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Tennessee School Improvement Plan - Robertson County Schools

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					Tennessee School Improvement
  Planning Process (TSIPP)

        SIP Templates




    Tennessee Department of Education
              Commissioner

            August, 2011-12




                                        1
              Tennessee School Improvement Planning Process
                                 (TSIPP)
                                          Assurances
                                      with Signature of Principal




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




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




__________________________________________                          ______________________
Signature of Principal                                              Date Signed




Tennessee School Improvement Planning Process Templates – 2010                                    2
Component 1a - School Profile and Collaborative Process
TEMPLATE 1.1: SIP Leadership Team Composition
In the School Improvement process, six committees exist: a leadership team and five subcommittees. Establish a
subcommittee for each of the five components of the plan. The Leadership Team is composed of its chairperson, the
chairperson from each of the subcommittees, and representatives from each relevant stakeholder group and major
initiatives within the school. These stakeholders could include representatives from the following groups: teachers,
administrators, non-certified personnel, community, parents, and students. In high schools, be sure to represent
faculty from both the academic and the technical paths.

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



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

                                Leader-
   SIP Leadership Team            ship                                           Name of Subcommittee(s) (when
                                                         Position
      Member Name               Chair?                                                    applicable)
                                 (Y/N)
Dr. Mike Morris                No           Principal                           N/A
Cynthia Webb                   No           Assistant Principal                 N/A
Grant Bell                     No           Assistant Principal                 N/A
Leeray Green                   No           Teacher – 6th grade                 Component 1A
Tammy Bradley                  Yes          Teacher – 6th grade                 Component 4
                                                          th
Sara Jane Park                 Yes          Teacher – 6 grade                   Component 3
Amanda Mounts                  Yes          Teacher Special Education           Component 1A
Sharon Hargraves               Yes          Teacher- 7th grade                  Component 5
Karen Pollard                  Yes          Instructional Coach                 Component 1B
Lauren Phillips                No           School Counselor
Laurie Cape                    No           School Counselor
Michael Baldwin                No           Parent                              Component 1B
Karen Shoemaker                No           Parent                              Component 4
Charles Pigg                   Yes          Teacher – 8th grade                 Component 2




Tennessee School Improvement Planning Process Templates – 2010                                                    3
Component 1a - School Profile and Collaborative Process
TEMPLATE 1.2: Subcommittee Formation and Operation
Subcommittees should represent various grade levels within the school and relevant stakeholders. It is desirable to
include stakeholders on subcommittees when possible. Stakeholders should be strategically assigned to appropriate
committees based on strength, skills and knowledge.

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

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

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

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

Subcommittee for COMPONENT                         1 School Profile and Collaborative Process
                         Member Name                                               Position                     Chair
Amanda Mounts                                                     Special Education Teacher                      X
Heather Gay                                                       Math -7th grade
Sarah Duke                                                        Math – 8th grade
Lori Swearingen                                                   Language 7th-8th Special Education
Terry Webster                                                     LangArts Special Ed.Teacher – 6th/7th grade
Daniele Keith                                                     Science Teacher – 7th grade




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


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


             Subcommittee 1a Chair Signature
             2/28, 3/3,3/21, 3/25




Tennessee School Improvement Planning Process Templates – 2010                                                          4
Subcommittee for COMPONENT                         1b- Academic and Non-Academic Data Analysis/Synthesiss
                         Member Name                                              Position              Chair
Karen Pollard                                                   Instructional Coach                      X
Grant Bell                                                      Assistant Principal
Rozhan Sadik                                                    ESL Teacher
Olivia Stutesman                                                ELL Educational Assistant
Aleta Flegert                                                   Lang/Arts Teacher - 7th grade
Debra Smith                                                     Science Teacher - 7th/8th grade
Joe Donald King                                                 Social Studies Teacher - 8th grade
Beth Houchens                                                   Special Education Teacher - 6th grade
Anne Proctor                                                    Secretary/Attendance
Michael Baldwin                                                 Parent
Lisa Hasselbacher                                               Science Teacher -7th grade
(tab in last cell to create a new row as needed)


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


             Subcommittee 1b Chair Signature
             2/28, 3/9, 3/10, 3/2,.3/23




Tennessee School Improvement Planning Process Templates – 2010                                                  5
Subcommittee for COMPONENT                         2 Beliefs, Mission and Vision
                         Member Name                                              Position                    Chair
Charles Pigg                                                     Social Studies Teacher - 8th grade            X
Gary Adcock                                                      Special Education Teacher
Lori Proffitt                                                    Paraprofessional
Roger Bunch                                                      Music Teacher
Kenneth Holman                                                   Science Teacher – 8th grade
Michael McAllister                                               Health/PE Teacher
Chris Reid                                                       Parent
Josie Jarrett                                                    Health Teacher – 6,7,8th grade
(tab in last cell to create a new row as needed)


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


             Subcommittee 2 Chair Signature
             3/8, 3/21, 3/25


Subcommittee for COMPONENT                         3   Curricular, Instructional, Assessment, and
                                                       Organizational Effectiveness
                         Member Name                                              Position                    Chair
Sara Jane Park                                                   Social Studies/Math Teacher - 6th grade       X
Lisa Felts                                                       LangArt/Social Studies Teacher – 6th grade
LeeRay Green                                                     Math Teacher – 6th grade
Statia Baker                                                     Lang/Arts Teacher – 7th grade
Curtis Holland                                                   Health/PE Teacher
Tessa Kirkpatrick                                                Library
Janice Thompson                                                  Math Teacher -8th grade
(tab in last cell to create a new row as needed)


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


             Subcommittee 3 Chair Signature
             2/28,3/9,3/10,3/22,3/23



Tennessee School Improvement Planning Process Templates – 2010                                                        6
Subcommittee for COMPONENT                         4 Action Plan Development
                         Member Name                                           Position                      Chair
                                                                               th
Tammy Bradley                                                   Math Teacher 6 grade                          X
Jessica Worsham                                                 Science Teacher 6th grade
Monelle Reeves                                                  Social Studies Teacher 6th grade
Mary Flowers                                                    LangArts Teacher 6th grade
Karen Shoemaker                                                 Parent
Denise Richards                                                 Lang/Arts Teacher 8th grade
Jo Wix                                                          Social Studies Teacher 7th grade
(tab in last cell to create a new row as needed)


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


             Subcommittee 4 Chair Signature
             3/10,3/21,3/22,3/23



Subcommittee for COMPONENT                         5 The School Improvement Plan and Process Evaluation
                         Member Name                                             Position                    Chair
Sharon Hargraves                                                Social Studies Teacher – 7th grade            X
Carla Rickard                                                   Math Teacher – 7th grade
Kelli Bush                                                      Science/Social Studies Teacher 7th grade
Jamie Levant                                                    Special Education Teacher Math 6-8th grade
Melissa Jones                                                   Science Teacher – 6th grade
Jamie Webster                                                   Lang/Arts Teacher - 8th grade
(tab in last cell to create a new row as needed)


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


             Subcommittee 5 Chair Signature
             2/28,3/21,3/22,3/23




Tennessee School Improvement Planning Process Templates – 2010                                                       7
Component 1a - School Profile and Collaborative Process

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

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

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

Data Source                         Relevant Findings
Survey of Parent/Guardian           Survey results indicate the majority of parents are:
Demographics                             Caucasian,
                                         Married,
                                         Earn less than $20,000 per year,
                                         Have high school diplomas as highest level of education,
                                         Have an employment rate of 67%.
Survey of Staff Population          Results indicate the majority of teachers are:
                                         Female,
                                         Caucasian,
                                         Have less than six years teaching experience,
                                    Have Bachelor’s degrees as highest level of education.
Survey of Student Attitudes         Overall, students of all grades seem to be most satisfied with the
and Perceptual Data                 support services offered at SMS, explanations of rules and
                                    practices, co-curricular activities offered, display of student work,
                                    producing challenging expectations in state standards, the science
                                    and social studies curriculum and the library resources available.
Historical Enrollment                    Hispanics are the fastest growing ethnic/racial group.
                                         The percentage of Caucasians is decreasing.
                                         The percentage of African Americans is increasing.
Free and Reduced Lunch Data              79% of the students at Springfield Middle School receive
                                            free and/or reduced lunch.
Community Characteristics                  In July 2009 the population was 17,595.
from Fact Book 2009                        Predominantly Caucasian.
                                           Average annual income of $35,000.


Tennessee School Improvement Planning Process Templates – 2010                                                 8
Data Source                        Relevant Findings
                                        Has several industrial and retail employers.




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

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

Narrative and analysis of relevant school and community factors:


I. Student Characteristics
The information that follows was taken from the school database where student attendance and
demographics are maintained.

  a. The current enrollment at SMS is 611 students.
  b. The ethnicity breakdown is as shown below. They are:
          283 Caucasian students, 46.32%
          217 African American students, 35.52%
          106 Hispanic students, 17.35%
          1 American Indian students, 0.16% %
          3 Asian Students, 0.33%
          1 Mixed Ethnicity student, 0.16%
      By grade breakdown is as follows:
           186 sixth graders
           189 seventh graders
           236 eighth graders
      By gender breakdown is as follows:
           321 males, 52.54%
           290 females, 47.46%
  c. There are 10.47% of students who have limited English proficiency.
  d. In 2010-2011, 79.21% of the student population was on free and/or reduced lunch.
  e. The attendance rate for 2009-2010 was 93.7%. This indicates that SMS has exceeded the
     93% benchmark for attendance.
  f. Out of School suspension was assigned on 113 occasions out of 878 referrals. Of
     those referrals 113 were assigned detention, 443 received in-school suspension, 27 received
     in-school isolation, and 0 students received corporal punishment. 11 students were
     remanded to the alternative school.


Tennessee School Improvement Planning Process Templates – 2010                                               9
  g. The retention rate for 2009-2010 was 0%
  h. SMS had 86 students to withdraw for a mobility rate of 14%.

Student attitudes/perceptual data

A survey was given to the students the first week of October 2009. The results are listed in the
table below. Over all the students scored a 2.41 between satisfied and neutral.

1. Very Satisfied 2. Satisfied 3. Neutral 4. Somewhat Dissatisfied 5. Very Dissatisfied

                                           Student Results
                                  th
                                 6 grade           7th grade          8th grade
                                 students          students           students
                 Average                2.4                2.3                1.9

 The overall school average is a 2.2 for satisfaction in the school, providing an
excellent education for all its students.

II. SMS Staff Characteristics
       SMS has one principal
       Two assistant principals
       Two school counselors
       One school secretary
       One attendance clerk
       One media specialist
       One full-time nurse
       Forty – five teachers
       By gender, the staff is 72% female and 28% male.
       By race/ethnicity, the staff is 93% Caucasian, 5% African American and 2% other.

The following tables illustrate the types of degrees and years of experience that the staff of SMS
holds. The average number of years experience among the faculty is 13. The principal of SMS,
Dr. Morris, has 17 years experience in administration and the assistant principal, Cynthia Webb,
has 5 years experience in administration also the assistant principal, Grant Bell has 1 year
experience in administration. All the staff is highly qualified and teaching in their area of
certification.

 Degree Type                             Number of Teachers               % of Teachers
 Bachelors                                      24                             53
 Masters                                        19                             42
 Master’s Plus                                   3                              6

 Years Experience                        Number of Teachers               % of Teachers
 Less than 6 years                              22                             49
 6 – 10 years                                    9                             20


Tennessee School Improvement Planning Process Templates – 2010                                     10
 11 – 20 years                                      8                            17
 20 or more                                         6                            13

III. School Characteristics
a & b Historical Data and Physical Data

Springfield Middle School is located atop a hill on 5th Avenue West in Springfield, Tennessee.
Springfield Middle School is a red brick two-story building with a basement that comprises one
third of the building. It accommodates approximately 30 plus classrooms, a gymnasium, band
room, library, auditorium, and numerous other rooms that allow our student body to further
enhance their education. The campus is over ten acres with a tree-lined drive that welcomes
students, parents, and visitors daily.

Springfield Middle School has a history filled with previous names. In 1908, the school was first
the site of the People-Tucker School, which was a private boarding school that was founded by
James A. People and Everett B. Tucker.

As the city expanded and its population increased, the city of Springfield purchased the school in
1925 and it became Springfield High School. Unfortunately, on Christmas Eve 1936, the old
high school building was damaged by fire to such an extent that its further use as a school was
impossible. The State Fire Marshall condemned the building making it necessary to erect a new
structure.

In 1937, a U.S. grant offered the sum of $112,500 to the city of Springfield for the purpose of
erecting a new high school building. The city would match the funds with an amount of
$137,500. The offer, through the government’s public works administration, was conditioned
upon the project being designed and constructed with all practical fire protections. The city
graciously accepted the offer.

In 1938, a new building was completed on the burned site reestablishing Springfield High
School. At the time it was built, Springfield High School was recognized in an Architectural
Record 1939 edition as a state-of-the-art facility.

In 1982, Springfield High School moved off site and the building came to be known as
Springfield Middle School. At that time, the facility housed grades seven and eight. During the
summers of 1988 and 1989, the building underwent extensive renovation. The projects brought
the school in line with fire codes and made the building handicap accessible. The 1070 seat
auditorium was renovated and air-conditioned, and a new gymnasium was constructed. The old
vocational-technical rooms in the basement were also converted to classrooms. In 1991, the sixth
grade was added to the middle school giving the school its current configuration.

