with administration of Dibels school-wide and maintenance of the database.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
Administration regularly checks teachers’ plan books to ensure teachers are administering appropriate assessments
to conform to state guidelines. Limited funding often does not allow for all teachers to have the same professional
development. Teachers are encouraged to work with each other to share assessment ideas from professional
development to better utilize the schools limited resources.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all
their students?
Textbooks are purchased with tests that are developed to meet state guidelines in all subject areas. Star Math and
assessment tools have been purchased for grades 3-5 with plan to expand to grades 1-2. Dibels testing is currently
school-wide.
Based on the data, are we accurately meeting the needs of all students in our school?
Students are performing at 86% proficient/advanced performance in the area of math and 88% proficient/advanced
performance in reading. According to this data, student needs are being met.
38
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?
One of our strengths is our parent communication. A teacher survey shows that parents are notified of assessment
results in a timely manner. We have had success with the Dibels program in assessing student progress and reading
level so we have expanded Dibels to school-wide assessment of students. It gauges student performance and helps
to prescribe individualized reading goals.
Checking of plan books and drop in observations ensure that assessments are meeting state guidelines.
Star Math on-going assessment is enhancing student ability in math.
Assessment Summary Questions- Narrative Response Required
What are our major challenges and how do we know? (These should be stated as assessment practice challenges
identified in the templates above that could be a cause of the prioritized needs identified in component 1.)
One of the challenges that we face is finding the time and personnel to perform assessments. The Title I teacher is
taken away from instructional time to give the assessments and maintain the database.
We need to improve upon our Star Math program. There is a need to expand Star Math and assessment tools to
grades 1-2. Staff development is needed to successfully utilize Star Math and assessment tools. Funding needs to be
approved to purchase the expanded materials.
Assessment Summary Questions- Narrative Response Required
How will we address our challenges?
Additional position for Literacy Coach needs to be created to spearhead Reading instruction and assessment.
Purchase Star Math for grades 1 and 2 and provide staff development as necessary.
39
TEMPLATE 3.4.a: Organizational Practices
Template 3.4.a: Organizational Practices
(Rubric Indicators 3.7and 3.8)
School is organized School is organized to
Organizational School provides to be proactive in engage parents and
Current Organizational practices and continuous addressing issues community in Organizational
Practices processes promote professional that might impede providing extended processes increase the
the effective time-on- development for teaching or learning opportunities opportunity for success
task for all students school leaders learning. for children. in teaching and learning.
The Principal and Title 1 expenditures 21st Century After Teachers are required to
Assistant Principal in the Staff Grade level teachers School Grant offers document by dating
conduct unscheduled Development line item have a common after school activities concepts taught in the TN
drop-in evaluations of of the budget. planning time to for adults and children State Standards Blue
teachers regularly,
Evidence of Practice (State leaving an eval. form
Budget and list of discuss class needs at CES. Book for learning. This is
in definitive/tangible terms) with the teacher and professional and teacher concerns. monitored by the
filing one in the office. development is on Minutes from grade- Assistant Principal.
During the observations, file in the Title I level meetings are
the evaluator checks plan room and at the kept on file in the
books and Blue Books. Central Office. office.
Yes Yes Yes Yes Undetermined
Is the current practice
research-based?
Yes Yes Yes Yes Yes
Is it a principle & practice
of high-performing schools?
Effective, teachers are Ineffective Effective in planning Effective for children Effective, teachers are
held accountable for of grade level and parents. held accountable for
Has the current practice
their use of classroom instruction and ability covering all the skills
been effective or
time. to meet with required by the State of
ineffective?
administrators if TN.
necessary.
40
Increased TCAP test Title 1 Staff Teachers at each Test scores of Assistant Principal checks
scores in many areas. Development records grade level are participating children Blue Books to ensure that
show the name of required to meet at have increased. Parents TN State Objectives have
What data source(s) do you
teachers and the least one time per give positive feedback been covered.
have that support your
workshops they have month. The minutes regarding programs
answer? (identify all
attended. are turned into such as open computer
applicable sources)
administrators for lab and library during
review. the after-school
program.
TCAP test scores 90% of the staff 95% Teachers have CES made AYP. Math 100% participation of
indicate proficiency in indicates that there is documentation that TCAP score was 86% teachers, Blue Book log
Evidence of effectiveness or rdg/math. AYP no follow up in concerns are voiced proficient/advanced,
ineffectiveness. (State in increase of 1% in math staff development and problems are Reading 88%
terms of quantifiable and 2% in reading. when new ideas are resolved with the proficient/advanced.
improvement) introduced nor is the help of each others
development and administrators.
ongoing.
All teachers are Equipment for the Meetings are required All students have All teachers are required
Evidence of equitable required to submit the Star Math program of all grade levels opportunity to sign up to submit the Blue Book
school support for this Blue Book to has been placed in all each month. for to administration
practice. administration classrooms in grades remedial/supplemental monthly.
monthly. 3-5. classes.
Continue this record of Provide Continue grade level Maintain program. Continue this record of
Next Step (changes or accountability for meaningful, meetings and accountability for skills
continuations) skills taught. ongoing staff documentation. taught.
development.
41
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
Teachers have a common planning time in order to provide grade level meeting opportunities. Teachers are
required to turn in minutes from the meetings at least once per month.
Time is spent in faculty meetings the first Tuesday of each month. Upcoming events, curriculum issues, and any
problems that may have arisen are discussed. Each teacher has opportunity to bring up any item needing to be
addressed.
Time is spent encouraging parent-involvement. At the beginning of the year, an open house is held. Parents meet
together to talk about school-wide organization and then, tour the building and meet their child’s teachers.
