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					TEMPLATE 3.1.a: Curricular Practices

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

                                                                                                         System-wide
                                                                                                        Language Arts
                                                                                                          Curriculum
Current Curricular                                                                                            and                        Curriculum
Practices                         Mapped and       Assessment       Special                              Benchmarks                      Monitoring
                                  Prioritized      Aligned with     Education                             for Student    System-wide     and
                                  Curriculum       School           Curriculum         Curriculum       Achievement       Technology     Accountability
                                                   Benchmarks       Programs           Guides                              Standards
                                  On-line and      Curriculum       Sidewalks by       Content area     Language Arts   Technology       Curriculum
                                  written          Guides           Scott Foresman,    curriculum       curriculum      Standards are    specialist
                                  curriculum                        Sing, Spell,       guides           guides          based on state   employed by
Evidence of Practice (State in    guides                            Read, and Write,                                    standards        SCS to support
definitive/tangible terms)                                          Touch Math,                                                          school staff
                                                                    Milestones,
                                                                    Wilson Reading,
                                                                    iStation
                                  Yes              Yes              Yes                Yes              Yes             Yes              Yes
Is the current practice
research-based?
                                  Yes              Yes              Yes                Yes              Yes             Yes              Yes
Is it a principle & practice of
high-performing schools?
                                  Effective        Effective        Effective          Effective        Effective       Effective        Effective
Has the current practice been
effective or ineffective?
                                  Teacher lesson   TCAP             IEP goals, TCAP    Teacher lesson   TCAP scores,    Yearly survey    Professional
                                  plans, teacher   Achievement      scores             plans and        ThinkLink                        development
What data source(s) do you
                                  evaluations,     and TCAP                            evaluations      Scores, STAR,                    register, lesson
have that support your
                                  TCAP Test        Writing Scores                                       TVAAS                            plans,
answer? (identify all
                                  results, TLL                                                                                           observations,
applicable sources)
                                  results, class                                                                                         evaluations
                                  visits
                               Most students        All A’s in all 4   Very few            Daily lesson      Gains in 3 year    Teachers         Evaluation of
                               scored advanced      content areas      students scored     plans contain     average of         reported they    teachers and
Evidence of effectiveness or
                               or proficient on     of school          below proficient    appropriate       proficient and     applied          resources
ineffectiveness (State in
                               TCAP                 report card        on TCAP             goals and         advanced           concepts         listed in lesson
terms of quantifiable
                                                                                           objectives that                      learned from     plans
improvement)
                                                                                           correlate to                         ongoing
                                                                                           state standards                      training
                               System-wide          Curriculum         IEP progress        Available in      Curriculum         Technology       Specialist are
                               mapping, class       Guides are         reports, training   on-line or hard   guides and         Standards and    available to
Evidence of equitable school   visits, formal       accessible to                          copies in         Blueprint for      resources are    teachers and
support for this practice      evaluations, TLL     all                                    school            Learning           available on-    administrators
                                                    stakeholders                                             available to all   line
                                                                                                             teachers
                               Continuation of      Continue use       Continue to         Continue to       Continue to        Continue         Expand staff to
                               effective practice   of curriculum      evaluate            follow current    assess program     effective        provide
                               and review of        guides             research-based      guides            needs and          practice and     additional
Next Step (changes or          scope and                               materials to meet                     review             provide on-      support, use
continuations)                 sequence                                student needs                         instructional      going training   assessments to
                                                                                                             material                            determine
                                                                                                                                                 effectiveness
                                                                                                                                                 of curriculum
TEMPLATE 3.1.a: Curricular Practices

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


Current Curricular
Practices
                                  ESL Program                                          Blueprint for Learning
                                  Assessment results are kept in the office, teacher   Teacher lesson plans, curriculum Guides
Evidence of Practice (State in    progress reports, professional development
definitive/tangible terms)        register
                                  Yes                                                  Yes
Is the current practice
research-based?
                                  Yes                                                  Yes
Is it a principle & practice of
high-performing schools?
                                  Effective                                            Effective
Has the current practice been
effective or ineffective?
What data source(s) do you        TCAP, ELDA, various student evaluations, class       TCAP Achievement, TCAP Writing Assessment, and ThinkLink
have that support your            schedules                                            Assessment scores
answer? (identify all
applicable sources)
                                                                                       Achievement Scores on school report card
Evidence of effectiveness or
ineffectiveness