Due to the rapid population growth in Springfield, in 2000 a new kitchen, two new classrooms,
and a fully furnished science laboratory were added to the structure of Springfield Middle
School. The facility that had previously been the cafeteria was also renovated into two new
classrooms. This renovation eliminated the need for portable classrooms at that time.


Tennessee School Improvement Planning Process Templates – 2010                                    11
Today as you enter the entry foyer of Springfield Middle School, you can find memorabilia from
the past. Composite class pictures dating from the early 1900’s all the way until 1971 adorn the
walls. As community members visit or pass by this 65-year old building, they proudly remember
the past faculty and student bodies that have walked the hallways making it a symbol of learning
and treasure to the community.

c. Environmental and Safety Conditions

Our school is located in a farming community that is led by futuristic leaders. School leaders
have implemented 21st century fire codes and enforce regular drills for fires and storms. There
are firm rules regarding drugs and drug paraphernalia and there is school board policy to address
any environmental issues that may arise. A full-time Student Resource Officer is permanently
stationed in the building to maintain a safe learning environment for our students. Unannounced
drug searches are done randomly to keep drug issues to a minimum. A monthly visual check of
the building is done to make necessary repairs and teachers are able to report any maintenance or
housekeeping issues at any time.

d. Grade Distribution

SMS serves grades six through eight. As of January 2011, there were 186 students enrolled in the
sixth grade, 189 students enrolled in the seventh grade, and 236 students enrolled in the eighth
grade.

e. & f. Length of School Day/School Year

SMS begins its school day at 8:00 a.m. The day is divided into five (block) learning periods and
lunch breaks occur from 10:36 a.m. to 12:32 p.m. The school day ends at 3:00 p.m.

The beginning day of school varies from year to year, but our total number of days in school per
calendar year is 180 days. This year SMS started the school year during the first week of August
and the tentative ending date is the week prior to Memorial Day in May. Students and teachers
are enjoying the new arrangement of breaks this year, which include a fall and spring break, most
national holidays, and a two week vacation in December. The breaks allows both students and
teachers a chance to reorganize, recharge, and relieve stress.

g. Operating Budget Distribution Equity

SMS helps sponsor and support a variety of programs during and after school hours to foster
learning. As mentioned above, our clubs include Newspaper, Beta, Drama, Yearbook, Band,
Ecology, Cheerleading, Junior Civtitan and a variety of athletic programs. All of the activities
are intended to further develop harmony among our diverse student population.

To fund the above activities and provide necessary upkeep of the facilities, Tops in Tennessee
(TNT) is held on an annual basis. As mentioned above, this is the statewide basketball
tournament sponsored and hosted by SMS. The tournament generates 50% of the school’s


Tennessee School Improvement Planning Process Templates – 2010                                     12
revenue. These funds allow us to maintain copiers, buy paper, and update computer software.
How the funds are allocated is decided on by a faculty vote at the outset of each academic year.

Springfield Middle School also used Title I Federal funds to update the technology in the
building. The school was able to put projectors in each classroom. Many teachers also received
new computers, MOBI’s and ELMO cameras. Each new piece of technology allows the teachers
to enhance the learning that takes place in the classroom.

h. Per Pupil Expenditures

SMS spends $6401 per student for instructional supplies. The state and county provide the
revenue. An additional $1700 is spent for classroom fees and is known as “pool money”.

Historical Enrollment

The following table illustrates the enrollment trends of SMS. Since 2002, the total student
population has increased by 7.74%. The number of white students has decreased by 10% while
the African American population has approximately remained the same. The largest increase in
student population has been observed in the Hispanic population which grew by 11%. This
information was taken from previous school improvement plans.

 Year                              2005       2006       2007    2008       2009        2010
 Total Student Population           580        569        594     575        611         611
 White Students                    56%        51%        48%     46%       46.6%       46.3%
 African American Students         35%        36%        36%     36%       36.5%       35.5%
 Hispanic Students                  8%        12%        15%     17%       16.53       17.4%
 Other                              1%         1%         2%      1%      0.327%        0.8%


j. Curriculum Offerings

Springfield Middle School offers a wide variety of programs that benefit students of all
socioeconomic backgrounds and educational levels. The basic academic classes offered include
Reading and Language Arts, Social Studies, Science, and Math (Pre-Algebra and Algebra).
.
Springfield Middle School also offers classes in the areas of Health, Physical Education, Music
and Computer Skills. Student technology programs have been implemented for all students
which include Discovery Ed, Riverdeep, Study Island, and IXL. These programs are designed to
assist students in raising the Reading, Language Arts, Science, and Math achievement test
scores.

A variety of other programs are offered to serve the needs of our diverse student population.
English Language Learners (ELL) is a program offered to students who need help developing
their English language skills. Research, Investigation, Strategies, and Evaluation of self (RISE) is
a program that serves the gifted population. Special Education classes are offered to those
students who display other special needs.


Tennessee School Improvement Planning Process Templates – 2010                                   13
Springfield Middle School has a variety of enrichment programs available to students. There is
Show Choir, Beta Club, 4-H, Yearbook Committee, Junior Civitan, and Band. An after school
program has been implemented for skill development in the areas of Math and Language Arts.

k. Unique Programs

There are four programs that are unique to Springfield Middle School. Our first program is S.P.I.
Time. S.P.I Time is an enrichment program offered twice a week (Tuesday and Thursday) to
help our students receive extra teacher-instructed learning within the subjects of Math, Reading,
and Language Arts. Project STAR is our second program offered to our students through
Centerstone. The program focuses on developing pro-social skills among at-risk students. The
third program to our building is called SERT (Standards, Ethics, Respect, Teamwork). Officer
Compton has developed this program for At-Risk students who could benefit from the character
traits identified by the acronym. The fourth program, unique to Springfield Middle School, is
called Family Friday. Family Friday is a program in which students are given the opportunity to
learn different trades or “real life” experiences through one day thirty minute interactions with
students in and outside their grade level. This program helps equip students with social and
working skills for life.

m. Parental Support

Parental involvement is encouraged throughout the year. There are parent-teacher conferences
scheduled twice a year as well as an open house to kick off each academic year. Each year we
have a Spelling Bee, Art Contest, and Science Fair. SMS has concerts that parents are welcome
to attend that often involve our school band and show choir. Further, we encourage parents to
attend Awards Night that is held each spring. The school has a book fair twice a year and parents
are allowed to come in one night during that week. The Tops in Tennessee (TNT) basketball
tournament depends heavily on parental support and without their help, the school’s sole
fundraiser could not be the success it always proves itself to be.


n. School-Business Partnerships

The TNT basketball tournament mentioned earlier is SMS’s only fundraiser. It involves nearly
100 middle school teams from across the state and requires a great deal of volunteer time on
behalf of our teachers, staff, parents, and students. With the funds generated from the
tournament, we are able to purchase new computers, textbooks, sports equipment, and other
necessary items for the school’s upkeep. Money is raised by selling ads to community businesses
that are featured in the tournament program, team entry fees, t-shirt sales, and concession stand
sales.

The tournament is an excellent tool that the school utilizes to develop strong working
relationships with community businesses and services. The Chamber of Commerce has been
very helpful over the last couple of years and we have seen tremendous growth in merchant
involvement as well. The tournament brings a great deal of commercial business to the county


Tennessee School Improvement Planning Process Templates – 2010                                   14
and the community has been more than willing to help develop the tournament to its fullest
potential.

In the 2009-2010 school year, Shrader Electric Company in Springfield, TN. offered a unique
opportunity for a portion of the students, who were part of the Robotics Club. Two separate field
trips were planned to allow students to experience real world applications of electronic
equipment. Also, Community Bank and Trust funded a trip for students to the World Peace
Initiative conference.

IV. Parent/Guardian Demographics
For the purpose of this report, in the fall of 2010 a survey was distributed to all students to take
home and have completed by a parent or guardian. Of the 611 that were distributed, 122 (20%)
were returned. The following tables illustrate the results.

                                            Race/Ethnicity
               Race/Ethnicity                                     % of Respondents
 Caucasian                                                              70.3
 African American                                                       23.2
 Hispanic                                                                6.5

                                            Marital Status
                  Marital Status                                  % of Respondents
 Married                                                                 62
 Divorced                                                                12
 Single                                                                  26

                                        Level of Education
           Level                       % of Male Respondents          % of Female Respondents
 High School                                    45                              37
 College                                         8                              10

                                             Income Level
                       Level                                      % of Respondents
 Less than $20,000                                                       30
 $20,000 - $40,000                                                       31
 $40,000 - $60,000                                                       23
 More than $60,000                                                       16

Sixty-six percent of the responding mothers and sixty-one percent of the responding fathers
reported that they are employed at this time.

V. Community Characteristics

Data for this section of the report was obtained from the Springfield Chamber of Commerce and
the Robertson Life – A Book of Facts 2010-2011, an annual publication of the Robertson County


Tennessee School Improvement Planning Process Templates – 2010                                     15
Times.

Size of Community/Demographic Breakdown

The population of the city of Springfield is 17,595. The community is 55.5% Caucasian, 23.4%
African American, 20.4% Hispanic, and .7% American Indian and Alaska Native.

Average Income of Economic Level

Data from the www.city-data.com 2011 website census shows that the mean income for the
average family is 35,425.

Major Employers

Some major employers of the Springfield community are Electrolux Home Products, Northcrest
Medical Center, Wal-Mart Super Center, City of Springfield, Martinrea Fabco, Johnson Electric,
International Automotive Components, Bath Fitters, Delight Products Company, Owens
Corning, and Unarco Material Handling.

Number of Private Schools in the Area

There is currently only one private school in the Springfield community. South Haven Christian
School serves Pre-K through 12th Grade. In Robertson County there are three other private
schools. Hope and Heritage Academy is located in White House and serves Pre-K through 8th
Grade. Christian Community High School is also in White House and it serves the 9th through
12th graders from Hope and Heritage. The third private school in Robertson County is Ridgetop
Adventist, which serves Kindergarten through 8th grade.

Residents with School-Age Children

There are 12,741 households with school-age children in the Springfield community. There are
16,955 households with school-age children in Robertson County.

Community Involvement or Participation in School Activities

As mentioned previously, the TNT state basketball tournament is our biggest project that
involves our school staff, students, parents, and the entire Springfield Community. We always
make parents and community members welcome to any school assembly or special program.
SMS also welcomes any community member to join us for lunch at any time and our students are
always eager to welcome guests. The Retired Senior Volunteers Program (RSVP) provides tutors
for students who need extra help and can benefit from the companionship of a willing adult. The
local Extension Office provides 4-H for students on a monthly basis. We also have working
relationships with the following community organizations: Civitan, Adopt-a-Highway Program,
Special Olympics, and Rotary. Several local businesses provide gift certificates and coupons for
those students who are striving for academic excellence. Such businesses include Arby’s,
Applebee’s, Hollywood Video, Sherwin Williams, H.G. Hills, the Nashville Predators, and


Tennessee School Improvement Planning Process Templates – 2010                               16
Vanderbilt University’s men and women’s basketball teams.

Group homes/substance abuse centers/homeless shelters

Some of these centers of Springfield community are Home Safe, Hope Center, Centerstone, and
LIFE Solutions, Open Doors Pregnancy Center.

Analysis

Springfield Middle School is a community of diverse learners. In analyzing the gathered data,
one can determine that not only is the community surrounding us a diverse one, but it is also
steadily growing. With at least 30% of our student body living in households with income of less
than $20,000 per year and 79% of our student population on free or reduced lunch, poverty
certainly affects the lives of our students. All students, especially those targeted as
underachieving, are continually being immersed into programs that meet their needs.




Tennessee School Improvement Planning Process Templates – 2010                                17
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
Tennessee Comprehensive Assessment Program (T-CAP)


Tennessee Comprehensive Assessment Program (T-CAP)


Tennessee Value-Added Assessment System (TVAAS)


State Report Card Data


Attendance reports


Failure/promotion


Mobility


Surveys (Four separate- Parents/Community, Students, Administration, Faculty-Staff)


District Common Assessment


Mock writing Twice a Year




TEMPLATE 1.5: Data Collection and Analysis



Tennessee School Improvement Planning Process Templates – 2010                        18
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.
Academic Data

Tennessee Comprehensive Assessment Program

The Tennessee comprehensive Assessment Program (T-CAP) is administered each spring to all
students. The results are used to show trends in student performance in alignment with desired
outcomes and to assist in placing students in classes for the next year.

Springfield Middle School’s 2010 proficient and advanced scores on the T-CAP Achievement
Test are listed in the table below by percentage of students tested.

 Grade          Reading/Lang Arts                    Math                    Science            Social Studies
 6th                  26%                            21%                      22%                   68%
 7th                  25%                            12%                      25%                   64%
 8th                  33%                            13%                      35%                   59%

In order to meet Adequate Yearly Progress (AYP) according to No Child Left Behind, the school
must reach 89% proficient and advanced in Reading/Language Arts and 86% proficient and
advanced in Math.

T-CAP Strength: 7th grade Social Studies

T-CAP Need: all grades Reading/Language Arts, 7th and 8th grade Math, 8th grade Social Studies

T-CAP Writing Assessment
The TCAP Writing Assessment was given in February of 2010 to our 8th Grade students. Scores
of one through six are given ranging from deficient writing skills to outstanding.
 Grade                    Average                Competent or above
        th
 2009 8 grade             3.99                   80%
 2010 8th grade           4.02                   87%

The average score among our students was in the February 2010 assessment. TCAP Writing
Scores were an area of strength in 2010 and increasing these scores continues to be a priority at
Springfield Middle School.