Conferences are held after each mid-term report is released. Parents/teachers/students sign contracts which list
each party’s commitments for the school year.
MONEY
CES receives Title 1 funding.
$1,500.00 is allocated for parent-involvement. This money is spent for ink, toner, and paper for the monthly
newsletters and for report cards.
$5,475.00 is spent on supplies and equipment for consumable and non-consumable supplies for the Title programs.
$5,000.00 is spent for teacher in-service and staff development.
CES receives $14.00 per student on free and reduced lunch. This money is divided equally among the teachers and
spent on supplies for the students.
In the past $200 has been allocated to each homeroom for student/classroom supplies. This year an additional
$100 was made available, providing each homeroom with $300.
$1,830.00 is allocated for CES for reward incentives by the school board. This money is spent on perfect
attendance/honor roll certificates and ribbons, “Leader of the Pack” incentives, which is a good citizenship reward
system.
This year teachers received an across the board raise in the amount of $439.00.
PERSONNEL
CES has thirty-six classroom teachers and two Title 1 teachers. The Title positions are used for a K-2 small group
Tier III reading program and a computer lab teacher.
There are four state aid positions that are used in various capacities. Their duties include assisting the school
counselor, librarian, copy-clerk, Tier III reading assistance, and Dibels testing
OTHER RESOURCES
Two full time volunteers help with grading papers, book fairs, or wherever they are needed.
CES has teamed with Central High School’s service learning program. High school students are available for 90
minute blocks to assist in small reading groups, grading papers, and various other areas.
A fifth grade classroom teacher was added this year in order to reduce class size.
42
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
TIME
Additional time needs to be devoted to on-going professional development.
Time needs to be spent recruiting more parent-volunteers and community support.
Time needs to be allocated to continue the curriculum mapping project so that it can be implemented and shared.
Time should be spent revising the math pacing guide and training teachers to use the guides.
MONEY
Additional funds need to be used for teacher training and seminars.
Money is needed to fund a position for grades 3-5 Title 1 teacher in order to meet the needs of the at-risk students.
Money is needed to fund a position for a Literacy Coach. The new position would free the Title 1 teacher of
responsibilities which take Tier III instruction time such as administering Dibels benchmark and progress
monitoring tests, organizing and managing the leveled library, overseeing K-5 remedial reading programs, and
assisting teachers in maintaining consistent, prescriptive, objective-based lessons for Tier II.
Money needs to be allocated for purchasing books for the leveled book library.
Money needs to be allocated for the assistants and volunteers to receive training in the reading and math programs.
PERSONNEL
A 3-5 grade Title 1 teacher needs to be employed in order to meet the needs of the at-risk students.
A Literacy Coach needs to be employed. The new position would free the Title 1 teacher of responsibilities which
take Tier III instruction time such as administering Dibels benchmark and progress monitoring tests, organizing
and managing the leveled library, overseeing K-5 remedial reading programs, and assisting teachers in maintaining
consistent, prescriptive, objective based lessons for Tier II.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
CES is providing equity to all K-5 teachers regarding requirements, planning, progress monitoring, and time to
meet as a grade level. CES informs all parents equally through monthly newsletters, a school web page, local
newspaper, a Teacher Web program, and regular progress and grade reports. All students have opportunity to
receive awards for honor roll and perfect attendance. However, our organization does not allow adequate
resources/personnel available to provide equity in opportunities for all students.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all
their students?
Funds and resources which are made available to CES are effectively distributed among K-5 classes and teachers
and are targeted to be used by teachers to meet the needs of their students. Funds are used to purchase
instructional supplies, equipment, and reward incentives as well as programs to enhance and promote our
instructional practices. The funds are used to purchase items for use in parent involvement.
Based on the data, are we accurately meeting the needs of all students in our school?
We achieved AYP for 2006-2007. Our TCAP scores indicate that we are making satisfactory achievement in both
reading and math. Our TVAAS scores confirm this in reading. However, our math score indicated that we fell short
of making one year’s growth in progress. According to a parent survey, parents stated that they felt their child was
safe and their educational needs were being met.
43
TEMPLATE 3.4.c: Organization Summary Questions
Template 3.4.c: Organization Summary Questions
(Rubric Indicator 3.8)
Organization Summary Questions- Narrative Response Required
What are our major strengths?
One of our organizational strengths is our scheduling. We have been successful in scheduling our special area,
speech, Title I, OT/PT classes to accomplish several goals that we have been trying to achieve for the last two
years. We have been able to meet the state requirement of 90 minutes of uninterrupted reading instruction, as well
as 60 minutes of uninterrupted math instruction. An even greater accomplishment is a common planning time for
an entire grade level. With a student enrollment of nearly 700 and some grade levels with five or more classes, we
have met the challenge of giving all teachers in a grade level a common planning time in which they can meet to
share ideas, issues, and other topics that require grade level discussion. We will continue to look for ways to refine
our schedule.
The promotion and recognition for achievement and successes are also strength at CES. The school works hard
through newsletters, newspaper, reward assemblies, webpage, and other programs to motivate the students to do
their best.
CES has another organizational strength in teacher accountability. Teachers are held accountable at the school level
through drop in evaluations by the administration as well as by the requirement of dating the blue book as skills
are taught. These books are checked monthly by the Assistant Principal. Assessment results are also used for
teacher accountability.
CES makes a great effort at parent communication. We use a variety of methods. In addition to sending regular
progress and grade reports to inform parents on student achievement, CES also informs parents of school activities
through a monthly newsletter, the local paper, the web site, and intermittent notes home. Each classroom teacher
also sends regular and sometimes weekly notes home to inform parents of skills that are being covered in the
classroom and how they can work with their children.