                                  Services are available to all LEP students           Every teacher is provided a copy
Evidence of equitable school
support for this practice

                                  Expand program as needed                             Continue to use effective research-based practices, provide additional
Next Step (changes or                                                                  professional development
continuation)
TEMPLATE 3.1.b: Curriculum Gap Analysis
How are we currently allocating our time, money, personnel and other resources and
building capacity around understanding and implementing high quality curricular
practices?
How should we be allocating our time, money, personnel and other resources and
building capacity around understanding and implementing high quality curricular
practices?)

Curriculum Gap Analysis - Narrative Response Required
“What is” The Current Use of: TIME
The Shelby County School calendar is developed with Tennessee Code Annotated (TCA)
Section 49-6-3004, Shelby County School Board Directives, and stakeholder input. The 200-
day school calendar is designated as follows: 180 days for instruction, 5 in-service days, 4
administrative days, and 2 half days for parent conferences, and 10 teachers vacation days. The
length of the school day is 7 hours. The school day at Germantown Elementary is from 9:00
until 4:00.

Money
The allocation of funds is threefold: support and enrich the instructional program, improve
student achievement, and provide professional development for teachers. Germantown
Elementary School is currently using several resources to support the diverse learning needs of
its student population. The resources are in direct alignment with our mission, beliefs, and
vision.

Shelby County Schools provided $17.94 per student for K-8. The initial allotments are for
projected enrollment and are adjusted after preliminary reports have been filed. Restricted
monies are made to the school for Special Education, Technical Education, Project Excellence,
Library Books, Custodial Operations, and State Mandated Teacher Discretionary Funds.
Additional money is acquired through PTA fundraisers, school pictures, donations, and Box
Tops.

Personnel
Germantown Elementary employs 50 full time faculty members, two administrators, and 11
faculty members who work at GES part time. This includes 1 principal, 1 assistant principal, 37
classroom teachers, 3 special education teachers, 1 part-time speech/language therapist, 1 full-
time and 1 part-time music, 1 full-time and 1 part-time art, 2 full-time physical education
teachers, 1 librarian, 1 full-time and 1 part-time counselor, 2 part-time ELL teachers, 1 gifted
teacher, 2 part-time technology coaches, a part-time physical therapist, and a part-time
occupational therapist.

There are 24 support staff workers. Included are 1 plant manager, 5 instructional assistants, 5
special education assistants, 1 part-time technology support person, 4 office staff, 4 cafeteria
workers and a monitor, and 1 technology support person.
 Other Resources
Germantown Elementary offers school wide programs to encourage student involvement.
These activities cover a broad spectrum of interests and activities that are multicultural, family
oriented, and challenging for the serious academic student in competition. Other resources
include STAR Reader, Accelerated Reader, ThinkLink Learning, Study Island, Chorus,
IStation, 5 mobile computer labs, a computer lab with 23 computers, Spelling Bee, enrichment
and reinforcement before and after school, student ambassadors, and 5th grade social studies
immersion day.

“What Ought to Be” – How Should we be Using Our: TIME
There are many time constraints and it is difficult for teachers to get everything in during the
school day. With the implementation of the new 3-tiered reading program, which requires 90
minutes of reading instruction only, we are looking for supplemental reading materials that will
address social studies standards as well as reading standards.

Money
There is never enough money from any source that enables the school to furnish everything. A
prioritized list is made at the beginning of each school year. Parents, teachers, students, and
community partners evaluate the need for each item to be purchased. The financial secretary
works with central office to locate items that are most economically priced. When funds are
unavailable for curriculum needs deemed important, a committee is formed to research and
write grants.

Personnel
As enrollment has increased, so have needs for additional staff. In January another part-time
ELL teacher was added. Our projections indicate a need for 3 additional classroom teachers
and another administrator next year.