Tennessee Value Added Assessment System (TVAAS)



Tennessee School Improvement Planning Process Templates – 2010                                                    19
The TVAAS school report provides educators with information regarding mean scores over a
period of three years. The tables below illustrate the means and state three-year averages for each
grade level at SMS by subject area. It should be noted that for each subject area, a state base was
set at 50.0.

Math
                             Estimated School Mean NCE Gain
 Grade                            6                 7                         8
 State 3 year average             -0.6              -0.5                      -1.5
 2008 Mean NCE Gain               0.5               5.3                       0.6
 2009 Mean NCE Gain               2.8               0.2                       -1.5
 2010 Mean NCE Gain               2.2               -5.7                      -7.2
 3-Yr-Avg NCE Gain                1.8               -0.1                      -2.7

                            Estimated School Mean NCE Scores
 Grade                     6                    7                          8
 State 3-Yr-Avg            47.0                 47.6                       47.2
 2007 Mean                 38.4                 39.2                       44.7
 2008 Mean                 42.9                 43.8                       39.8
 2009 Mean                 41.4                 43.1                       42.3
 2010 Mean                 41.8                 36.1                       35.8

Reading

                             Estimated School Mean NCE Gain
 Grade                        6                 7                          8
 State 3-Yr-Avg               -0.8              -1.6                       -1.6
 2008 Mean NCE Gain           -3.5              -1.2                       -1.6
 2009 Mean NCE Gain           -4.1              -0.4                       -0.4
 2010 Mean NCE Gain           -9.1              -7.3                       -4.4
 3-Yr-Avg NCE Gain            -5.6              -3.0                       -2.1

                            Estimated School Mean NCE Scores
 Grade                        6                 7                          8
 State 3-Yr-Avg               46.7              46.5                       47.0
 2007 Mean                    40.2              38.6                       39.3
 2008 Mean                    41.3              39.0                       37.0
 2009 Mean                    38.0              40.9                       38.6
 2010 Mean                    33.0              31.1                       36.5

Math Strength: 6th grade

Math Need: 7th and 8th grade

Reading/Language Arts Strength: 8th grade



Tennessee School Improvement Planning Process Templates – 2010                                  20
Reading/Language Arts Need: 6th and 7th grade

Non-Academic Data

School Conduct Report
The table below illustrates those infractions most commonly encountered at SMS during the
2009-2010 school year. This information was taken from a school generated conduct report.

                     Offense                                     Number of Occurrences
 Immoral, Disreputable Conduct                                           733
 Violence/Threatened Violence                                             51
 Fighting                                                                 67
 Attendance Related                                                      111
 Infraction of Class Rules                                               152

                     Action                                      Number of Occurrences
 In School Suspension                                                    443
 In School Isolation                                                      27
 Out of School Suspension                                                113
 Detention                                                                 0
 Remanded to Alternative School                                           11
 Corporal Punishment                                                       0

In regards to student conduct and disciplinary actions taken, no expulsions occurred during the
last year. The following table illustrates the racial and gender-based breakdown of out-of-school
suspensions that occurred.

                  Race/Gender                                    Number of Occurrences
 White                                                                   117
 Black                                                                   132
 Hispanic                                                                 29
 Asian                                                                     0
 Male                                                                    158
 Female                                                                  133


Attendance
Attendance for 2009-2010 was 93.9%, which stayed the same from the year before. The
attendance rate exceeds the benchmark of 93% for 2009-2010.

Failure and Promotion
No students were retained. All students were promoted or assigned to the next grade.

Free and Reduced Lunch
Every child receives an application for free and reduced lunch. These forms are submitted to the


Tennessee School Improvement Planning Process Templates – 2010                                 21
school cafeteria and eligibility is determined. 79% of students received free or reduced price
lunch.

Mobility
    86 students moved during the 2009-2010 school year yielding a mobility rate of 14%.




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
The student population at Springfield Middle School for 2009-2010 is illustrated in the table
below. When disaggregating the achievement data by sub-groups, our committee focused on
areas that need improvement.


                           Race/Ethnicity                  Percentage
                           Caucasian                       47.76%
                           Black                           37.16%
                           Hispanic                        14.72%
                           American Indian                 0.5%

Students are sorted into prior achievement groups on the state report card and assigned to
quintiles. The table below illustrates gains for White, Black, and Hispanic subgroups.

The small number of students in the American Indian, other, and unknown subgroups did not
allow data for the subgroup to be represented. Boxes without data in this table and those in the
rest of this component indicate there were not enough students who took the test in that category
to accurately represent the data. If fewer than eight students were in a quintile, gains or losses are
not calculated for that quintile.

Math

 Race/Ethnicity                      1st              2nd             3rd            4th              5th
                                     Quintile         Quintile        Quintile       Quintile         Quintile
 Math


Tennessee School Improvement Planning Process Templates – 2010                                                       22
Report Card Data Disaggregation
 2010 All 6th grade          -0.6                5.8             3.8    1.5    2.4
      th
 All 6 grade previous        2.1                 0.6             -1.0   -1.5   -3.4
 cohorts
 6th grade White             1.1                 3.2             3.1    -2.3   1.7
   NR of students            15                  17              18     14     14
   Previous cohorts          0.7                 0.3             -1.9   -2.2   -2.3
    NR of students           65                  45              49     50     40
  th
 6 grade Black               -1.4                7.2
   NR of students            19                  23              7      7      1
   Previous cohorts          1.6                 0.7             0.4    -1.1   -6.9
   NR of students            92                  61              31     24     8
 6th grade Hispanic          -1.2
     NR of students          14
   Previous cohorts          5.8                 1.0             -0.7   0.9    -5.2
     NR of students          35
 2010 All 7th grade          -5.3                -7.9            -5.1   -6.5   -5.4
      th
 All 7 Previous cohorts      1.6                 2.2             1.9    2.4    1.3
  th
 7 grade White               -5.8                -7.5            -7.8   -4.2   -4.7
      NR of students         38                  20              16     12     11
   Previous cohorts          -2.0                -0.3            1.7    2.9    1.3
      NR of students         46                  34              55     54     41
  th
 7 grade Black               -5.4                -6.0            -2.4   -7.0
      NR of students         41                  17              17     11     4
    Previous cohorts         2.6                 2.6             -0.4   1.0
      NR of students         81                  59              25     20     6
 7th grade Hispanic          -2.9                -12.6
      NR of students         11                  8               5      3      2
   Previous cohorts          4.8                 5.5             7.8    2.6
      NR of students         29                  18              12     10     7
            th
 2010 All 8 grade            -6.0                -8.6            -9.0   -8.7   -2.8
 All 8th Previous cohorts    -0.2                -0.4            4.6    2.7    2.6
  th
 8 grade White               -9.2                -7.7            -9.6   -9.5   -2.5
      NR of students         14                  11              15     24     15
   Previous cohorts          -2.2                -0.2            4.7    1.7    1.9
      NR of students         62                  53              50     55     42
  th
 8 grade Black               -4.6                -9.7            -8.9
      NR of students         28                  18              9      6
   Previous cohorts          0.4                 -0.3            3.2    2.8
      NR of students         77                  69              31     15     7
 8th grade Hispanic          -5.7
      NR of students         12                  2               6      3      1
   Previous cohorts          4.0                 -0.4                   8.5    6.5
      NR of students         21                  22              6      10     9



Tennessee School Improvement Planning Process Templates – 2010                        23
Report Card Data Disaggregation
Priorities for student performance for Math
   6th, 7th, and 8th overall

Reading/Language Arts

 Race/Ethnicity                   1st            2nd             3rd        4th        5th
                                  Quintile       Quintile        Quintile   Quintile   Quintile
 All 6th grade                    -11.9          -10.2           -7.9       -3.1       -2.9
 All 6th previous cohorts         -3.2           -1.8            -3.9       -4.0       -6.7
   6th grade White                -17.6          -10.0           -11.7      -1.0       -2.9
      NR of students              21             19              14         15         9
      Previous cohorts            -4.7           -2.1            -3.2       -5.4       -6.7
        NR of students            56             48              52         43         51
     th
   6 grade Black                  -7.9           -11.7
        NR of students            29             14              6          3          5
     Previous cohorts             -3.9           -3.2            -5.7       -6.0       -8.1
        NR of students            84             69              37         14         13
     th
   6 grade Hispanic               -11.5          -8.2
        NR of students            12             8               6                     2
      Previous cohorts            0.9            5.3             -1.4       2.9
        NR of students            35             17              14         13         6
 All 7th grade                    -11.2          -5.8            -4.0       -2.3       0.5
 All 7th previous cohorts         -2.1           -2.5            0.1        -0.2       -0.4
    7th grade White               -12.6          -5.8            -1.9       0.9        -1.8
        NR of students            44             14              11         17         11
       Previous cohorts           -3.7           -3.0            -0.1       -0.2       -0.6
        NR of students            34             52              49         54         42
      th
    7 grade Black                 -9.5           -4.9            -5.7
        NR of students            49             19              13         4          6
       Previous cohorts           -2.9           -1.6            1.0        -1.3
        NR of students            87             51              35         12         6
      th
    7 grade Hispanic              -13.0
       NR of students             14             7               4          3          1
        Previous cohorts          1.4                            -0.6       1.0
        NR of students            35             7               18         10         5
 All 8th grade                    -8.2           -6.2            -3.7       -0.3       5.9
 All 8th previous cohorts         -0.6           -2.3            -2.6       0.5        -5.6
    8th grade White               -10.0          -6.6            -3.1       0.7        6.6
        NR of students            16             11              20         14         18
        Previous cohorts          -2.9           -4.0            -3.3       1.3        -6.7
        NR of students            56             56              67         45         38
      th
    8 grade Black                 -7.5           -7.1            -3.3
        NR of students            31             13              10         4          3
        Previous cohorts          -0.7           -1.0            -3.3       -4.0


Tennessee School Improvement Planning Process Templates – 2010                                24
Report Card Data Disaggregation
      NR of students          99                 57              25         12             6
    th
   8 grade Hispanic           -7.9
      NR of students          10                 5               5          2              2
      Previous cohorts        4.2                -0.3            3.7        2.0
      NR of students          32                 10              10         9              4

Priorities for student performance for Reading/Language Arts
    6th, 7th, and 8th overall

Economically Disadvantaged

 Economically                     1st            2nd             3rd        4th            5th
 Disadvantaged                    Quintile       Quintile        Quintile   Quintile       Quintile
 Math
 2010 6th grade                   -0.9           5.9             2.6        1.0            1.4
    NR of students                40             36              22         14             11
   Previous cohorts               1.9            -0.3            -1.4       -0.9           -4.2
    NR of students                161            99              62         49             23
 2010 7th grade                   -4.2           -7.5            -4.4       -9.8           -7.2
    NR of students                80             39              25         13             9
   Previous cohorts               1.7            2.2             2.9        1.8            1.1
    NR of students                128            86              53         39             22
 2010 8th grade                   -4.5           -9.3            -9.3       -8.5           -7.3
    NR of students                39             19              19         15             8
   Previous cohorts               -1.4           0.2             3.8        1.5            4.2
    NR of students                119            102             51         36             23
 Reading/Language
 2010 6th grade                   -12.6          -10.8           -10.1      -5.6           -2.8
    NR of students                50             34              17         12             10
    Previous cohorts              -3.3           -0.9            -4.1       -2.7           -5.6
     NR of students               151            99              74         37             32
 2010 7th grade                   -11.8          -5.2            -4.3       -6.4           0.1
     NR of students               98             32              19         9              9
    Previous cohorts              -1.7           -2.3            -0.8       0.4            -1.3
     NR of students               133            77              64         34             20
 2010 8th grade                   -8.5           -6.2            -3.9       -1.8           1.5
     NR of students               42             19              17         12             10
   Previous cohorts               0.4            -1.4            -2.2       -0.3           -5.7
     NR of students               146            83              57         31             11

Priorities for student performance for Economically Disadvantaged subgroup
 6th grade 1st quintiles for Math, all quintiles in all grades for Reading/Language Arts

Limited English Proficient


Tennessee School Improvement Planning Process Templates – 2010                                    25
Report Card Data Disaggregation

 LEP                              1st            2nd             3rd        4th        5th
                                  Quintile       Quintile        Quintile   Quintile   Quintile
 Math
 2010 6th grade                   -0.4
    NR of students                10             2               1
   Previous cohorts               6.8
    NR of students                29             7               3          2          1
 2010 7th grade                   0.6
    NR of students                8              1               2
   Previous cohorts               5.4            6.7
    NR of students                24             8               1          2
 2010 8th grade
    NR of students                7
    Previous cohorts              4.2            3.1
    NR of students                18             11              2
 Reading
  2010 6th grade                  -9.1
    NR of students                10             1               2
    Previous cohorts              2.5
    NR students                   28             6               3          2
  2010 7th grade                  -10.4
    NR of students                9              2
    Previous cohorts              4.1
    NR of students                29             2               3
  2010 8th grade
    NR of students                7
   Previous cohorts               5.5
    NR of students                25             3

Priorities for Limited English Proficient subgroup
   6th grade Math lower quintiles, 6th and 8th grade Reading/Language Arts for lower quintile

Gender

 Gender                           1st            2nd             3rd        4th        5th
                                  Quintile       Quintile        Quintile   Quintile   Quintile
 Math
  6th grade Female                -0.5           7.2             -1.3       8.3        -3.1
   NR of students                 18             26              15         13         8
  6th grade Male                  -0.6           3.9             9.8        -5.8       7.3
   NR of students                 30             19              13         12         9
  7th grade Female                -7.0           -6.2            -5.2       -8.4       -4.6
   NR of students                 45             20              23         14         8