CES utilizes the current staff and volunteers we have to the greatest advantage. Often times these people take on
multiple tasks to try to stretch our resources to meet the needs of our students. These positions are being optimized
to help with the instruction of the greatest number of students in our school possible.
44
Organization Summary Questions- Narrative Response Required
What are our major challenges?
A characteristic of a high performing school is to have ongoing and meaningful staff development. We do not
often have staff development that goes beyond a one-day event. We need more staff development that we can
immediately use in our classrooms to improve our instruction and follow up on staff development to strengthen
training.
While our utilization of current staff is a strength, the challenge is that our school population is too great for the
resources to accommodate all the needs. Currently we have no additional support for at risk students in grades 3-5.
A Title I reading teacher to help with struggling readers in these grades is needed.
A Literacy Coach has been identified as a need in our school and has even been discussed in regard to funding.
However, this position has yet to come to fruition. It would be a great asset to our school. A teacher in this capacity
could help us focus and maximize our reading instruction to capitalize on our efforts. Our Title I reading teacher is
over burdened with benchmark testing and progress monitoring of the entire school with two aides as her only
help.
Another challenge at CES is the lack of parent involvement. Students whose parents are involved in the education
process are likely to be more successful. Through parent involvement teachers are also freed to devote more time
to areas of need in the classroom.
We need more successful vertical alignment of skills throughout all grades as CES strives toward being a high
performing school. Our teachers communicate well across the grade level, but sometimes the communication
breaks down between the grade levels. It is often difficult for collaboration to take place, given the current
structure.
Organization Summary Questions- Narrative Response Required
How will we address our challenges?
We should evaluate our use of funding to see if it could be manipulated to provide more support personnel for our
staff and students, including a Literacy Coach and Title I teacher.
As a school, we need to become more proactive in making our staff development needs known to county
administration and take the initiative in locating applicable staff development.
To get more parent participation there has to be continued communication, through various media outlets and
contact. Parents need to be made aware of the need for their involvement and the importance of their support.
To achieve vertical alignment across the grade levels, time has to be set aside for the grade levels to collaborate.
Since this is difficult to do during a normal school day, collaboration will have to be scheduled at other times.
Using some staff and administrative days to do this would allow all the classroom teachers to be free to meet with
other grade levels. Then, during the summer, days will be set up for teachers to earn in-service credit for
collaboration with other grade levels.
45
GOAL 1 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: March 2008
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
In Math, the students will meet or exceed one year’s growth as determined by the TN Value Added Assessment Score and
Goal will maintain or increase the 86% of students performing at Proficient/Advanced for all subgroups by May 2010.
Our school is performing below the NCE growth standard on TVAAS. The TDOE grade card reports a grade of “D” in Math.
th
Which need(s) does this Goal address? The faculty and staff are focused on finding ways to increase student learning in this area so that by the exit of 5 grade
students are meeting the growth standard expectations.
How is this Goal linked to the system’s Five-
Our TCSPP and Five-Year Plan are one and the same.
Year Plan?
ACTION STEPS – Template 4.2 – (Rubric
IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Indicator 4.2)
Section B – Descriptively list the action you plan to
take to ensure you will be able to progress toward your Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
goal. Action steps are strategies and interventions sources, evaluation strategy, and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)
which should be scientifically based where possible
Projected
and include professional development, technology, Performance
communication, and parent and community Person(s) Required Cost(s) &
Timeline Evaluation Strategy Results /
involvement initiatives within the action steps of each Responsible Resources Funding
Outcomes
goal. Sources
Grades 3, 4, and 5 will utilize
Star Math for the diagnosis of
Math weaknesses in students Star Math will generate
and to supplement classroom Proficiency reports with
instruction. Teachers will use a customized student
computer technology to pull assignment which will
and analyze all relevant data Teachers of be shared with In Math 90% of
$ .89 per child
identifying Math strengths grades 3,4,and 5 classroom teachers and students will be
Star Math program, from
Action Step and weaknesses. Fall 2008
computer Technology
sent home to parents on grade level by
Mr. David promoting parent May 2009 and
funds
Teachers will receive Staff Hodgen, principal involvement and 2010.
Development in effective effective communication
methods of administering this between and among
program. school personnel and all
stakeholders.
Star Math will generate
Proficiency reports with a
46
customized student
assignment which will be
shared with classroom
teachers and sent home to
parents promoting parent
involvement and effective
communication between and
among school personnel and
all stakeholders.
Grades K-5 will have a
scheduled 45 minute
computer time weekly
focusing on the Orchard
program for Math
remediation/acceleration.
Professional Development
involving the Orchard
Pre and Post tests with
Program will be made
customized student plan
available to the Computer
which will be shared
teacher. In Math students
with the classroom
will show 1 year’s
teacher and sent home
Teachers will be able to use Computer Computer lab, No additional growth in TVAAS
Action Step computer technology to pull
Fall 2008
teacher Orchard program cost
to parents promoting th
in 4 and 5
th
parent involvement and
and view data to help grades by May
effective communication
customize the students’ 2009 and 2010.
between and among
learning in Math.
school personnel and all
Pre and Post tests with
stakeholders.
customized student plans will
be utilized which will be
shared with the classroom
teacher and sent home to
parents promoting parent
involvement and effective
communication between and
among school personnel and
all stakeholders.
Timez Attack 21st Century Results from tutoring An end of
program, River After School will be furnished by the session program
Action Step Fall 2008 Grant tutors
Deep program, and Grant and Title tutors to the classroom will be planned to
computer lab. 1 Program teachers Student showcase the
47
Math Remediation will be reports from the Timez students’
st
offered through the 21 Attack program will be learning
Century After School Grant in shared with classroom promoting
Math tutoring classes and teachers and made parental
Math computer programs for available to parents involvement. This
those students who are promoting parent will be done at
performing below the involvement and the end of each
proficiency level in Math. effective communication Grant year 2009
Depending on the session of among school and 2010.
the After School Program personnel and all stake
these classes are offered 1 to holders.