Other Resources
Maintaining and updating technology continues to be an issue since so many of our curriculum
resources are on-line.

Are we providing equity and adequacy to all of our students?
When scheduling classes for the year at Germantown Elementary we try to maximize every
moment and protect instructional time. Within time constraints, we try to ensure equity and
adequacy for all students. All students are provided the necessary tools for academic success.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in
being effective with all their students?
All stakeholders are actively involved in raising additional funds for materials and training
teachers deem important to help each child achieve academically. A grant was written this year
to provide GES with a school-wide writing program.



Based on the data, are we accurately meeting the needs of all students in our school?
According to the data, 97% of all students scored proficient or advanced in math and language.
Gains were made in the math 3 year average in all subgroups. In language all subgroups either
remained constant or increased in all subgroups. Our 5th grade writing scores were slightly
lower this year and a school-wide writing program is being researched.
TEMPLATE 3.1.c: Curricular Summary Questions

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

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


Curriculum Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
Adopted materials are closely evaluated to ensure the publisher has aligned the text with the
state standards. A Blueprint for Learning: A Teacher’s Guide to the Tennessee Curriculum is
the source used to implement all content areas for each grade level. Administration and faculty
continuously collaborate on curriculum tools that support instruction. The principal meets with
each grade level to discuss and review TCAP scores and to assist teachers in developing a
classroom improvement plan to meet the needs of individual students. Recommendations are
made to PTA and other resources for additional funds to meet



Curriculum Summary Questions- Narrative Response Required
What are our major challenges and how do we know?
Our major curriculum challenges are to offer staff development and support for new initiatives.
The 3-tiered reading that was implemented at the beginning of 2007 school year in kindergarten
and 1st grade had many different components for teachers to learn, prepare, and implement.
Professional development was offered over the summer and at the beginning of school.
Teachers need guided assistance throughout the year to learn how to retrieve reports and
analyze data to revise instruction to meet the needs of all students.


Curriculum Summary Questions- Narrative Response Required
How will we address our challenges?
Next year, this intervention program will be implemented in second and third grades. These
teachers have had opportunities to observe preparation for literacy centers, direct instruction,
IStation, and dissecting reports to improve student mastery of reading skills. Summer training
and materials will be available. The interactive computer portion should be easier to execute
because second and third grade students are more proficient with computer skills and second
grade students will have experience using the program.
TEMPLATE 3.2.a: Instructional Practices

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

Current Instructional                                             Direct                                                                3 Tiered
                                Bloom’s          Cooperative      Instruction of   Differentiated                     Instruction and   Intervention
Practices
                                Taxonomy         Learning         SPI’s            Instruction      Media             Evaluation        Program
                                Teacher lesson   Teacher lesson   Lesson plans,    Lesson plans,    Lesson plans,     Lesson plans,     On-line report
                                plans,           plans,           observations,    observations,    observation,      observations,     of use, lesson
Evidence of Practice (State     evaluations      observations     SPI’s            formal           survey            evaluations,      plans,
in definitive/tangible terms)                                     displayed with   evaluations                        grade level       observations
                                                                  student work                                        meeting
                                                                                                                      minutes
                                Yes              Yes              Yes              Yes              Yes               Yes               Yes
Is the current practice
research-based?
                                Yes              Yes              Yes              Yes              Yes               Yes               Yes
Is it a principle & practice
of high-performing schools?
Has the current practice        Effective        Effective        Effective        Effective        Effective         Effective         Effective
been effective or
ineffective?
                                TCAP, TLL,       TCAP, TLL,       TCAP,            TCAP,            Technology        On-line TLL       On-line
What data source(s) do you      TVAAS,           TVAAS,           TVAAS, TLL,      TVAAS, TLL,      survey results,   Reports,          progress
                                IStation,        progress         Study Island     Study Island     TCAP              IStation          report, growth
have that support your
                                progress         reports                                            TVAAS, TLL        growth report,    report, use
answer? (identify all           reports                                                                               TCAP,             report, at risk
applicable sources)                                                                                                   TVAAS,            reports
                                                                                                                      Study Island
Evidence of effectiveness or   Student test      Project-based     Student test      Student test      Student test    Student test      Growth report
ineffectiveness (State in      scores on         rubrics, scores   scores on         scores on         scores on       scores from       for individual
                               above             from              above             above             above           above             students
terms of quantifiable          assessments       assessments,      assessments,      assessments,      assessments,    assessments
improvement)                                     performance at    all A’s in        All A’s in        All A’s in      and growth
                                                 science fair      achievement       achievement                       reports
                                                                   on state report   on state report
                                                                   card              card
                               Lesson plans,     Instructional     Lesson plan       Lesson plans,     Tech            Resources         Implemented
                               surveys           survey and        requirement       survey            instructional   available on-     in K-1st this
Evidence of equitable                            online            and SPI                             coach           line, resources   year, will be
                                                 resources         checklist                           available 2     supplied by       implemented
school support for this                          available for                                         days a week,    district and      next year in 2-
practice                                         all teachers                                          surveys         school,           3, and the
                                                                                                                       surveys           following year
                                                                                                                                         in 4-5
                               Continue and      Continue          Continue and      Continue          Continue        Continue          Continue
                               offer staff                         offer staff                         providing                         implementatio
Next Step (changes or
                               development                         development                         support with                      n and training
continuations)                 for newer staff                     for newer staff                     materials and                     over the next 2
                                                                                                       personnel                         years
TEMPLATE 3.2.b: Instructional Gap Analysis