Tennessee School Improvement Planning Process Templates – 2010                                  26
Report Card Data Disaggregation
   7th grade Male             -3.6               -9.2            -5.0        -4.3           -6.1
     NR of students           45                 25              15          12             10
  8th grade Female            -6.7               -8.4            -9.0        -6.5           -1.7
     NR of students           22                 17              17          17             8
   8th grade Male             -5.5               -8.9            -8.9        -10.9          -3.9
      NR of students          32                 14              13          16             8
 Reading/Language Arts
  6th grade Female            -10.2              -7.8            -10.6       -1.6           -4.9
      NR of students          24                 26              12          8              10
  6th grade Male              -12.9              -14.5           -5.6        -4.4
      NR of students          38                 15              14          10             6
  7th grade Female            -12.6              -4.3            -3.9        0.4            5.7
      NR of students          49                 20              18          12             12
  7th grade Male              -10.1              -7.3            -4.1        -5.1
      NR of students          58                 20              10          12             7
    th
  8 grade Female              -9.7               -7.3            -4.0        1.7            4.0
      NR of students          17                 19              22          8              15
    th
  8 grade Male                -7.6               -4.2            -3.3        -1.6           9.5
      NR of students          40                 10              13          12             8

Priorities for student performance by Gender
   6th grade Math both subgroups for the 1st quintile, 7th and 8th grade math both subgroups all
quintiles, 6th grade all quintiles for both groups, 7th and 8th grade reading 1st through 4th quintile
for both groups

Proficiency Levels

Math
 2010 TCAP             Below Prof          Basic                 Proficient          Advanced
                       #      Gain         #            Gain     #         Gain      #       Gain
 2010 all 6th grade    85     4.0          59           1.9      15        -1.5      4
 Previous cohorts      257    3.0          203          -1.3     71        -5.4      21      -2.5
 2010 all 7th grade    129    -4.8         62           -7.4     24        -7.8      2
 Previous cohorts      260    2.6          161          2.3      62        -0.7      15      -4.1
 2010 all 8th grade    83     -5.7         50           -10.4    26        -7.8      5
 Previous cohorts      323    0.8          139          2.8      55        1.2       10      -4.5


Reading
 2010 TCAP             Below Prof          Basic                 Proficient          Advanced
                       #      Gain         #            Gain     #         Gain      #       Gain
 2010 all 6th grade    28     -9.7         91           -9.7     40        -6.9      4
 Previous cohorts      112    -0.5         254          -2.9     175       -5.8      12      -11.4
 2010 all 7th grade    68     -10.2        101          -7.4     48        -2.7      1


Tennessee School Improvement Planning Process Templates – 2010                                       27
Report Card Data Disaggregation
 Previous cohorts   138     -0.4           236        -1.8       108      -0.9    17       -4.0
 2010 all 8th grade 28      -4.7           77         -7.1       54       0.0     5
 Previous cohorts   118     3.0            288        -2.6       105      -3.5    16       -9.1

Priorities for student performance for all students:
Math all grades proficient and advanced
Reading/Language Arts 6th grade below proficient, basic, and proficient; 7th grade below
proficient, basic, and proficient; 8th grade basic and proficient



Race/Ethnicity
Math
 2010 TCAP             Below Prof          Basic                 Proficient       Advanced
                       #      Gain         #          Gain       #         Gain   #       Gain
  6th White            29     4.5          34         0.9        13        -2.6   2
 Previous cohorts      88     2.1          93         -1.5       51        -5.2   17      -1.0
  6th Black            37     4.9          18         3.0        2
 Previous cohorts      124    2.4          78         -1.0       11        -7.0   3
  6th Hispanic         19     1.4          7                                      2
 Previous cohorts      45     6.2          31         -1.3       8        -5.2    1
  7th White            54     -5.5         28         -7.5       14       -5.8    1
 Previous cohorts      76     -0.2         96         2.7        44       0.3     14       -4.4
  7th Black            58     -4.5         26         -5.2       5                1
 Previous cohorts      137    3.3          44         -1.2       10       -4.7
  7th Hispanic         17     -3.8         8          -13.8
 Previous cohorts      46     5.5          20         8.3        8        -1.2    1
 8th White             25     -6.9         28         -10.3      22       -8.0    4
 Previous cohorts      121    0.9          90         2.0        41       0.5     10       -4.5
 8th Black             43     -5.2         16         -11.5      2
 Previous cohorts      157    0.5          34         2.9        8        -0.9
 8th Hispanic          15     -5.4         6                     2                1
 Previous cohorts      44     2.0          15         7.7                 6

 Reading
 2010 TCAP             Below Prof          Basic                 Proficient       Advanced
                       #      Gain         #          Gain       #         Gain   #       Gain
 6th White             6                   39         -11.8      31        -7.0   2
 Previous cohorts      31     -0.7         94         -3.6       114       -5.6   11      -10.3
 6th Black             15     -9.2         34         -8.8       7                1
 Previous cohorts      53     -1.9         125        -3.9       38        -9.0   1
 6th Hispanic          7                   18         -6.9       2                1
 Previous cohorts      28     2.2          34         2.9        22        -1.3
 7th White             25     -12.1        42         -7.1       29        -1.3


Tennessee School Improvement Planning Process Templates – 2010                                    28
Report Card Data Disaggregation
 Previous cohorts       32      1.1       111       -1.8       72         -1.5      16      -3.1
  7th Black             33      -9.2      45        -6.5       13         -2.9
 Previous cohorts       74      -2.8      98        -0.9       18         -1.7      1
    th
  7 Hispanic            10      -9.0      14        -11.0      5
 Previous cohorts       32      3.7       25        -4.6       18         2.3
   th
 8 White                5                 31        -6.8       39         0.9       4
 Previous cohorts       25      0.7       147       -2.7       74         -3.7      16      -9.1
   th
 8 Black                13      -5.1      39        -7.4       8          2.1       1
 Previous cohorts       64      2.8       115       -3.0       20         -5.4
 8th Hispanic           10      -6.2      7                    7
 Previous cohorts       29      5.4       25        0.8        11         0.8
Priorities for student performance by Proficiency for Race/Ethnicity
  All students for 7th grade math for below basic, basic, and proficient
  All students for 6th reading, 7th below proficient, and 8th grade all for basic

Gender
Math
 2010 TCAP             Below Prof          Basic                 Proficient         Advanced
 Gender                #      Gain         #          Gain       #         Gain     #       Gain
  6thFemale            39     5.0          32         2.1        8         0.2      1
 Previous cohorts      130    3.5          114        -0.8       40        -5.6     12      -4.8
  6th Male             46     3.2          27         1.6        7                  3
 Previous cohorts      127    2.4          89         -1.9       31        -5.1     9       0.7
  7th Female           65     -6.4         32         -6.3       13        -7.2
 Previous cohorts      118    3.1          92         1.0        40        -1.7     5
  7th Male             64     -3.1         30         -8.6       11        -8.6     2
 Previous cohorts      142    2.2          69         4.1        22        1.1      10      -3.6
  8th Female           37     -6.1         30         -9.2       13        -4.7     1
 Previous cohorts      155    -0.4         68         4.0        30        0.1      4
  8th Male             46     -5.4         20         -12.2      13        -11.0    4


 Reading
 2010 TCAP             Below Prof          Basic                 Proficient         Advanced
                       #      Gain         #          Gain       #         Gain     #       Gain
 Gender
 6thFemale             11        -8.6      46         -8.4       20       -5.0      3
 Previous cohorts      49        -3.3      135        -2.8       104      -5.4      9       -12.4
 6th Male              17        -10.4     45         -11.1      20       -8.8      1
 Previous cohorts      63        1.6       119        -2.9       71       -6.5      3
 7th Female            30        -12.2     54         -6.3       27       0.3
 Previous cohorts      54        -1.4      127        -0.5       65       -0.1      10      -8.0
 7th Male              38        -8.7      47         -8.6       21       -6.4      1
 Previous cohorts      84        0.2       109        -3.3       43       -2.1      7


Tennessee School Improvement Planning Process Templates – 2010                                      29
Report Card Data Disaggregation
 8th Female            8      -7.2       42       -7.3        28       1.1        3
 Previous cohorts      47     3.5        146      -1.9        56       -3.2       8       -8.4
   th
 8 Male                20     -3.8       35       -6.8        26       -1.2       2
 Priorities for student performance by proficiency for gender
   6, 7, and 8th male and females in basic Math, 7th and 8th in below basic
   All genders and grade levels for below basic, basic, and proficient

Economically Disadvantaged
Math
 2010 TCAP        Below Prof               Basic                 Proficient       Advanced
                  #       Gain             #          Gain       #         Gain   #       Gain
    th
  6 grade         69      3.5              42         1.6        8         -3.9   4
 Previous cohorts 212     2.6              143        -2.3       29        -5.2   7
    th
  7 grade         115     -4.0             39         -9.2       11        -9.6   1
 Previous cohorts 206     2.7              92         1.8        26        -2.2   3
   th
 8 grade          57      -4.7             27         -11.0      14        -9.4   2
 Previous cohorts 230     0.2              76         1.3        20        1.1    2

Reading
 2010 TCAP             Below Prof         Basic            Proficient     Advanced
                       #        Gain      #         Gain   #         Gain #       Gain
  6th grade            24       -9.7      71        -11.4  25        -8.5 3
 Previous cohorts      94       -0.5      202       -2.8   94        -5.6 2
  7th grade            63       -11.1     82        -7.7   22        -5.8
 Previous cohorts      118      -0.5      155       -2.2   53        -0.7 2
   th
 8 grade               21       -5.9      48        -7.7   31        -1.8
 Previous cohorts      102      3.5       181       -2.2   43        -4.3 2
Priorities for student performance by proficiency for economically disadvantaged
   All grade levels for basic and proficient levels
   All grade levels and proficiency levels for Reading/Language Arts

Special Education
Math
 2010 TCAP             Below Prof          Basic                 Proficient       Advanced
                       #      Gain         #          Gain       #         Gain   #       Gain
  6th grade            18     5.2          1
 Previous cohorts      75     1.7          6                     1
  7th grade            26     -2.3         2
 Previous cohorts      77     3.0          4                     1
 8th grade             18     -4.9         1                     1
 Previous cohorts      74     0.7          1                     1

Reading
 2010 TCAP             Below Prof          Basic                 Proficient       Advanced


Tennessee School Improvement Planning Process Templates – 2010                                   30
Report Card Data Disaggregation
                       #       Gain       #        Gain      #   Gain                           #           Gain
  6th grade            10      -10.8      9        -16.6
 Previous cohorts      47      -4.4       32       -4.5      4
    th
  7 grade              24      -10.4      4                  1
 Previous cohorts      61      -1.2       20       -6.1      1
   th
 8 grade               8       -9.3       11       -9.4      1
 Previous cohorts      51      1.9        24       -0.6      1
Priorities for student performance by proficiency for Special Education
   7th and 8th grade below proficient levels for Math
   All grades in below proficient and basic levels for Reading




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
Given all the data that has been presented in this report, conclusions can be drawn as to strengths
and needs of Springfield Middle School. Although some of the academic measures have
presented varied conclusions, all of them can be useful as we continue to move our curriculum in
more meaningful directions.

As stated earlier, TCAP Achievement Test results indicate that Springfield Middle did not meet
the benchmarks for 2009-2010. This year we will strive to increase scores in all content areas.
We will give special attention to increasing scores in Reading/Language Arts in all grades, Math
scores in the 7th and 8th, and the scores of our high achievers.

Review of the TCAP Writing Assessment data indicates that our 2010 score was 4.02, an
increase of 0.03 from the previous year. In 2010, we hope to increase these scores again. To help
with increasing writing assessment scores, teachers in all content areas are giving periodic
content area writing assessments in addition to the two mock assessments given each year.

TVAAS data indicates that 7th and 8th grade Math Mean NCE scores and all grades in
Reading/Language Mean NCE gains and Mean NCE scores are areas of need.

The State Report Card allows for a great deal of insight to strengths and needs at SMS. An area
of strength for SMS is 6th grade math all upper quintiles, and 7th grade Social Studies. An area to
strengthen is all grades and quintiles in Reading/Language Arts, and 7th and 8th grade Math.

In regards to non-academic data, student conduct is certainly an area of need at SMS.



Tennessee School Improvement Planning Process Templates – 2010                                                         31
Narrative Synthesis of Data
Specifically, student display of immoral and/or disreputable conduct is a regular occurrence. As
one would expect, if student conduct remains an issue, assignment to suspension either in or out
of school takes away from instruction time, which ultimately influences test scores.

An area of strength at SMS is student promotion. The promotion rate was 100%. This exceeds
the state requirement of 97%. Another strength at SMS is the attendance rate of 93.9%. This
exceeds the No Child Left Behind benchmark and state requirements of 93%. It is our advantage
that the students are present so that change can be made to not only address conduct issues, but
also academic performance.

In summary, although gains are being made in some subject areas at SMS, it is still safe to say
that there is a great deal of progress to be made. The overall report card grades indicate this as
well as the other above-mentioned data. The faculty and staff of the school are committed to
change and believe wholeheartedly in our students and their potential to achieve.


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
Based on all the data presented in this report, the following goals will be the focus of the 2011–
12 school year:

         Goal #1           Students will meet or exceed the NCLB benchmark of 89% proficiency on
                           the TCAP Reading/Language Arts Achievement test given in April 2012.