3 times weekly. The tutors
will use classroom teacher
input in developing the plan
for each student. Students
with deficiencies, as
determined by deficiency
reports sent to parents, will
be given preference in
placement in these classes.
The computer teacher will
use computer technology to
pull and view data to help
customize the students’
learning as well as develop
reports to share with the
classroom teachers and
parents promoting parent
involvement and effective
communication among
school personnel and all
stake holders.
Professional Development is
offered to site coordinators
st
through the 21 Century
After School Grant.
48
Blue Print for Learning skills
and the newly prepared
grade level Math Pacing
guides will be used as the
basis for instruction. Skills
will be marked as taught with
“Blue Books” being checked
monthly by the Assistant
Principal.
The Assistant Principal uses
computer technology and the Students will
State Department of Assistant Principal will show one year’s
Education web site to pull the check skills taught in growth in TVAAS
needed State Standards to Classroom the “Blue Book” monthly as a result of
develop each grade level’s teachers, as well as in plan fewer skill gaps
Blue Print for
“Blue Book”. Assistant No additional books. in learned
Action Step Fall 2008
Principal,
Learning and Math
cost objectives.
Pacing guide
Teachers use monthly grade Supervisor of TCAP scores will be Increased
group meetings to discuss Instruction utilized to evaluate and teacher
the standards and the pacing modify the Math Pacing accountability by
of their Math curriculum Guides. May 2009 and
within their school. 2010.
Computer technology is used
by teachers to communicate
with teachers at other County
schools to discuss and plan
Math pacing and curriculum.
Staff Development will be
offered to give teachers the
opportunity to refine the Math
Pacing guide.
49
Timez Attack will be offered
rd th
to all students in 3 -5
grades who are learning
multiplication. This program
offers timed skill and drill.
The program is offered once
a week for 45 minutes to
each group of students. The
computer teacher will use
computer technology to pull
data and make customized
Mastery homeroom
student learning programs
printouts made
and print reports. Students will be
available to the
pre/post tested
classroom teachers with
Mastery homeroom printouts on multiplication
individual student
made available to the Timez Attack $750.00 per facts. Students
Action Computer information available for
classroom teachers with Fall 2008 program, computer year will increase
Step teacher parents promoting
individual student information lab from Title 1 recall of
parent involvement and
available for parents multiplication
effective communication
promoting parent facts by 25% by
between and among
involvement and effective May 2009/2010.
school personnel and all
communication between and
stakeholders.
among school personnel and
all stakeholders.
Parents will be made aware
through the school newsletter
of a free version of the
program available on the
internet.
Computer teacher will
provide Staff Development
for teachers as needed.
50
GOAL 2 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: March 2008
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
In Reading the students will maintain 1 year’s growth as determined by the TN Value Added Assessment
Goal Score and will maintain or increase the 88% of students performing at Proficient/Advanced for all subgroups
by May 2010.
In Reading our school has met the 1.0 NCE growth standard. The TDOE grade card reports a grade of “B”.
Which need(s) does this Goal address? The faculty and staff are focused on finding ways to increase student learning in this area so that the growth
standard expectation will be maintained and the 88% Proficient/Advanced will be maintained or increased.
How is this Goal linked to the system’s Five-Year Plan? Our TCSPP and Five-Year Plan are one and the same.
ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2) IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section B – Descriptively list the action you plan to take to ensure you Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources,
will be able to progress toward your goal. Action steps are strategies funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will
and interventions which should be scientifically based where possible evaluate the action step.)
and include professional development, technology, communication, Projected Cost(s) Performance
and parent and community involvement initiatives within the action Person(s) Required
Timeline & Funding Evaluation Strategy Results /
steps of each goal. Responsible Resources
Sources Outcomes
Students will
Grades 1-5 will utilize the Tier III reading maintain or
method. Tier I will consist of 90 minutes increase
August,
daily of uninterrupted reading time with the performance on
$ 5,000.00 to December, and
classroom teacher. Tier II which includes Principal, TCAP tests.
Leveled book begin May Dibels
those students both at some risk and at Assistant
library, establishing results will be
risk will be satisfied by either the Principal, Dibles benchmark
teachers, two leveled library. compared. Each
classroom teacher using another 30 classroom test will be
Title 1 comparison will
minutes of instruction daily with this group teachers, and administered three
Action Step or a grade level may chose to work
Fall 2008
Title 1
teachers, Seeking sources
times per year for
show an increase
Dibels of 20% at risk
together to have a “Scramble” type format Teachers, all students.
materials, Salary for students
where students from the entire grade level Director of Progress
computer additional Title 1 advancing to
are grouped by Dibels scores. The groups Schools, monitoring will be
database teacher funded some risk or low
then go to a different class for 30 minutes School Board administered to
through Title 1. risk by May
of Tier II instruction. Tier II and III
2009/ 2010.
students each
Tier III for grades 1-5 will be served daily month that
through the Title 1 Reading program. An benchmark tests
51
additional Title 1 teacher will be added to are not given.
serve grades 3-5. Benchmark and
progress
monitoring test
results will be
shared with the
Test scores from Dibels benchmark and classroom teacher
progress monitoring will be sent to with individual
classroom teachers and parents promoting reports printed to
parent involvement and effective be sent home to
communication between school personnel the parents,
and all stakeholders. promoting parent
involvement and
All faculty and staff members will be used effective
in teaching Tier II groups. Volunteers will communication
be used to make the groups no more than between school
6 to dynamically impact the effectiveness personnel and all
of the program. stakeholders.