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

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

Template 3.2.b: Instructional Gap Analysis

Instructional Gap Analysis - Narrative Response Required

“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
(How are we currently allocating our time, money, personnel and other resources and
building capacity around understanding and implementing high quality instructional
practices?)
Time
The teachers at Germantown Elementary School work together to create an optimal learning
environment. Schedules are arranged for maximum instructional time on task with minimal
interruptions. Students engage daily in a minimum of 90 minutes of reading instruction, 50
minutes of English, 60 minutes of math, forty-five minutes of science and forty-five minutes of
social studies. The fifth grade is departmentalized; therefore, each class session is fifty minutes
except for a 90-minute language arts block. Adherence to daily scheduling of instructional time
for social studies and science is consistently a challenge because the emphasis for NCLB is on
the core subjects of math and language arts. Specialist classes in music, art, and library last
from forty to fifty-five minutes depending on the grade level. Physical Education classes are
held daily for thirty minutes. General education and special education teachers work
cooperatively to ensure that students in resource and speech do not miss valuable instructional
time in the regular classroom for subjects in which they are proficient.

Money
This year teachers were allocated $400 for instructional materials, an increase of $200 dollars
over past years. These funds were used to purchase classroom specific items to support student
learning and enhance instruction.

Teachers are provided a wealth of resources. All programs and materials are aligned to the
curriculum, state standards, and the School Improvement Plan. Professional development
provided by the school, system, and state levels include Love and Logic, English Language
Learners Conference, Secret Stories (Literacy Program), Reading Intervention Program, and
new teacher orientation were offered this past year. A teacher resource center is available to
enable teachers to stay informed of educational trends and current methodology. Professional
development videos, strategies for Differentiated Instruction, books on research-based strategies
and best practices, lesson plan idea books, and books relating to assessment alternatives are all
found in this center. Material selections are based on correlation to SPI’s, state standards, and
TCAP assessed skills.

This year an additional 24 computers, 6 E-Beams, and 4 projectors were purchased to support
computer-assisted instruction. Two mobile labs containing 22 laptops and a projector were
purchased to support our new reading assessment program in kindergarten and first grade.
GES has a site license for Brainpop, Enchanted Learning, Accelerated Reader, STAR Reader,
Starfall, ThinkLink Learning, and Study Island. Mobile computer carts are also utilized for
research, and group and individual projects. New laptops were distributed to all teachers this
year to provide easier access to internet resources. Technology aids in teacher assessment and
diagnosing of student needs as well as improved communication between home and school.
GES students are prepared for future academic undertakings through technological resources
which connect to student achievement to the “Tennessee Blueprint for Learning” and NCLB.