         Goal #2           Eighty percent of students will score 4 or above on the TCAP Writing
                           Assessment given in February 2012.

         Goal #3           Students will meet or exceed the NCLB benchmark of 86% proficiency on
                           the TCAP Math Achievement test given in April 2012.
         .
         Goal #4           Students will raise TCAP Science Achievement test scores by 15% on the
                           assessment given in April 2012.

         Goal #5           Students will raise TCAP Social Studies Achievement test scores by 15%
                           on the assessment given in April 2012.




Tennessee School Improvement Planning Process Templates – 2010                                                      32
Component 2 – Beliefs, Common Mission and Shared Vision
TEMPLATE 2.1: Beliefs, Common Mission and Shared Vision
Use Template 2.1 to articulate your Beliefs, Common Mission and Shared Vision


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

Beliefs

    1. All children can learn and teachers will hold high expectations for all students.
    2. School should be a safe, positive learning environment that enhances our students’
        understanding of the world.
    3. A child’s education is the shared responsibility of the school, home, and community.
    4. Students need to develop and enhance positive attitudes, organizational skills, a sense of
        responsibility, and technology skills to be successful in our social and economic world.
    5. Assessment of student progress should be ongoing and used to determine instructional
        strategies that are researched based and value and support a variety of learning styles.
    6. Instruction at Springfield Middle School is driven by the data provided by the TCAP and
        Discovery Education tests. This information allows teachers to maximize learning for
        each and every student.
    7. School policies should be goal oriented for all students in order to experience measurable
        success. All stakeholders will be involved in the development of school policy.
    8. Decision-making is the shared process that includes the principal, parent advisory
        committee, faculty, and other appropriate stakeholders.
    9. The school should provide opportunities for expression of creative talents in music and
        the arts.
    10. The school should provide special services and resources for exceptional students.
    11. The Beliefs, Mission, and Vision Statements reflect a commitment to high academic
        achievement for all students while meeting the individual needs of all students.




Tennessee School Improvement Planning Process Templates – 2010                                 33
Common Mission

The mission is to provide all our students a data driven curriculum allowing all students to
become productive members of society.




Shared Vision

We will create a learning culture rich in deep knowledge enabling students to choose their
futures.




Tennessee School Improvement Planning Process Templates – 2010                                 34
TEMPLATE 3.1.a: Curricular Practices

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

                                          ____
                                    Springfield Middle
                                      School uses the
                                         Tennessee
                                       Department of
Current Curricular                    Education state
Practices                                 approved                                                         School has          School has        Support system is     Monitoring is in
                                       standards and                             School has              implemented a        implemented           in place for           place for
                                                             Curriculum is
                                     provides training                           established school    grade appropriate        formative          enhancing the        enhancing the
                                                             prioritized and
                                     to staff in the use                         wide student         cohesive standards   assessment aligned        quality of            quality of
                                                                mapped
                                      of the standards.                          achievement            based model for      with the school      curriculum and       curriculum and
                                                                                 benchmarks                 literacy.         benchmarks.           instruction.         instruction.
                                    Standards are          State standards are   Springfield Middle   Teachers will do     Based on             Staff meetings,      Administration
                                    stated in lesson       broken down by 9      has (staff &         W.A.C (writing       DiscoveryEd          PLC meetings,        completes walk
                                    plans, at the          weeks.                students) have set   across the           results, students    grade level          throughs, lesson
                                    beginning and end                            goals of being       curriculum) A        are given            meetings, subject    plan checks,
                                    of each lesson, and                          proficient on        different subject    enrichment/practic   area meetings,       observation/evalua
                                    posted in                                    TCAP.                area each week       e opportunities to   collaborative        tion of teachers
                                    classrooms. SPIs                                                  will give their      improve skills in    planning, and        and SPI
                                    are monitored for                                                 students a prompt    which success has    vertical planning    monitoring forms.
                                    academic progress                                                 and let the          not been achieved.                        In addition
                                    by the teachers                                                   students write for   Common                                    teachers have the
Evidence of Practice (State in
                                    and students.                                                     at least 20 mins.    Assessments are                           opportunity to
definitive/tangible terms)                                                                                                 given in Math and                         visit and observe
                                                                                                                           Reading 3                                 other classrooms
                                                                                                                           times/year.                               throughout the
                                                                                                                           Students and                              year to gain ideas
                                                                                                                           teachers are                              and insights for
                                                                                                                           constantly                                their own
                                                                                                                           monitoring                                teaching.
                                                                                                                           progress
                                                                                                                           throughout the
                                                                                                                           year.
                                    yes                    yes                   yes                  yes                  yes                  yes                  yes
Is the current practice research-
based?




Tennessee School Improvement Planning Process Templates – 2010                                                                                                                       35
                                     yes                  yes                   yes                      yes                   yes                    yes                   yes
Is it a principle & practice of
high-performing schools?
                                     Effective. The       Effective. Priority   Effective. The           This practice is      Effective.             Effective.            Effective. Value-
                                     standards are        is given to tested    school uses              becoming more         Teachers used          Collaboration         added growth
                                     tested on TCAP.      items. Gains were     mastery of               effective as          formative              across grade levels   made in math and
                                     Gains were made      made in 6th grade     standards as             teachers in every     cumulative             and subject areas     reading indicate
                                     in 6th grade Math    Math.                 benchmarks. SMS          subject begin to      assessments that       is used to enhance    quality in
                                     and 7th grade                              is 5th in the state in   incorporate           are aligned with       the quality in        curriculum and
Has the current practice been
                                     Science. Gains                             value added in           writing following     school                 curriculum and        instruction.
effective or ineffective?            have been made                             Math in                  the 6 +1 traits.8th   benchmarks.            instruction.
                                     over a three year                          comparison to            grade writing
                                     period in Reading                          schools with             assessment
                                     and Math but there                         similar                  showed an
                                     are still negative                         demographics and         increase in scores.
                                     overall gains.                             13th in Reading.
                                     Administrators       Teachers identify     Teachers and             Administrators        DiscoveryEd            Teachers sign in at   Teacher
                                     check lesson         planned               students are             monitor, by walk      results. Each          each meeting and      evaluations,
                                     plans, complete      curriculum in         encouraged by            through, lesson       student has access     minutes are kept      feedback from
                                     walk through, and    lesson plans.         expectations. By         plan checks, and      to their folders and   of each meeting.      administrators,
What data source(s) do you have      observe teachers     TCAP                  making students          observation of        is given time to       Specific agendas      and documentation
                                     making sure          achievement and       stakeholders in          teachers.             practice skills they   are followed at       of walk through.
that support your answer?            standards are        TVAAS scores.         this goal, they are                            need to master.        each meeting.         TCAP
(identify all applicable sources)    being taught and                           more successful in                             TCAP                                         achievement and
                                     followed. Value-                           mastery of State                               achievement and                              TVAAS scores.
                                     added growth on                            Standards. TCAP                                TVAAS scores.
                                     the TCAP.                                  achievement and
                                                                                TVAAS scores.
                                     Students are         Evidence of           Effectiveness of         The effectiveness     Mastery of State       As a result of        Improvement of
                                     showing              effectiveness is      this goal is             of this practice is   standards based on     these meetings        teachers teaching
                                     improvement of       shown in mastery      demonstrated in          evident in more       teacher assessment     teachers at           State Curriculum.
                                     tested standards     of standards, based   increased mastery        writing activities    and DiscoveryEd        Springfield Middle    Positive TVAAS
                                     based on             on student            of State standards       through out           results. TVAAS         School are able to    gains in 6th grade
                                     DiscoveryEd data.    checklist, positive   based on                 Springfield           gains in 7th, 8th      collaborate on        Math, and gains
Evidence of effectiveness or         However, positive    gains in 6th grade    DiscoveryEd              Middle.               math and 6th, 7th,     more effective        although negative
                                     gains have been      Math on TVAAS         results and teacher                            & 8th reading          ways to teach         in 7th and 8th grade
ineffectiveness (State in terms of   made only in 6th     scores. Gains,        made tests of                                  according to           State Curriculum.     Math and 6th, 7th,
quantifiable improvement)            grade Math.          although not          tested Standards.                              TVAAS scores.                                and 8th grade
                                                          positive have been    TVAAS gains in                                                                              Reading.
                                                          made in 6th, 7th,     7th, 8th math and
                                                          and 8th grade         6th, 7th, & 8th
                                                          Reading and 7th       reading.
                                                          and 8th grade
                                                          Math.
                                     Administrative       Teachers have         Data from                Teachers show         Teachers have          Teachers attend       Student mastery of
                                     walk through,        data sources in       DiscoveryEd              support for this      folders for each       meetings              State standards.
Evidence of equitable school
                                     teachers discuss     place monitoring      results and teacher      practice through      student.               regularly.
support for this practice            the use of           student success of    assessment.              grade level and       Springfield Middle     Teachers use
                                     standards in staff   standard mastery.                              staff meetings and    School teachers        practice discussed



Tennessee School Improvement Planning Process Templates – 2010                                                                                                                                36
                                 meetings and                                                    turned in samples.    keep up with          at meetings, which
                                 grade level                                                                           mastery of            shows that they
                                 meetings.                                                                             standards on          are benefiting
                                                                                                                       various data          from the meetings.
                                                                                                                       sources.
                                 Continued use of      Teachers will       Teachers will         Teachers in other     Monitoring of         Different types of   Continued
                                 State Curriculum      continue to         continue current      subjects other than   student mastery       collaboration are    monitoring and
                                 in lesson planning.   monitor student     practices. Focus      Language Arts         will continue to be   being discussed to   evaluation of
                                 Continued             mastery of          will be on border     need to be more       a priority as         ensure continued     teachers.
                                 monitoring.           standards.          line students to      effective about       Springfield           benefits from
                                 Additional time       Teachers will       ensure proficient     using writing         Middle.               meetings.
                                 and support given     continue to         or advance scoring    across the
Next Step (changes or
                                 to students who       collaborate and     is reached. Focus     curriculum.
continuations)                   are not showing       follow the pacing   will also be given    Teachers need to
                                 mastery of            guides. Monitor     to students who       writing at other
                                 standards.            and adjust based    fall into             times, other than
                                                       on student needs.   disadvantage          the times required.
                                                                           categories in order
                                                                           to increase
                                                                           proficiency.




Tennessee School Improvement Planning Process Templates – 2010                                                                                                                     37
TEMPLATE 3.1.b: Curriculum Gap Analysis

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

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

Template 3.1.b: Curriculum Gap Analysis

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

       TIME:
       MONEY:
        Board:
           Instructional Supply                       $ 100.00 per teacher;
                                                      $ 100.00 per teacher pooled by subject
             Library                                  $4,500.00 plus Book Fair Profits

            Tech                                           1.00 per student
            Resource                                  $ 200.00 per teacher
            Guidance                                  $ 375.00
            Music/Band                                $ 550.00
            Art                                       $ 450.00
            Staff Development                         $2,500.00
            Donations                                 Monetary/Items vary

        PERSONNEL:
           Three administrators
           Two school guidance counselors
           Thirty-eight teachers
           One media specialist
           One School Resource Officer
        One instructional coach
        One Reading intervention teacher
        One Math intervention teacher
           One School Psychologist
           Six support staff/educational assistants
           One Speech Teacher
           One part time nurse
           Two office staff



Tennessee School Improvement Planning Process Templates – 2010                                                      38
            One fulltime/four part time custodian
            Parent/Community volunteers
            Parent Advisory Committee

     OTHER RESOURCES:
     Springfield Middle School has an after school program that includes academic help as well
as development activities for the whole child. This program is geared towards economically
disadvantaged students and transportation is provided. Springfield Middle through Title I funds
has at least four student computers in every classroom, an LCD projector in each room, MOBI
boards for all Reading and Math teachers, and an Elmo for each Math 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 curricular practices?)

        TIME : Instructional time should be protected. Provide one professional development
         day each nine week period to assist in how to apply differentiated instruction to the
         classroom for the economically disadvantaged students and allow time for teachers to
         collaborate effectively to improve instruction and assessment.
        MONEY: Materials should be purchased for the ELL and Special Ed population in
         reading/language arts and math. Funds for students schools supplies (i.e., pencils and
         paper).
        PERSONNEL: SMS would benefit from an established mentoring program for
         teachers, particularly those new to the profession. In addition, SMS would benefit from
         more collaboration among grade level subject area teachers.



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

 Springfield Middle School continues to try and provide equity and adequacy to all teachers, but still has room for
improvement. According to data in Component 1b, sixth grade math scores are a concern in comparison to scores
in math in other grades and scores in reading in all grades. More resources should be allocated to help increase
scores in 6th grade math.

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all
their students?
 SMS administrators and teachers continue to strive to effectively meet the need of all the teachers and students.
Currently, SMS is investigating multiple avenues of revenue generation.

Based on the data, are we accurately meeting the needs of all students in our school?
 Although, SMS is working hard and has made many gains in meeting the needs of students there are still areas
that need improvement and funding.


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.




Tennessee School Improvement Planning Process Templates – 2010                                                        39
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?
 Our major strengths include the following: The administrators at Springfield Middle School
oversee the decision making process and the activities of the various committees. Through the
use of parents, faculty, staff, administration, and leadership teams, identification of problems
and implementation of solutions is discussed and decided upon. Leadership teams consist of
one lead teacher, an administrator for every grade and one lead teacher from related arts. The
administration meets regularly with the committees and teams to discuss instructional strategies,
evaluate teaching practices, plan for upcoming programs, identify and address student
achievement. Also, Springfield Middle School has a student advisory committee that consists
of students from 6th, 7th, and 8th grade. These students are key in helping make decisions.
Administration and committee chairs work closely to decide on allocation of funds for various
school projects. Decisions on staff development, purchase of materials or software, and
implementation of programs are based upon the student needs identified through test data and
teacher input. Information is disseminated through access to committee minutes, daily emails,
handouts, faculty meetings, staff meetings, and by posting of information on our school and
system website. In addition, teachers are given freedom in their classrooms which creates an
atmosphere of trust.