Dibels test results will be saved on a
database for grades K-5 yearly.
The Supervisor of Instruction will be
responsible for providing Professional
Development.
Blue Print for Learning skills will be used
as the basis for instruction. Skills will be
marked as taught with the “Blue Books” Fewer skill gaps
Assistant Principal
being checked monthly by the Assistant in learned
checks “Blue
Principal. The Assistant Principal uses objectives and
Books” and Plan
computer technology and the State increased
Books.
Department of Education web site to pull Assistant teacher
Blue Print for Teacher grade
the needed State Standards to develop Principal and No additional accountability
Action Step each grade level’s “Blue Book.”
Fall 2008
Classroom
Learning,
cost
level meetings held
resulting in 90%
computer monthly and
teachers of students
county-wide In-
Teachers use monthly grade group scoring proficient
Service grade level
meetings to discuss Reading skills and in Reading by
meetings held
effective methods to teach them to their May 2009 and
yearly.
students. 2010.
52
Teachers use computers to communicate
with teachers at other Morgan County
Schools to discuss reading methods and
progress.
Star Reading will be purchased for Grades
1-5.This program will be utilized as a
diagnostic tool to determine those students
who have a weakness in Reading. The
program will be used to supplement the Star Reading will
daily classroom Reading instruction. The generate
program will be utilized as often as Proficiency reports
possible. Teachers will use computer with a customized
technology to pull and analyze all relevant student assignment
data identifying Reading strengths and which will be
90% of students
weaknesses with reports shared with Star Reading $.89 per child shared with
Action Teachers of will be on grade
classroom teachers and sent home to Fall 2008 Program, from Technology classroom teachers
Step grades 1-5 level by May
parents promoting parent involvement and computers funds and sent home to
2010.
effective communication between and parents promoting
among school personnel and all parent involvement
stakeholders. and effective
communication
Professional Development will be offered between and
to teachers to learn about the among school
implementation of the Star Reading personnel and
Program. If only some personnel are stakeholders.
allowed to attend training, they will then
train the others in the program.
Results from
An end of
Reading remediation will be offered IPODS, Wilson tutoring will be
st session program
through the 21 Century After School and other 21st Century furnished by the
will be planned to
Grant with low performing students given Reading After School tutors to the
showcase the
priority for the classes. The classes will be Materials. Grant classroom
students’
offered up to three days per week through teachers.
learning
various grade specific sessions. Fall 2008 Grant tutors The Plateau This information will
Action Step promoting parent
Home School be made available
involvement. A
program is Plateau Home to the parents
program will be
Available through the 21st Century After done in School funds. promoting parent
held at the end of
School Grant are challenge programs such cooperation involvement and
each Grant year
as cross curricular literature based story with the 21st effective
2009 and 2010.
times and IPOD club. Century After communication
53
School Grant. between and
Also available to K-4 students is tutoring among school
through the Plateau Home School personnel and all
program. This program is offered three stakeholders.
days a week throughout the school year.
Tutors from the program contact classroom
teachers weekly to address the needs of
the students in the program, providing
effective communication between the
tutoring program and school personnel.
Orchard may provide 45 minutes per week
of computer time for skills practice and
assessment in Reading. Students begin Technology will be
the year by testing on the level of the used to provide Pre
grade they just completed. Skill gaps will and Post tests with
be identified and practice will be provided customized student
to re-teach areas of weakness. Retesting plan will be shared
for skill mastery will follow. with the classroom
Maintain our
teacher and sent
Computer Lab current grade of
The computer teacher will be provided any Computer No additional home to parents
Action Step Fall 2008 and Orchard “A” in TVAAS by
necessary Professional Development. teacher cost promoting parent
Program May 2009 and
Technology will provide Pre and Post involvement and
2010.
Tests with customized student plans which effective
will be shared with the classroom teacher communication
and sent home to parents promoting between and
parent involvement and effective among school
communication between and among all personnel and all
stakeholders. stakeholders.
Classroom teachers will determine which
Orchard Program (Reading or Math) their
class needs to utilize.
A Literacy Coach will be hired to work with Results from Students will
Teachers,
grades K-5 to more effectively manage the Literacy computer tests on increase to 90%
Literacy Salary from Title
Action Step Reading program. The Literacy Coach will Fall 2008
Coach,
Coach,
1 Program
the leveled books proficient on
organize and maintain the leveled books computer and Reading TCAP by May
volunteers
Library, direct Dibels testing so that the stories as well as 2010.
54
Title 1 teacher can devote 100% of time to Dibels testing will
Reading instruction, manage the flexibility be given to
of moving students from one tier to teachers and made
another, and manage the volunteers for available to parents
Tier 2 groups. promoting parent
involvement and
Professional development will be provided effective
for the Literacy Coach as necessary. communication
Professional Development will be provided between and
by the Literacy Coach to classroom among all
teachers and volunteers as needed to stakeholders.
administer the Reading Program.
Computer technology will be utilized by
students taking tests on leveled books as
well as their Reading stories.
Grades 1-5 will use Accelerated Reading
as an incentive based, non-mandatory Test results will be
program to enrich and motivate readers at shared with the
all ability levels. Students are provided with student, classroom
opportunities to check out books during teacher, and
scheduled weekly Library time. Students parents promoting AR has
may read the books at appropriate times in parent involvement contributed to the
the classroom and are encouraged to read and effective grade of “A” in
at home. Tests may be taken in the communication TVAAS.