Personnel
Germantown Elementary is currently using several resources to support the diverse learning
needs of its student population. The resources are in alignment with our mission, beliefs, and
vision. The following will explain how the resources are utilized and linked to school
improvement.

An instructional coach and an extensively trained master mentor assists new teachers with
instructional techniques, appropriate plans, classroom management, and use of available
resources. The administrative team offers instructional support through presentations,
evaluations, research, classroom walk throughs, analysis of test scores and instructional
strategies, and individual plans of work. The team also utilizes incentives for teachers and
students to foster morale.

S-Teams and IEP Teams meet on a regular basis to confer about students who need additional
help. Both behavioral and academic needs of students are addressed in plans developed by team
members. Speech and language therapy, occupational therapy, physical therapy, classroom
modifications, specialized instruction in Resource Classrooms, as well as a CDC Functional
Skills Class and Academic Program for the Exceptional (APEX) may be included in the
student’s individualized plan. The Guidance Counselors and School Psychologist aid families
by securing needed information and services to help with basic and educational needs.
Additional areas addressed by this program are anger management, character education, career
awareness, and socialization and study skills.

The Crisis Response Team (CRT) provides support and training in crisis prevention for students
with severe emotional and behavioral problems. A Student Assistance Program (SAP) is also
designed to help students with behavioral or academic difficulties at school due to emotional or
family related issues. A recently acquired grant for Safe Schools/Healthy Students awarded to
Shelby County Schools will enable a professional from the Southeast Mental Health Center to
provide services once a week in the school setting for parents and students with specific needs.
Other Resources
Community
Funds provided from numerous community businesses are used to provide materials, supplies,
and in-service on research-based best practices. Incentives for student attendance, honor roll,
citizenship and teacher morale are also made available.

“What Ought to Be” – How Should we be Using Our: Time
Teachers recognize the importance of time management, organization, and prioritized time on
task. Routines and procedures are established so students know what to expect. These provide
for smooth transitions. Teachers prepare materials in advance, handle administrative duties
quickly, limit distractions, and follow schedules in an efficient manner.

Money
Sixty-five percent of the total budget for Shelby County Schools is spent on instruction. Our
Parent Teacher Association is actively involved in raising funds and soliciting donations from
businesses to support our instructional program. This year the City of Germantown offered an
opportunity for the area schools to receive grant money.

Personnel
Administration values the need for uninterrupted instruction and strives to provide schedules
that utilize time efficiently. Next year, we plan to institute a common planning time to allow
time for grade level collaboration. A committee has been organized to assess whether GES is
utilizing educational teacher assistants and special education assistants to their full potential.

Other Resources
The Race for Education supplements instructional funds for art, music, and physical education.
Before and after school tutoring is paid through extended contract. Germantown Middle School
ELT’s (Education Leaders of Tomorrow) provide tutoring during the school day. Southern
College of Optometry provides vision screenings for all kindergarten students. And the
Germantown Fire Department provides fire safety instruction.
Equity and Adequacy:

Are we providing equity and adequacy to all of our teachers?
All teachers are provided staff development opportunities, money for instructional supplies,
tutors, parent involvement, and classroom assistants. Grade level planning allows for sharing of
ideas and plans to address individual student needs. A laptop computer was distributed to all
teachers for record keeping, research, and communication. Administrators and counselors
divide grade levels so that all teachers have access for student and teacher concerns.

Are we targeting funds and resources effectively to meet the needs of all of our teachers in
being effective with all their students? Teachers are provided materials to practice for
standardized assessments. These materials include Test Ready, Test Best, and TCAP Coach.
Every classroom has math manipulatives, calculators, new maps and globes, and class sets of
books. All teachers have computer lab access, mobile labs available for check-out, use of
ebeam, projectors, and internet connections. Study Island, ThinkLink Learning, STAR Reader,
Accelerated Reader, and many interactive computer programs are available. Resources are also
available for checkout through the resource lab.