Faculty members at Springfield Middle School are able to participate in the decision-making
process through their involvement in the various committees that exist. These committees
include the Human Relations committee, the Public Relations committee, the Building and
Grounds committee, the TNT committee, the Attendance committee, the Staff Development
committee, the Technology committee, the Awards and Recognition committee, the
Expenditures committee, the Scheduling committee, the Safety committee, the Wellness
committee, the Homecoming committee, the Hospitality committee, the School Improvement
committee, and the SACS committee. The Parent Advisory committee participates in the
decision-making process, as well as in matters dealing with expenditures and other issues facing
Springfield Middle School.

At the beginning of each new school year, the faculty is required to sign up and serve on at least
one teacher committee. One chairperson for each committee is selected by the principal based
on his or her knowledge, expertise, and experience. The committee chairs have the
responsibilities of scheduling meetings, planning agendas, and keeping documentation. After
the committee rosters are complete, the principal distributes a copy to every faculty member.
Also, each grade level has been broken into two teams and in 6th grade it is by gender. This was
done to increase collaboration among teachers through common planning periods and have
better dialogue about students’ needs.

We know these are our major strengths because administration, teacher, staff, and student
participation creates a learning environment conducive to success. In addition, a school culture
of positive relationships and trust among administration, staff, and students greatly helps in the
learning process.




Tennessee School Improvement Planning Process Templates – 2010                                   40
Curriculum Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as curricular practice challenges
identified in the templates above, that could be a cause of the prioritized needs identified in component 1.)

Our major challenge at Springfield Middle School is to meet and exceed NCLB benchmarks.
Springfield Middle School’s major need is to increase Math test scores in 6th 7th grade, and 8th
grade. Second, a major need is to improve 6th, 7th, and 8th grade reading and language scores.
Also, science and social studies are both areas of need as well. SMS has met all the criteria for
a Blue Ribbon School except for the area of test scores.

Teachers and administrators know and understand the importance of obtaining these scores by
analyzing TCAP and other research-based assessments. In order to achieve these challenges,
Springfield Middle School currently shares a reading specialist whose job responsibility is to
work with teachers. The reading specialist also helps teachers by sharing interventions to try in
the classroom.




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

SMS will address our challenges in the following ways: The faculty and administration have
vowed to try and build relationships with students in hopes of cutting down on classroom
discipline. If discipline is decreased, it is hoped that learning can occur in classrooms and
increase student scores. Teachers at Springfield Middle are using DiscoveryEd Learning and
standards based resources to help meet the needs of diversified learning. Teachers will receive
training through professional development to better use the standards based curriculum.




Tennessee School Improvement Planning Process Templates – 2010                                                  41
TEMPLATE 3.2.a: Instructional Practices

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

                                                                                                                                                Classrooms
                                                                                                                             Students are        instruction
                                                                                                                            provided with       supports the
                                                                                                                                multiple         learning of
                                                                                                                            opportunities      students with
                                                                                                                               to receive          diverse
                                                                                        Teachers           Classroom           additional        cultural &
Current Instructional                                                                   incorporate a      organization      assistance to        language
Practices                                                                               wide range of      and              improve their      backgrounds
                                  Classroom                                             research based,    management           learning           & with
                                  Instruction is       Classroom                        student            techniques         beyond the          different
                                  aligned with        instruction is     Teaching       centered           support the           initial      learning needs
                                  the standards       aligned with       process is     teaching           learning            classroom         & learning
                                  based on            assessments.      data-driven.    strategies.        process.           instruction.          styles.
                                  curriculum
                                  Standards          Think-Link        Faculty          The latest in      Protecting the   Academy of        Basic math,
                                  posted in all      data is made      meetings         research-based     instructional    Reading           Pre-Algebra,
                                  classrooms         available for     where data       strategies are     time at SMS is                     and Algebra I
                                                     each teacher      from TCAP        presented to       important.       Math              classes
                                  Teachers have      and student so    and Think-       staff at faculty                    Academy           offered, based
                                  a copy of the      that              Link is          meetings,                                             on student’s
                                  state standards    appropriate       presented for    online, and        Limited          Tutoring          ability
                                                     instructional     group analysis   through the        classroom        before, after,    Inclusion
Evidence of Practice (State in    Addressed          adjustments                        professional       interruptions.   & during          classrooms
definitive/tangible terms)        standards are      can be made       Teachers are     library                             related arts
                                  stated in lesson                     provided with                       Teachers have                      Collaboration
                                  plans and          TCAP Results      computer         Every effort is    been assigned    Implementing      between
                                  posted in                            addresses to     made to            monitoring       quality           teachers:
                                  classroom          Teacher made      individually     support the use    stations.        projects          regular ed,
                                                     assessments       access in-       of best practice                     Reading/Math     ELL, special
                                                                       depth data       instructions in     All staff       intervention      ed, grade level,
                                                                       presentation     every area of      members have     SPI time-         and content
                                                                       and              the curriculum     been made        additional time   areas



Tennessee School Improvement Planning Process Templates – 2010                                                                                              42
                                                                 instructional                       aware of the      and support in
                                                                 support          Such practices     value of each     Math/Reading        Resource,
                                                                                  include, but       minute at                             speech, ELL,
                                                                 Staff members    are not limited    school and the                        & gifted
                                                                 are presented    to, the use of a   need to make                          classes offered
                                                                 with data for    variety of         the best use of   Visit to three
                                                                 analysis from    graphic            time              feeder schools:     Modifications
                                                                 feeder schools   organizers,        Teams             visits prior to     made based on
                                                                                  vocabulary         among each        coming to           IEPs
                                                                                  activities                           SMS.
                                                                                  group
                                                                                                     grade level                           Lessons are
                                                                                  strategies,        created           Special open        presented
                                                                                  centers,           (Workshop         houses for 6th      using a variety
                                                                                  Socratic           with Dr.          graders.            of teaching
                                                                                  seminars,          Rick                                  techniques to
                                                                                  instruction                          Counselor’s         address
                                                                                  based on
                                                                                                     Gregory on        meeting to          students’
                                                                                  student            relationship      help in class       diversity
                                                                                  learning styles,   building)         scheduling.
                                                                                  and covert and
                                                                                  overt group        Blue Ribbon       Coordinating
                                                                                  responses                            for SHS
                                                                                                     Schools           counselors and
                                                                                  Marzano’s          Conference        admin
                                                                                  Differentiated     Peter Senge-      personnel to
                                                                                  Instruction,       Organizatio       assist in our 8th
                                                                                  Glassier’s         nal               -9th grade
                                                                                  choice theory,                       transition
                                                                                  and Bloom’s
                                                                                                     Leadership
                                                                                  taxonomy           Lucy
                                                                                  workshops          Robbins-
                                                                                  are offered        Glasser
                                                                                  to all             Institute
                                                                                  teachers
                                                                                  .

                                    Yes           Yes            Yes              Yes                Yes               Yes                 Yes
Is the current practice research-                 Marzano
based?



Tennessee School Improvement Planning Process Templates – 2010                                                                                          43
                                     Yes                Yes                Yes                Yes                Yes                Yes                Yes
Is it a principle & practice of
high-performing schools?

                                     Ineffective in     Ineffective in     Ineffective in     Ineffective in     Effective          Ineffective in     Effective
Has the current practice been        Math,              Math,              Math,              Math,                                 Math,
effective or ineffective?            Effective in       Effective in       Effective in       Effective in                          Effective in
                                     Reading            Reading            Reading            Reading                               Reading
                                     TCAP               TCAP               TCAP               Walk through       Office             TCAP               ELL, RISE,
                                                                                                                 Referrals                             Special Ed
                                     Think Link         Think Link         Think Link         Evaluations                           Think Link         class
                                                                                                                 Behavior                              enrollment
                                     Lesson Plans       Lesson Plans       Lesson Plans                          Scores (D, C,      Walk through
What data source(s) do you have                                                                                  B, A)                                 IEPs
that support your answer?            Walk through       Walk through       Walk through                          School wide        Teacher
(identify all applicable sources)                                                                                behavior           records            Lesson Plans
                                     Evaluations        Evaluations        Evaluations                           pyramid
                                                                                                                 enforced           Academy/Inter      Walk through
                                                                                                                                    vention rolls
                                                                                                                                                       Evaluations

                                     Only the white     Only the white     Only the white     Only the white     Decreased          Only the white     Need specific
                                     and Hispanic       and Hispanic       and Hispanic       and Hispanic       office referrals   and Hispanic       scores
                                     subgroups in       subgroups in       subgroups in       subgroups in                          subgroups in
                                     Math are           Math are           Math are           Math are           Fewer              Math are
                                     meeting school     meeting school     meeting school     meeting school     offensives that    meeting school
                                     targets to         targets to         targets to         targets to         interrupt          targets to
                                     satisfy AYP        satisfy AYP        satisfy AYP        satisfy AYP        instructional      satisfy AYP
                                     requirements.      requirements.      requirements.      requirements.      time               requirements.
Evidence of effectiveness or
                                     All subgroups      All subgroups      All subgroups      All subgroups      Fewer              All subgroups
ineffectiveness (State in terms of
                                     except             except             except             except             suspensions        except
quantifiable improvement)
                                     students with      students with      students with      students with                         students with
                                     disabilities are   disabilities are   disabilities are   disabilities are   Fewer              disabilities are
                                     meeting school     meeting school     meeting school     meeting school     alternative        meeting school
                                     targets to         targets to         targets to         targets to         school             targets to
                                     satisfy AYP        satisfy AYP        satisfy AYP        satisfy AYP        referrals          satisfy AYP
                                     requirements.      requirements.      requirements.      requirements.                         requirements.
                                                        Students are       Students are       Students are
                                                        also               also               also
                                                        progressing in     progressing in     progressing in


Tennessee School Improvement Planning Process Templates – 2010                                                                                                         44
                                                  their            their            their
                                                  proficiency/ad   proficiency/ad   proficiency/ad
                                                  vanced status    vanced status    vanced status
                                 Standards        Standards        In-services &    In-services &     Assigned         During related    Staff
                                 posted           posted           staff meetings   staff meetings    monitoring       arts’ time one-   development
                                                                   on analyzing     concerning        duties in the    on-one or         on ELL,
                                                                   test data        Marizono’s        hallways, and    small group       special
                                                                                    Differentiated    auditorium       tutoring is       education, and
                                                                   Think Link       Instruction and                    offered           poverty
                                                                   results posted   Culture            Learning is
                                                                   by class/SPI     Diversity         from bell to                       Math classes
                                                                                                      bell                               based on
Evidence of equitable school                                                                                                             ability and 2
support for this practice                                                                              Unannounced,                      inclusion
                                                                                                      administrative                     classrooms
                                                                                                      classroom
                                                                                                      visits                             Language
                                                                                                                                         classes based
                                                                                                                                         on ability

                                                                                                                                         Inclusion for
                                                                                                                                         Science &
                                                                                                                                         Social Studies
                                 Continued use    Continued use    Continued        Continued         Continued        Continuing to     Continue
                                 of state         of state         collection &     formal and        development      offer tutoring    modifications
                                 standards to     standards to     evaluation of    informal          of               for students      based on IEPs
                                 design           design           data from a      classroom         organizational   having
                                 instruction.     instruction.     variety          observations      and              difficulties.     Continue and
                                 Increase in      Increase in      assessments                        management       Continue          increase
                                 collaboration    collaboration                     Continued         plans.           current           collaboration
Next Step (changes or            and dialogue     and dialogue                      attendance in a   Increase in      practice with     between
continuations)                   on students’     on students’                      variety of        consistency      more training     teachers
                                 needs            needs                             professional      throughout       for teachers in
                                                                                    developments      building.        best practice
                                                                                    to promote the                     intervention
                                                                                    use of research                    strategies
                                                                                    based
                                                                                    strategies and
                                                                                    planning.



Tennessee School Improvement Planning Process Templates – 2010                                                                                           45
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: Faculty and staff take time to attend professional development based on
         instructional strategies. Subject, grade, and department meetings are also attended by all
         faculty. Meetings are held with the school administration to promote high quality
         instruction

        MONEY: Funds have been spent to provide more technology for each classroom as
         well as Math manipulative through Title I funds. BrainPop, DiscoveryEd, and Study
         Island have been purchased to increase instructional effectiveness.
        PERSONNEL: An instructional coach has been added to aid teachers in instructional
         effectiveness. A reading/math coach has been provided to aid in reinforcing state
         standards.
        Other resources: Teachers attended a Blue Ribbon Schools conference to expand their
         knowledge base on best practices. The administration and several teachers attended an
         organizational leadership conference to increase leadership effectiveness,
         communication, and dialogue to aid in student learning.


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

        TIME: Time should be used in a manner conducive to maximizing instruction.

        MONEY: SMS believes that funds that are available are being used in practical and
         useful areas.

        PERSONNEL: SMS would benefit from more teacher assistants in the areas where
         below proficient students are being taught. In addition, SMS would benefit from more


Tennessee School Improvement Planning Process Templates – 2010                                                      46
        communication among the faculty and clear expectations for teacher responsibilities.