Computers,
classroom, computer lab, or at scheduled Librarian and between and Therefore, we
AR Books and No additional
Action Step times in the Library. Fall 2008 classroom
testing cost
among school will maintain the
teachers personnel, and all AR Program
program
stakeholders. through May
The 10 students in 2010 with a
each grade level review in May
Computer technology provides students who earn the most 2009.
with experience in test taking skills as they points during a
are tested on independent book choices as grading period will
well as leveled books and stories from the receive an
basal. incentive prize.
The Librarian will use computer technology
55
to generate classroom reports to share
with the classroom teacher with the ability
to generate student reports to be sent to
the parents promoting parent involvement
and effective communication between and
among school personnel and all
stakeholders.
56
GOAL 3 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: March 2008
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal To maximize instructional time during the day by decreasing interruptions by 75% by May 2010.
Which need(s) does this Goal address? To maximize instructional time in order to improve academic performance school-wide.
How is this Goal linked to the system’s Five-Year
Our TCSPP and Five-Year Plan are one and the same.
Plan?
ACTION STEPS – Template 4.2 – (Rubric Indicator
IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
4.2)
Section B – Descriptively list the action you plan to take to ensure Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources,
you will be able to progress toward your goal. Action steps are funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate
strategies and interventions which should be scientifically based the action step.)
where possible and include professional development, technology, Projected Cost(s)
communication, and parent and community involvement initiatives Person(s) Required Evaluation Performance
Timeline & Funding
within the action steps of each goal. Responsible Resources Strategy Results / Outcomes
Sources
Telephone calls sent to the classroom
will be restricted by the office staff.
Staff will utilize mcsmail.net as the main
procedure of message delivery.
Technology will
During the beginning of the year in- Maximize
be used by
service, office personnel will have instructional time
utilizing Poll teachers mid
professional development/training by decreasing
Office Staff, MCS mail.net No additional year and year
Action Step concerning new policies designed to Fall 2008
Principal (inter-school e- cost end regarding
interruptions by
promote increased student academic 75%. Teachers will
mail), message interruptions
performance by decreasing interruptions be polled in 2008
log, office
of instruction time. and in May 2009.
personnel
At the Back to School Night in August,
parents and community leaders will be
made aware of this new policy
concerning the goal of maximizing
instruction time by reducing
57
interruptions. Teacher e-mails will be
provided to parents for communication
purposes.
Minimize announcement interruptions
over the intercom during instruction time
Staff will utilize two-way radios as the
Maximize
main procedure for paging custodians Technology will
instructional time by
and other staff in the building. be used by
Principal, Poll teachers mid decreasing
utilizing
Assistant No additional year and year interruptions by
Action Step During the beginning of the year in- Fall 2008
Principal,
MCS mail.net
cost end regarding 75%.
service, office personnel will have (inter-school e-
Office Staff interruptions Teachers will be
professional development/training mail),
polled in 2008 and
concerning new policies designed to two-way radios
in May 2009.
promote increased student academic
performance by decreasing interruptions
of instruction time.
There will be a 75%
Drop in decrease in non-
Only videos related to curriculum will be evaluations, instructional videos
Classroom
shown during instructional time. correlation of shown during
teachers, Plan Books, No additional
Action Step Assistant Principal will monitor through Fall 2008
Assistant Library logs cost
video with the instructional time by
plan book entries and Library check out curriculum May 2009. Teachers
Principal
logs, and drop in evaluations. presented in plan will be more
book. accountable for use
of instructional time.
School calendar, Decrease
Extracurricular programs will be
Principal, School-wide extracurricular
restricted to one interruption per month
Assistant planning, program
per grade level. In May, the program No additional
Action Step schedule will be allowed more flexibility.
Fall 2008 Principal, School calendar
cost
Poll teachers at interruptions by 50%
Classroom the end of the by May 2009 in
Programs will be restricted as much as
teachers year. order to maximize
possible to Friday afternoons.
instructional time.
58
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?
In August, teachers were informed of the Tennessee School Improvement Plan and Process (TSIPP). Each teacher
was asked to be involved in the development of the TSIPP. Components were assigned individually and in groups.
Meetings began and have been held from August and throughout the 2007-08 school year.
TSIPP has been discussed at faculty meetings as well as grade level meetings. Input and concerns have been
expressed. Surveys concerning TSIPP were given to parents, teachers, and stakeholders on a regular basis
throughout the school year.
Evidence of Alignment of Data and Goals – Narrative response required
What evidence do we have that proves alignment between our data and our goals?
Test scores show areas of need in reading and math at CES. These are shown by results of TCAP and DIBELS
testing. Our goal at CES is to bring up reading and math scores in the third, fourth, and fifth grades. We hope to
accomplish this by offering the following:
STAR Math, which is a program being used in grades 3, 4, and 5 to supplement classroom instruction and address
this weakness. Proficiency reports with a customized student assignment will be shared with teachers and parents.
Orchard is a computer program designed to supplement reading and math and is also being used to improve deficits
in these areas.
The 21st Century After School Grant is offering after school tutoring programs for language arts, math, and reading
at CES. Grades 1-5 will utilize the Tier III reading method, to help in the deficiencies of Language Arts/Reading and
Writing.. We feel at CES that our goals and objectives will be achieved due to the extra instruction and available
help from stakeholders and parents. We hope to meet the NCLB benchmarks at CES.
Evidence of Communication with All Stakeholders – Narrative response required
What evidence do we have of our communication of the TSIPP to all stakeholders?
Students are given a folder on the first day of school stating goals, objectives rules, student expectation and mission
statement for CES. The local newspaper and radio station is used frequently to communicate happenings and keep
all stakeholders informed.