Based on the data, are we accurately meeting the needs of all students in our school?
Based on TCAP Achievement data for the past 3 years, Germantown Elementary has received
all A’s for academic achievement in all four subject areas. Each year students have shown
improvement. GES also earned an A in all three reporting years on TCAP Writing Assessment.
This exceeded state and system goals.
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?
Students at Germantown Elementary are actively engaged in the learning. They learn through a
variety of learning strategies that include direct instruction, cooperative groups, differentiated
instruction, hands-on activities, experiments, open-ended questioning, learning centers, and
many more. Before and after school remediation and enrichment are offered. The mobile
computer labs are used for research and projects. Science Fair participation is encouraged in all
grade levels. PTA sponsored programs enrich cultural diversity, reading, and art and music
appreciation. Staff is provided with professional development opportunities in research-based
instructional strategies.

Student achievement is communicated through Tuesday graded papers, interim reports, on-line
power school updates, report cards, ThinkLink scores, STAR Reader reports, TCAP results, and
teacher conferences. Data collected from all assessments drive instruction.

GES received all A’s in achievement in all 4 subject areas. Germantown Elementary scores
continue to exceed all system and state goals for achievement.




Instructional Summary Questions- Narrative Response Required
What are our major challenges and how do we know.
From 2004-2006 Germantown Elementary students scored an average of 4.9 on the TCAP
Writing Assessment. In 2007, the score dropped to an average of 4.6. All 10 gifted students
scored a 5 (strong). Although we met the state and system goals, our goal is to have more
students scoring a 5 or 6 (strong or outstanding) and move gifted students to the next level.

The subgroups Hispanic and Limited English Proficiency (LEP) had the highest percentage of
students scoring below proficient on TCAP Achievement. As our LEP populations increase our
challenge to provide support for classroom teachers, parents, and students remains a challenge.
Instructional Summary Questions- Narrative Response Required
How will we address our challenges?
An application for a grant requesting matching funds has been submitted for a school-wide
sequential writing program. After analyzing writing in each grade level, it was determined that
GES needed a more sequential program for all students to attain all components of successful
writing strategies.
In January, an additional English Language Learner teacher was added to assist students with
limited English proficiency. GES will continue to provide parent tutors, teaching assistants, and
tutors from the middle and high school.
TEMPLATE 3.3.a: Assessment Practices

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

Current Assessment
                                     TCAP Writing         TCAP                                                STAR
Practices
                                      Assessment       Achievement      ThinkLink          Study Island       Reader            IStation            ELDA
                                    System-wide      System-wide test   On-line test       On-line data       Reports 3      On-line usage     Administered
Evidence of Practice (State in      annual test      calendar           schedule and                          times a year   reports           yearly and
definitive/tangible terms)                                              data                                                                   kept on file in
                                                                                                                                               office
Is the current practice research-   Yes              Yes                Yes                Yes                Yes            Yes               Yes
based?
Is it a principle & practice of     Yes              Yes                Yes                Yes                Yes            Yes               Yes
high-performing schools?
Has the current practice been       Effective        Effective          Effective          Effective          Effective      Effective         Effective
effective or ineffective?
                                    School report    System and         District           TCAP results,      TCAP           Growth, usage,    67% are
                                    card             school report      quarterly          System and         reading        and at risk       proficient on
What data source(s) do you                           card               reports, TCAP      school report      scores         reports           ELDA
have that support your answer?                                          achievement        card, TVAAS
(identify all applicable sources)                                       scores,
                                                                        TVAAS
                                                                        reports
                                    School report    School and         ThinkLink          School and         TCAP           On-line reports   ThinkLink,
Evidence of effectiveness or        card             system report      reports, TCAP      system report      scores         noting students   TVAAS,
ineffectiveness (State in terms                      card, Exceeded     scores,            card, TVAAS                       on-track, at      TCAP, teacher
of quantifiable improvement)                         all state goals    TVAAS                                                some risk, or     progress report
                                                                                                                             at risk
                                    System-wide      System-wide        Program is         Program is         Program        Program is        Available to
Evidence of equitable school
                                    implementation   implementation     available to all   available to all   available to   available to      all LEP
support for this practice
                                                                        student in 2-5     students 2-5       all students   students in K-1   students
                        Continue   Continue   Continue   Continue   Continue   Continue and      Continue
Next Step (changes or                                                          implement in      intervention
continuations)                                                                 2-5 over next 2
                                                                               years
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
 How are we currently allocating our time, money, personnel and other resources and
building capacity around understanding and implementing high quality assessment
practices?