    OTHER RESOURCES:

Equity and Adequacy:

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

 District training occurs for all teachers with five professional days provided. Additional professional
days would help insure the on going monitoring of these practices.

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

 Because of the wide range of diversities, it is difficult to provide all teachers with all necessary training
needed, therefore we strive meet the needs of as many teachers as possible at any given time.

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

 Our special education, economically disadvantaged, and ELL population shows the slowest percentage
growth. Thus, we are not meeting the NCLB Benchmarks for these groups. Many strategies have been
put into place this year to assist in this endeavor.




Tennessee School Improvement Planning Process Templates – 2010                                               47
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 major strengths at SMS include a school newspaper and yearbook. There is a SMS Public
Relations Committee that regularly provides information to the local media. Parents are sent
notices of health information, schools events, academic performance reports, and discipline as
these occur. Communication is encouraged in all forms (direct, indirect, written, and verbal,
phone, and computers). Springfield Middle School opens at 7:30 a.m. Students report to
breakfast in the cafeteria or to the auditorium. After students finish breakfast they report to the
auditorium where Dr. Morris greets students, conducts announcements, pledge, and leaves
students with a quote or joke before dismissal at 8:00. Each class meets for a seventy minute
block of time, and four minutes is allowed between each block for class change. Every teacher
at SMS is required to use a daily warm-up exercise at the beginning of each class period,
referred to as BWT-begin with Think Link. In addition, the sixth grade team has been broken
in to same gender classrooms as well as two separate teams. The 7th and 8th grade are on two
teams/grade level. The students are expected to complete these activities during the first five to
ten minutes of class. The purpose of this activity is review and reinforcement of daily skills.
Using warm-ups prevents any instructional time from being lost while the teacher is taking
attendance or handling other housekeeping matters that arise. In addition, a Family Friday time
is set aside each Friday for students to choose activities they are interested in and increase
positive relationships. We know these are our major strengths because we are seeing student
success gradually increasing.




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

SMS’s major challenges include not enough training on state standards, a lack of
communication of what is expected, not enough collaboration among teachers.




Tennessee School Improvement Planning Process Templates – 2010                                               48
Instructional Summary Questions- Narrative Response Required
How will we address our challenges?

SMS will address our major instructional challenges in the following ways:
                1. Insuring that teachers understand how to fully utilize test data
                2. Protecting planning time
                3. Increase in effective collaboration for grade level/subject area teachers
                4. Clear expectations agreed upon by all stakeholders in all areas of the
                   school




Tennessee School Improvement Planning Process Templates – 2010                                 49
TEMPLATE 3.3.a: Assessment Practices

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

                                   Uses student
                                   assessments        Ensures that
                                      that are      the appropriate                                        Uses a wide
                                   aligned with       assessments     Uses a variety                         range of                              Provides
                                  the Tennessee        are used to    of data points                       assessments,         Provides         support and
Current Assessment
                                  Department of           guide        for decision                        CRT, NRT,          professional         technical
Practices                           Education           decisions        making                              portfolio,      development         assistance to
                                     standards         relative to      relative to                         curriculum            in the          teachers in
                                       based             student          student         Assess all           based          appropriate         developing
                                    curriculum       achievement      achievement        categories of     assessments,           use of           and using
                                                                                           students             etc.          assessment.        assessments.
                                  TCAP is given     Data from         -TCAP            All students      DiscoveryEd        Representative     DiscoveryEd
                                  in the spring     assessments       -DiscoveryEd     are assessed      probes are         s from             training was
                                  every year.       drive             -Reading and     and students in   aligned with       DiscoveryEd        provided for
                                  DiscoveryEd       instruction.      Math             specific          state standards    are available to   teachers and
                                  Learning          Teachers are      Academy          categories        and available      provide            staff. The
                                  assessments       continually       -Teele           from              in all subject     information to     instructional
                                  are given three   assessing         Inventory        disaggregated     areas and          teachers to        coach has
                                  times per year    student           -Accomoda-       data that are     grade levels to    help them          been identified
                                  in math and       progress and      tions for        not scoring       assess students    better interpret   to assist
                                  language arts.    changing          special          proficient are    and track          the data and to    teachers in
Evidence of Practice (State in    Science is        instruction       education        given             progress.          utilize the        utilizing
definitive/tangible terms)        given twice       accordingly by    -Accomoda-       additional help   Common             resources          DiscoveryEd
                                  per year.         following state   tions for ELL    in order to       assessments        provided.          resources.
                                  DiscoveryEd       standards.        -Low socio-      master grade      are given in all   Lucy Robbins
                                  probes are                          economic         level skills.     subject areas      provided a
                                  given as                            -Medical                           district wide.     professional
                                  needed                              needs                              Mock writing       development
                                  between each                        -Reading/Math                      assessments        from the
                                  assessment.                         intervention                       are given three    Glasser
                                  These are                           -Common                            times per year.    Institue.
                                  aligned with                        Assessment                         Writing across     Math
                                  TDOE                                data                               the curriculum     standards



Tennessee School Improvement Planning Process Templates – 2010                                                                                              50
                                    standards.                                                               is conducted     training for all
                                                                                                             each week for    Math teachers
                                                                                                             the four core    Dr. Rick
                                                                                                             subjects         Gregory held a
                                                                                                             rotating one     relationships
                                                                                                             per week.        building
                                                                                                                              workshop

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?

                                    Effective in a    Effective in a     Effective in a    TCAP reports      Effective        Effective –        Effective
                                    few areas.        few areas.         few areas.                                           teachers are
                                    Ineffective –     Ineffective –      Ineffective –     Teachers have                      implementing
                                    because           because            because           created                            strategies in
                                    DiscoveryEd       DiscoveryEd        DiscoveryEd       documents                          their
                                    data and          data and           data and          showing a                          classroom
                                    probes have       probes have        probes have       breakdown of                       instruction.
                                    not been fully    not been fully     not been fully    demographics
Has the current practice been
                                    utilized, but     utilized, but      utilized, but     in our school
effective or ineffective?
                                    with additional   with additional    with additional   population and
                                    training and      training and       training and      how they are
                                    time the          time the           time the          performing.
                                    outcome this      outcome this       outcome this
                                    year should       year should        year should
                                    show an           show an            show an
                                    increase in       increase in        increase in
                                    effectiveness.    effectiveness.     effectiveness.
                                    DiscoveryEd       DiscoveryEd        Teacher           Accountabil-      TCAP             DiscoveryEd        DiscoveryEd
                                    Reports are       has a 98%          assessment        ity to            achievement      reports Student    reports
                                    being used by     correlation        results           administration    and value-       folders are        Teachers are
What data source(s) do you have     teachers to       with TCAP at                         by reporting      added data       used to track      implementing
that support your answer?           drive             SMS. This          TCAP              progress          DiscoveryEd      progress based     DiscoveryEd
(identify all applicable sources)   instruction.      data is being      achievement       through report    Teele            on the             assessments in
                                    TCAP              utilized           and value-        cards, progress   Inventory        assessment         the classroom
                                    achievement       effectively this   added data is     reports, and      Report           results. TCAP      to drive
                                    and value-        year,              used to           spreadsheets      Cards/Progress   achievement        instruction



Tennessee School Improvement Planning Process Templates – 2010                                                                                                51
                                     added data is         and                   identify areas   with             Reports          and value-       toward state
                                     used to               assessment            of need.         differentiated                    added data is    standard
                                     identify areas        results should                         strategies.                       used to          mastery
                                     of need.              reflect this                           TCAP                              identify areas   TCAP
                                                           extra effort.                          achievement                       of need.         achievement
                                                                                                  and value-                                         and value-
                                                                                                  added data is                                      added data is
                                                                                                  used to                                            used to
                                                                                                  identify areas                                     identify areas
                                                                                                  of need.                                           of need.
                                     Ineffective in        Useful data to        Decreasing       Students are     Provides data    Teachers are     Students are
                                     Math with             drive                 amounts of       being            to be used for   using data to    aware of what
                                     only 16% of           instruction           ISS and OSS      identified and   instruction.     drive            standards in
                                     all subgroups                               although         provided                          instruction      each subject
                                     proficient/adva                             slightly more    additional                                         they have
                                     nced and only                               suspensions      instruction                                        mastered and
                                     36% in                                      from the         time. This                                         what ones they
                                     Reading. This                               previous year,   progress will                                      still need to
                                     is compared to                              (111             be shown on                                        work on. This
                                     85%                                         suspensions      the next                                           is monitored
                                     proficient/adva                             compared to      DiscoveryEd                                        frequently.
Evidence of effectiveness or
                                     nced the                                    91the previous   assessment
ineffectiveness (State in terms of
                                     previous year                               year) however    results.
quantifiable improvement)
                                     in                                          a decrease in
                                     Math/Reading.                               suspensions
                                     *It must be                                 means an
                                     noted that the                              increase in
                                     standards                                   class time.
                                     changed last
                                     year so data
                                     from the
                                     previous year
                                     can not be
                                     compared.
                                     All teachers          6-8 Language          TCAP,            Every            All students     All teachers     All teachers
                                     participate in        Arts, Math, &
                                                                                 DiscoveryEd      student          have TCAP        have equal       have been
                                     assessing students    Science classes are
Evidence of equitable school         with assessments      assessed 3 times      Teele                             results,         opportunity to   asked to use in
                                     that are standards-   per year. Social      Inventorry
                                                                                                  participates     DiscoveryEd      sign up for an   the classroom
support for this practice
                                     based.                studies classes                        in               results, and     in-service       for all
                                                           have practice                          assessments.     have taken the   pertaining to    students.
                                                           probes to be used



Tennessee School Improvement Planning Process Templates – 2010                                                                                                    52
                                                   for assessment.                     TCAP and               Teele             assessments.
                                                                                       DiscoveryEd            Inventory.
                                                                                       Reports
                                                   Implement                           Continue writing                         Seek training      Provide
                                                                                       in all subject areas
                                 Continuation      DiscoveryEd       Continuation                             Continuation      for all teachers   continual
                                                                                       and grade levels.
                                 of directed       assessments in    of evaluating                            of a variety of   to become          support and
                                 instruction       social studies.   data to create                           assessments to    excellent at       professional
                                 with state                          the best lesson                          get a better      assessing          development
                                 standards         Provide           plans for                                picture of        student            as needed to
                                                   opportunities     diversified                              student           progress.          all teachers in
                                 Identify areas    for teachers to   learners.                                progress.                            order for them
                                 of need           receive                                                                                         to become
                                 Provide           training for                                                                                    excellent at
                                 additional time   DiscoveryEd                                                                                     assessing
                                 and resources     resources at                                                                                    student
Next Step (changes or
                                 for students      least once a                                                                                    progress.
continuations)
                                 not reaching      year.
                                 proficient or
                                 advanced to
                                 work on
                                 identified
                                 skills.
                                 Continue
                                 monitoring
                                 student
                                 progress
                                 between each
                                 assessment.




Tennessee School Improvement Planning Process Templates – 2010                                                                                                   53
TEMPLATE 3.3.b: Assessment Gap Analysis

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

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

Template 3.3.b: Assessment Gap Analysis

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

        TIME – Teachers spend time evaluating student’s progress through research based
         assessments, evaluating data, and desegregated information.
        MONEY – SMS allocates funds to provide the latest technology for teachers to use in
         the classroom. This technology allows students to access online assessments.
        PERSONNEL – Many of our employees are trained in using technology based
         assessments. These teachers offer technology support in creating assessment tools.
        OTHER RESOURCES – DiscoveryEd Learning provides assessment reports for
         teachers to use to analyze data.


“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 – SMS/District should provide more training for teachers in the areas of computer
         applications, Interactive white boards, and assessments.
        MONEY – SMS should continually seek funds for professional development
         opportunities for teachers in areas of effective assessment tools.
        PERSONNEL –The District should provide training to the faculty and staff to better
         utilize resources, i.e., computers and assessment tools.
        OTHER RESOURCES – SMS should implement best practices that high achieving
         schools are using.




                                                                                                                  54
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
Are we providing equity and adequacy to all of our teachers?

There is equity between teachers but there are some variances between departments, depending
on the needs of the students.

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

 More funds needs to be used for mentoring teachers on best practices and effective assessment
strategies, as well as more training on analyzing and using student data.

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

 We are constantly making changes to student’s schedules and instruction as we identify
students’ needs through data-driven assessments. With an emphasis to implement DiscoveryEd
assessments and data driven instruction, each student is targeted especially those students who
are below basic and basic.




Tennessee School Improvement Planning Process Templates – 2010                                 55
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?

Our major strengths at SMS are the DiscoveryEd assessment data we receive three times per
year. This data helps teachers plan instruction based on each individual students' need. This
Data drives our instruction and training of teachers as needed. We know this is our strength
because students are achieving and teachers are using the data effectively.




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.)

Our major challenges at SMS are individualizing each student’s instruction, and providing
enough time to review data and collaborate with other teachers. We do not have enough time to
participate in professional development while protecting instructional time. Teachers have the
technology but not always the training to use it in the classroom, in addition the students are not
using the technology enough to aid in assessment based on state standards. We know this
because we have a wide range of levels students are performing. We have the largest resource
department in the district. Each classroom has a variety of technology, however each classroom
is not equal in what is available to each student. Teachers are required by the district to attend
professional development during a regular scheduled school day.


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

 We will address our challenges by continuing to find ways to individualize each student’s
educational plan, plan specific times to review data and collaborate with teacher to plan
instruction based on assessment results. We will continue to ask for additional resources from
our county.