Parents, teachers, and community members were given surveys during the 2007-08 school year to fill out for the
School Improvement Plan (SIP). Parents are informed monthly of the SIP through the school newspaper. SIP was
discussed during Open House and at Parent Teacher Conferences. Weekly folders are sent by the majority of
teachers. A website at CES is also available for faculty, staff, and parents to inform them of information and
happenings. The SIP will be available in the library and each grade level teacher will have a copy of the action plan
(component 4) for their own classroom.
59
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?
We believe, at CES, in providing developmentally and research based instruction methods in order to create a
positive climate for learning. This will help us meet our goals and objectives that are stated to achieve the best
possible outcomes. The goals in math and reading are for the students to meet and/or exceed one year growth as
determined, and will maintain or increase the student’s performance and be proficient in these areas.
Specific goals in component 4 are to increase math scores in grades 3-5 which we are targeting with the new STAR
program for these grade levels.
Our belief is that the staff of CES works together as a team with parents, the community, and each other to meet the
needs of our students. Our vision at CES is to strive for successful students. We strive to teach the total child.
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?
Curriculum- Time is spent creating curriculum maps, pacing of instruction and developing schedules for grouping of
students. Action steps taken in component 4, consist of teachers meeting monthly by grade level to discuss the
standards and pacing of the math curriculum within our school.
Instructions- All teacher’s classroom instruction is aligned with state standards. The action step taken in component
4 includes the Assistant Principal going over teachers “Blue Book” monthly to verify instruction alignment.
Assessment- Money is allocated for the purchase of text books which have testing materials geared to improve
student performance on standardized tests. The action step taken was authorization to purchase the “Star Math”
program aimed at improving test scores.
Organization- Our school is organized to engage parents and the community in providing extended learning
opportunities for children. The action step taken in component 4 provides after school activities for children and
adults through our 21st Century.
Suggestions for the Process – Narrative response required
What suggestions do we have for improving our planning process?
We suggest beginning the collaborative process of the school improvement plan in April of this school year. We
suggest that plans for in-service and staff development for the 2008-2009 school year be discussed in grade level
and faculty meetings. In August, we have several days of in-service and staff development that we could use to
work on addressing our goals.
We further recommend that the dynamics of the School Leadership Team shift from special area teachers to grade
level teachers. We think that it would be more beneficial to have one person from each grade level to serve on the
team. They are the ones who have the day to day responsibility of implementing state standards. We also think that
the planning process would be more effective if curriculum committees were formed across the grades levels.
Again, they are the ones responsible for the actual implementation of the curricular action steps; therefore, they
should be the ones to design them. It is also imperative that administrators take the lead in ensuring implementation.
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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?
After the plan is accepted by the Leadership Team, a copy will be provided to all faculty members. The plan will
also be posted on the school web-site for all stakeholders to view. A hard copy will also be available at the school
for review. Information about completion of our SIP and viewing information will be communicated through the
school newsletter and our local newspaper. A copy of our plan will also be sent to the Central Office.
Since the timeline for all of our goals is the Fall of 2008, plans are already in progress to design in-service and staff
development activities necessary for goal implementation.
The timelines presented in the Action Steps of Component 4 will be used to develop an Implementation Checklist.
It will be given to all faculty members so that responsible parties will be aware of what is required. This checklist
will help us monitor our progress as well as keep us on track.
Evidence of the Use of Data – What is the plan for the use of data?
School improvement is an ongoing process. Our formative assessments are used to assist the leadership team in
making site based decisions.
The Dibels test will be given to every student at beginning of school year to determine skill level and a post test at
the end of the year to monitor gains. All test results will be saved on a database.
The Orchard computer program provides pre and post test data. Skills level is identified. The program will be
implemented throughout the year. It identifies skill gaps for re-teaching areas of weakness, and retesting for skill
mastery.
STAR Reading, as soon as purchased, will be utilized as a diagnostic tool to determine students with a weakness in
Reading. The student progress will be monitored and students’ strengths and weaknesses identified. All
information will be kept on a database and distributed to classroom teachers. Progress Reports will be sent home
weekly to promote greater parent involvement and more effective teacher/parent communication.
STAR Math proficiency reports will be generated twice per nine weeks. One will be at the mid-term and the other
will be at the end of the nine weeks. Reports will be kept on file with deficiency letters. Skill gaps will be noted by
the classroom teacher. Teachers will mark the number of students who achieved mastery, partial mastery and non-
mastery in their bluebooks.
Timez Attack generates reports twice per nine weeks. The results are sent to the teachers and home to parents.
TCAP scores will be utilized. At the beginning of the school year teachers can assess their new students’ strengths
and weaknesses through the previous years test scores. This will enable the teacher to develop the most effective
teaching strategies for the upcoming school year.
CES continually analyzes testing data and uses this and teachers’ observations to adjust and modify our program to
ensure student success.
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TEMPLATE 5.3: Monitoring and Adjusting Evaluation
The following summary questions are related to TSIPP Monitoring and Adjusting. They are designed as
a culminating activity for the school to plan the monitoring process that will ensure that the school
improvement plan leads to effectively supporting and building capacity for improved student achievement
for all students.
TEMPLATE 5.3: Monitoring and Adjusting Evaluation
(Rubric Indicator 5.3)
TEMPLATE 5.3: Monitoring and Adjusting Evaluation
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 School Leadership Team will meet during November and May of each school year to evaluate and make
adjustments to the Tennessee School Improvement Planning Process.
For Goals 1 and 2 involving raising Math and Reading Scores as determined by the TN Value Added Assessment
Scores. Darlene Buchanan will monitor progress and report that progress to the SIP Leadership Team in meetings.