Assessments are utilized throughout the year to plan effective instruction. Many
assessments are on-line and results are immediate. This enables teachers to plan and
implement effective instruction and to provide enrichment and remediation activities.
Tutors are available before and after school, ELT’s from the middle school provide
reinforcement during the school day, winter workshops are held by community
members. Teachers refer students based on assessed needs.

Money
The Shelby County School System provides yearly assessments: TCAP Achievement
and TCAP Writing Assessment. Fundraising provides Germantown Elementary with
on-line assessments such as STAR Reader, ThinkLink Learning, and Study Island.
Each of these assessments provides teachers with detailed information regarding
specific skills.

Personnel
Special education and general education teachers collaborate and plan interventions to
meet individual student needs. Teaching and special education assistants work with
small groups providing alternative assessments. Specialists in music, art, physical
education and library provide support by aligning activities with grade level SPI’s.

Other Resources
Shelby County Schools provide specialists that assist schools in disaggregating and analyzing
test data. Lead teachers are trained in new assessment initiatives and train additional staff to
utilize assessment tools. Textbook adoption procedures ensure that books are aligned to state
standards and supply appropriate examinations. Texts adopted also have on-line resources for
practice, reinforcement, and assessment.

Time
Teachers should employ the use of writing portfolios, logs, and journals. Continue to use
specialists to provide staff development and training. Make use of writing teachers with high
writing scores to help other teachers determine strategies for increasing TCAP Writing Scores.

MONEY
Teachers have input on how funds should be allocated in order to assess existing assessment
programs and assessment strategies geared toward high quality instructional practices.
In order for us to provide continuous improvement, assessments should be given periodically
throughout the year to improve skill mastery. Parent Teacher Association, community
donations, and grants provide additional funds for materials and training. Shelby County
Schools provide funds for yearly state mandated tests.

PERSONNEL
Continue to use and evaluate a variety of assessment tools to achieve higher levels of teaching
and learning. Administering pre and post tests will provide more efficient use of instructional
time.




Equity and Adequacy:

Are we providing equity and adequacy to all of our teachers?
Every teacher serves on at least 2 committees. Committees meet throughout the year to make
decisions regarding programs to enhance academics at GES. Some of the committees include
American Education Week, Read Across America, Science Fair, Spelling Bee, Reflections,
Terrific Kids, Technology Team, K-Kids, Writing, and Art. All assessment programs are
provided to all teachers and students at GES. Data is immediate and used to determine
instructional needs.

Are we targeting funds and resources effectively to meet the needs of all of our teachers in
being effective with all their students?
After test score analysis, PTA provides funds based on prioritized lists submitted by teachers
and administrators. Grants are sought for additional funding. These funds have been used to
purchase TCAP Coach, Test Ready, interactive technology (Ebeams), on-line assessments, and
computers. We will continue to research additional tools that will help us to meet the needs of a
diverse population.



Based on the data, are we accurately meeting the needs of all students in our school?
Based on the data, students are performing well in all subjects and all grade levels. In third we
had more students moving to advanced in reading/language, science, and social studies and in
fourth grade we have more students moving to the advanced level in all subject areas and 90%
of fifth grade students scored advanced in math. Only 1 student in 5th grade scored below
proficient in one subject. While our test scores at Germantown Elementary continue to be
above the state and system, the subgroups Hispanic and LEP show the largest percent of below
proficient. Continued support will be provided by an ELL teacher, support staff, teaching
assistants, and tutors.
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?
Students at Germantown Elementary continue to do well on state assessments; all A’s were
received during the 2006-2007 TCAP Achievement and TCAP Writing Assessment. The
effective scrutinizing of data helps to drive curriculum and instructional goals and provides
support and guidance to instructional staff to increase student achievement. Brigance
screenings have been administered to pre-kindergarten students and kindergarten to determine
student needs. IStation data pinpoints specific reading skills that have not been mastered and
provides intervention strategies for at risk students. Ongoing assessments of student work
provide students and teachers with immediate feedback. Information gathered from STAR
Reader monitors he students reading level. ThinkLink determines skill mastery and indicates
whether they are advanced, proficient, or non-proficient in reading, language arts, math, and
science and is administered 3 times a year to monitor progress.