The SIP Leadership Team will in turn use a checklist to note as each Action Step under each goal is attained. If
goals are attempted and not reached the SIP Leadership Team will then make adjustments as need to the individual
Action Steps. Further monitoring involving Goals 1 and 2 are as follows:
The teachers of third, fourth and fifth grades (J. Brewer, G. Burgess, R. Cannon, H. Mehlhorn, D. Phillips,
M. Dyer, A. Hamby, D. Kelly, A. Knight, C. Tompkins, M. Branstetter, J. Isham, T. Justes, M. Sexton) will
monitor student’s progress in Star Math and adjust the program according to student outcomes.
The Computer Teacher (D. Buchanan) will monitor Grades K-5 (special attention to grades four and five)
progress in Orchard Computer Program and Grades 3-5 in Timez Attack Computer Program. This teacher
will adjust the program according to student progress, reporting outcomes to teachers via computer
printouts.
Math and Reading Remediation Tutoring through the 21st Century After School Grant will be monitored by
the afterschool tutors who will report individual student progress to teachers and the Site Coordinator
(Diana Morgan). These tutors are not selected at this time.
The Assistant Principal (Jamie Pemberton) will continue to monitor teacher’s plan books to assure that the
teaching objectives set forth in the Tennessee Bluebook are being covered and that math instruction is
moving along in accordance with the Math Pacing Guides.
Teachers of Grades 1-5 will use the Tier III reading method. The Principal (David Hodgen) and the
Assistant Principal (Jamie Pemberton) will insure that the teachers have 90 minutes of uninterrupted
reading instruction each day. The Teachers ( P. Bouton, A. Harlan, K. Neskaug, L. Petree, D. Russell, C.
Ward, P. Boyd, J. Jones, D. Morgan, D. Robinette, M. Scruggs, L. Stewart, J. Brewer, G. Burress, R.
Cannon, H. Mehlhorn, D. Phillips, M. Dyer, A. Hamby, D. Kelly, A. Knight, C. Tompkins, M. Branstetter,
J. Isham, T. Justes, M. Sexton) will monitor progress of individual students and report results to parents via
mid-term reports and report cards. The Title 1 Teacher (Vera Gormley) will administer the Dibels Testing
and report results to the Principal, Teachers, and Parents via computer generated reports.
Teachers of Grades 1-5( P. Bouton, A. Harlan, K. Neskaug, L. Petree, D. Russell, C. Ward, P. Boyd, J.
Jones, D. Morgan, D. Robinette, M. Scruggs, L. Stewart, J. Brewer, G. Burgess, R. Cannon, H. Mehlhorn,
D. Phillips, M. Dyer, A. Hamby, D. Kelly, A. Knight, C. Tompkins, M. Branstetter, J. Isham, T. Justes, M.
Sexton) will implement the STAR Reading program in the classroom and monitor students progress.
Outcomes will be reported to parents and school stakeholders via computer generated reports.
62
The Principal (David Hodgen) will work with the Director of Schools (Mike Davis) and Supervisor of
Curriculum and Instruction (Judy Hurst) to hire a Literacy Coach to more efficiently run our school reading
program and recruit volunteers to assist the Literacy Coach.
The teacher of Grades 1-5s (P. Bouton, A. Harlan, K. Neskaug, L. Petree, D. Russell, C. Ward, P. Boyd, J.
Jones, D. Morgan, D. Robinette, M. Scruggs, L. Stewart, J. Brewer, G. Burgess, R. Cannon, H. Mehlhorn,
D. Phillips, M. Dyer, A. Hamby, D. Kelly, A. Knight, C. Tompkins, M. Branstetter, J. Isham, T. Justes, M.
Sexton) and Librarian (Kelly Ayers) will encourage students to use Accelerated Reading Program as an
incentive to improve reading fluency.
For Goal 3 which is to maximize instructional time during the day by limiting interruptions will be monitored by the
Principal (David Hodgen) and Assistant Principal (Jamie Pemberton). The principal and assistant principal will
utilize a checklist for each Action Step under Goal 3 to ensure that each step is taken. These individuals will receive
feedback from faculty and staff to ensure that individual Action Steps are being followed and will discuss with
faculty and staff if changes need to be made.
Evidence of a Process for Monitoring Plan – Narrative response required
What will be the process that the School Leadership Team will use to review the analysis of the data from the
assessments and determine if adjustments need to be made in our plan?
The School Leadership Team will meet in August to review TCAP scores which are the primary method of
summative assessment. Meetings will also be held at mid-term grading periods and at the end of each nine week
grading period to analyze our current data. Based on the analysis, strategies listed in the action steps will be
evaluated as to whether they should be retained, altered, or eliminated based on summative assessment results. All
meeting dates and times will be determined and communicated by the Principal.
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?
Adjustments to the plan will be based upon an analysis of our summative data. The summative data will consist of
results from TCAP scores. The Principal along with the School Leadership Team will meet on the first in –service
day, August 4, 2008. Each person on the team will be responsible for gathering information from co-workers and
various forms of data. After adjustments are identified, necessary changes will be addressed in the first grade level
meeting on the first administration day, August 7, 2008.
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 School Leadership Team will communicate successes and/or adjustments to stakeholders as each Action Step is
evaluated according to the expected performance outcomes by way of printed test results. The SLT will insure that
each Action Step under each goal is completed by use of a checklist. The SLT will pass on these results to
Faculty/Staff Stakeholders by way of individual class test results as well as the over all school performance during
Faculty Meetings, Staff Development, and Grade Level Meetings.
The Stakeholders in the Community and Parents will be informed of progress and adjustments in the Action Steps
for the school as a whole via the School Newsletter and School Website. Of course, successes will also be
announced in the local county paper. Parent stakeholders will receive classroom and more personal information
pertaining to their student through their child’s report card, teacher’s website, and classroom correspondence.
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