Assessment Summary Questions- Narrative Response Required
What are our major challenges and how do we know?
Although student achievement is above the state average, there is still a need to address the
achievement gap among subgroups. Continued training is needed to prepare classroom
teachers, support staff, and counselors to use assessment data to drive instruction and develop
plans that will benefit all students.




Assessment Summary Questions- Narrative Response Required
How will we address our challenges?
Test data will be used to identify subgroups and individual students that need additional
instruction and support. Various assessment tools will continue to be utilized. Training will be
provided for regular and special education teachers, support staff on how to meet student needs,
especially those targeted for additional services (Hispanic, ELL, and students with disabilities).
TEMPLATE 3.4.a: Organizational Practices

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

Current Organizational                                                                                                     School
                                                      Educational                       Grade Level                        Improvemen
Practices
                                      Technology      Assistants     Communication      Meetings           PTA             t Committee   Administration
                                    All classes       Tutor          School website,    Grade level        Purchases for   Monthly       Provides staff
                                    attend weekly     students,      PTA Website,       planning for       technology,     meeting       development,
                                    lab classes,      Assist with    Monthly            specific SPI’s,    instructional                 grade level
                                    available         arrival and    Newsletter,        programs, field    materials,                    collaboration,
                                    computers in      dismissal,     PowerSchool,       trips, computer    incentives,                   technology
Evidence of Practice (State in
                                    classroom, and    monitor café   Tuesday folders,   lab, science       inside and                    opportunities,
definitive/tangible terms)
                                    mobile labs       behavior,      Interims, Report   experiences        outdoor                       communication,
                                    available on      and assist     cards, email                          improvements,                 support
                                    each grade        teachers                                             security
                                    level             with
                                                      materials
Is the current practice research-   Yes               Yes            Yes                Yes                Yes             Yes           Yes
based?
                                    Yes               Yes            Yes                Yes                Yes             Yes           Yes
Is it a principle & practice of
high-performing schools?

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

                                    Additional        Surveys,       Parent and         Lesson plans,      PTA budget,     Minutes       Opinion surveys,
                                    technology        evaluations,   student surveys,   surveys, lab       PTA survey,     from          minutes from
What data source(s) do you have     added yearly:     observations   attendance logs,   log,               Minutes from    meetings,     meetings, sign in
that support your answer?           computers, e-     , teacher      grade              participation in   PTA board       complete      logs, school
(identify all applicable sources)   Beam,             reports        distribution       grade level        meetings        documents,    calendar
                                    projectors, and                  reports            activities
                                    mobile carts
                                     Equipment is       Active          Surveys and        Increase in       Parental       Active          Active
                                     used for: TLL,     participation   parent             performance       involvement    participation   participation in
Evidence of effectiveness or         STAR, Study                        conference logs    levels                           , input from    activities
ineffectiveness (State in terms of   Island, AR,                                                                            all
quantifiable improvement)            Brainpop,                                                                              stakeholders
                                     IStation, and
                                     research
                                     Lab is             All students    All parents        Activities are    All students   All students    Available to all
                                     available to all   benefit         receive            planned that      benefit from   benefit         teachers
                                     students                           information on-    are grade level   parental
Evidence of equitable school         weekly                             line and           appropriate       support
support for this practice                                               hardcopy of a      and utilized by
                                                                        newsletter from    all teachers
                                                                        PTA and
                                                                        individual class
                                     Continue to        Continue        Continue           Continue          Continue       Continue        Continued
                                     update and buy     effective       effective          collaboration                    process for     support
Next Step (changes or
                                     technology for     practice        communication      for effective                    school
continuations)
                                     classroom use                                         instruction and                  improvemen
                                                                                           activities                       t

				
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