Tennessee School Improvement Planning Process Templates – 2010                                                 56
TEMPLATE 3.4.a: Organizational Practices

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

                                                                                                                                                    School is
                                                                                                                                 School is        organized to
                                     School’s      Organizational                                              School is       organized to        engage the
                                      beliefs,         processes      Organizational          School         organized to        support a         parents and
Current Organizational             mission and        increase the      practices and        provides      be proactive in         diverse       community in
Practices                         shared vision    opportunity for        processes         continuous        addressing          learning          providing
                                     define the        success in       promote the        professional       issues that      community            extended
                                   purpose and       teaching and     effective time-      development      might impede        through its          learning
                                   direction for    learning at all    on-task for all      for school       teaching and     programs and       opportunities
                                    the school.         schools.          students.          leaders.          learning.         practices.       for children.
                                 The mission       SMS reviews        Students are       Faculty           The SMS           SMS provides       SMS provides
                                 statement is      the schedule to    broken in to       meetings are      faculty broken    a Math and         opportunities
                                 posted            insure that the    teams to           held bi-          down by grade     Reading            for guest
                                 throughout the    most effective     increase           monthly after     level teams       Academy lab,       speakers, and
                                 school. It is     use of time is     teacher            school on         meet once a       a special          an On My
                                 reviewed with     being used for     awareness of       Wednesdays.       week during       education          Own
                                 students          all students.      student needs      Staff members     planning to       program for        simulation
                                 periodically      Teachers have      (academic,         attend a          insure that       students with      twice a year
                                 throughout the    routines in the    emotional, and     minimum of        teaching and      disabilities, an   that involves
                                 year.             classroom to       social)            30 hours of       learning are      opportunity for    parents and
                                                   provide            Students are       professional      not hindered.     students to        members of
Evidence of Practice (State in
                                                   needed             kept in close      development       Two guidance      participate in a   the
definitive/tangible terms)
                                                   organization       proximity by       offered by the    counselors are    gifted             community. In
                                                   for the            grade to insure    county. 4         on hand to        program, an        addition there
                                                   students.          movement           times a year an   assist teachers   advanced math      is a
                                                                      time is short      early release     on student        class for high     Symposium
                                                                      between            day is set to     issues. Family    school credit,     held each May
                                                                      classes, with      provide           Friday – a        and, classes       for students to
                                                                      the exception      teachers time     mentoring         for English        showcase their
                                                                      of lunch and       to collaborate    group that        Language           work they
                                                                      related arts.      with another to   addresses         Learners           have done all
                                                                      Teachers           increase          issues students   program,           year during the
                                                                      monitor the        teacher           are facing.       SERT, and          Family Friday



                                                                                                                                                             57
                                                                          classroom by      effectiveness.                      STAR           time.
                                                                          walking                                               programs       Different clubs
                                                                          around                                                               do community
                                                                          ensuring that                                                        service
                                                                          students are on                                                      projects
                                                                          task. Teachers                                                       throughout the
                                                                          arrange their                                                        community.
                                                                          classroom in
                                                                          order to keep
                                                                          students
                                                                          organized and
                                                                          on task.
                                     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?

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

                                     Teacher’s          Discipline        Fewer             Records of        Discipline        Discipline     Classroom
                                     lesson plans       Reports           discipline        teacher’s 30      Reports           Reports        discussions
                                     Discipline                           referrals         hours of
                                     Reports                                                required in-      Attendance        Attendance     Student
What data source(s) do you have      TCAP                                                   service           rate              rate           attitude and
that support your answer?            Expectations                                           meetings is                                        fewer
(identify all applicable sources)    are not clear,                                         kept online                         Gateway        discipline
                                     mission has                                            and at the                          results        referrals
                                     not been                                               central office.
                                     revisited/revise
                                     d
                                     Teachers on        Lower             Significant       District          Lower              A large       Retired
                                     different          numbers of        number of         training, on      numbers of        number of      community
Evidence of effectiveness or         pages/unclear      students out of   students          site training,    students out of   students are   members tutor
ineffectiveness (State in terms of   of expectations    class because     remaining in      and               class because     actively       and interact
quantifiable improvement)            and mission of     of discipline     classroom for     collaboration     of a discipline   engaged in     with students
                                     school                               time on task.     is mandatory      referral          diverse        to raise
                                     Opportunities                                          so all teacher                      learning       achievement


Tennessee School Improvement Planning Process Templates – 2010                                                                                                58
                                 for community                                     participate.                       through           levels.
                                 service                                                                              various           Community
                                 projects                                                                             programs          members serve
                                                                                                                      provided at       on the TSIPP.
                                                                                                                      SMS.
                                 Posted in        All teachers     All teachers    Professional     Teachers are      Various           All students
                                 classrooms for   are working to   are providing   development      proactive in      teachers or       are invited to
                                 students to      build            warm-ups to     and workshops    addressing        community         participate in
                                 view.            relationships    encourage       are provided     issues through    leaders lead      these
                                                  with students    students to     ongoing.         meetings with     these programs    programs.
                                                  to avoid         have time-on-                    grade levels,     and practices
                                                  discipline       task.                            parent            for students
                                                  situations.      Instructional                    meetings,         who best fit
                                                  TCAP result      time is                          seating           the need or
                                                  are used to      scheduled for                    arrangements,     mission for the
Evidence of equitable school
                                                  determine        the least                        removing the      program.
support for this practice
                                                  some class       amount of                        child from the
                                                  placements.      disruption.                      situation, one-
                                                                                                    on-one
                                                                                                    discussions,
                                                                                                    recognizing
                                                                                                    positive
                                                                                                    behavior, and
                                                                                                    /or selective
                                                                                                    grouping for
                                                                                                    group projects.
                                 Continue to      Continue         Continue        Continue         Continue          Continue          Continue
                                 revisit and      building         building        looking for      meeting with      meeting           offering
                                 stress belief,   relationships    relationships   quality in-      teachers to       students’         students,
                                 mission          with students.   and keep        service topics   communicate       diverse needs     parents, and
                                 statement, and   Promote          students on     to benefit the   concerns about    through a         the community
                                 vision for SMS   intrinsic        task by being   teachers and     students and      variety of        programs to
Next Step (changes or            to all           motivation       organized and   unique culture   being             programs and      help students
continuations)                   stakeholders.    among            prepared with   of SMS.          proactive in      practices.        have a learning
                                 Continue         students.        instructional                    addressing        Looking for       opportunity
                                 working on       Providing        information.                     issues that       additional        that is real and
                                 more             more readily                                      might impede      programs to       meaningful.
                                 community        available                                         teaching and      introduce will    These types of
                                 involvement      resources                                         learning.         enable all        programs give
                                 and preparing    through                                                             students to be    students a real



Tennessee School Improvement Planning Process Templates – 2010                                                                                           59
                                 students for     donations.     a part of    world view.
                                 their futures                   learning
                                                                 community.




Tennessee School Improvement Planning Process Templates – 2010                              60
TEMPLATE 3.4.b: Organizational Gap Analysis

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

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

Template 3.4.b: Organizational Gap Analysis

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

        TIME – Teachers are building relationships with students and meeting to be proactive in
         addressing issues that might impede teaching and learning.
        MONEY – Guest speakers are invited and programs are implemented at SMS to allow
         students to gain a real world understanding for their future. Students are provided with a
         student planner to help them stay organized. Teachers provide classroom supplies and
         offer to students whose parents are not providing these each day.
        PERSONNEL – All teachers and staff participate in Family Friday to encourage
         students and listen to their concerns through this mentoring time.
        OTHER RESOURCES


“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality organizational practices?)
        TIME –Arrival and dismissal times should be prompt so that academic day is consistent.
        MONEY – Monies should be provided through the district and BEP 2.0 for supplies for
         students whose parents are not providing pencils and paper each day.
        PERSONNEL – More culturally diverse staff members and volunteers to mentor and
         provide a positive role model for students of diversity.
        OTHER RESOURCES




Tennessee School Improvement Planning Process Templates – 2010                                                     61
Equity and Adequacy:

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

Yes. All administrators have an open door policy and welcome concerns and input from the staff. We have a
faculty advisory committee made up of grade level leaders to voice the concerns of the faculty to administration.

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 funds and resources to meet their needs if approved through administration.

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

As stated previously although we are not meeting the benchmarks for ELL, economically disadvantaged, special
education, African-American we are constantly striving to make a positive difference in their success.




Tennessee School Improvement Planning Process Templates – 2010                                                      62
TEMPLATE 3.4.c: Organization Summary Questions

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

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


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

Our major strengths at SMS include building relationships, more instructional time,
professional development, and student activities. We know this because of the decline in
discipline reports and increased student achievement. Teams among the grade levels are a
strength at SMS because it allows for teachers to know the students better and provide more
dialogue on students’ needs. Teachers are able to spend more time on instructional tasks and
less time on dealing with discipline. Teachers are encouraged to be involved in professional
development, sharing ideas in team meeting, and working with other faculty members to create
a safe environment at SMS. Students have an opportunity to get involved in a variety of
organizations to meet their individual needs. The SMS administration provides quality
programs and guest speakers to enhance the learning environment at SMS.


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

Our major challenges at SMS are student needs and lack of student’s organizational skills.
Many of our students have various emotional needs. Through the mentoring program that has
been initiated, students are able to bond with another adult and discuss their concerns.
Organizational skills are not well-developed in all students. Students do not come to class
prepared. Students forget supplies as well as homework and deadlines.




Tennessee School Improvement Planning Process Templates – 2010                                                         63
Organization Summary Questions- Narrative Response Required
How will we address our challenges?

 SMS will address our challenges with parent support, listening to students, modeling
organizational skills, and making supplies available for students. Promoting parent involvement
will be a key to the success of the students at SMS. Taking time to talk to students encouraging
them and listening to their needs. Teachers by nature are normally planners. Teachers model
and encourage good organizational skills. Materials and supplies are needed to keep students
well-prepared for class.




Tennessee School Improvement Planning Process Templates – 2010                                64
Component 4 – Action Plan Development

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


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


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




Tennessee School Improvement Planning Process Templates – 2010                                                     65
                                                                 GOAL 1 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)                                                                                                                  Revised DATE: __________________________

                     Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
                                                                        Students will meet or exceed the NCLB Benchmark of 89% proficiency on the TCAP Reading/Language Arts
                                                                 Goal   Achievement Test in April 2012.

                    Which need(s) does this Goal address?               Improving student achievement scores on the Reading/Language Arts portion of the TCAP test in all subgroups.

How is this Goal linked to the system‘s Five-Year Plan?                 Helps meet the district goal of all schools making adequate yearly progress.

ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)                                             IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section B – Descriptively list the action you plan to take to ensure    Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
you will be able to progress toward your goal. Action steps are         sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
strategies and interventions which should be scientifically based       step.)
where possible and include professional development, technology,                                                                 Projected Cost(s)
communication, and parent and community involvement initiatives                         Person(s)            Required                                                                Performance Results
                                                                         Timeline                                                   & Funding            Evaluation Strategy
within the action steps of each goal.                                                  Responsible           Resources                                                                    / Outcomes
                                                                                                                                     Sources
                  R/LA teachers will use Discovery Education                                                                     N/A—included in
                                                                        Septembe                            Individual                                     Lesson Plans will           Continue through
  Action            Assessment results to determine student                                R/LA                                    RCS contract
                                                                         r ‘10 –                            Discovery                                    indicate S.P.I.‘s with        2011-2012 school
   Step           proficiency and will plan instruction based on                         Teachers                                 with Discovery
                                                                         May ‗12                         Education results                                teaching strategies                year
                               student proficiency.                                                                                 Education
                    R/LA teachers will engage in subject area           August ‘10         R/LA
                                                                                                                                                         Minutes of meetings           Continue through
  Action              meetings to identify effective teaching           – May ‗12        Teachers          Collaborative           No additional
                                                                                                                                                          documented to be             2011-2012 school
   Step          strategies and to identify and improve areas of                                           Planning Time              costs
                                                                                                                                                         reviewed by admin.                  year
                                    weakness.
                     Students with issues in proficiency will            October         Computer                                                         R/LA teachers will
                                                                                                                                                                                       Continue through
  Action        participate in Academy of Reading, a computer-          ‘10 – May          Lab               Existing              No additional        monitor progress and
                                                                                                                                                                                       2011-2012 school
   Step         based programs designed to improve students‘                ‗12          Assistant         Computer Lab               costs              provide appropriate
                                                                                                                                                                                             year
                                 reading abilities.                                                                                                          instruction.
                                                                        August ‘10         R/LA                                                           Teachers will use
                                                                                                                                                                                       Continue through
                                                                        – May ‗12        Teachers                                                       effective strategies in
                                                                                                                                                                                      2011-2012 school
                 R/LA teachers will plan instruction using the                                              S.P.I.‘s; TN                                 the classroom. EE
  Action                                                                                                                                                                                year 2011, new
                State Performance Indicators while focusing on                                              Blueprint for              $6000                and Admin will
   Step                                                                                                                                                                               Teacher Mentoring
                              assessed items.                                                                 Mastery                                   monitor lesson plans
                                                                                                                                                                                        Program for all
                                                                                                                                                        and conduct regular
                                                                                                                                                                                          subgroups
                                                                                                                                                            walkthroughs.
                                                                        May ‘10 –          R/LA                                                                                        Continue through
                                                                                                                                     Currently
                                                                        April ‗12        Teachers                                                                                     2011-2012 school
                  R/LA teachers will participate in research-                                               Professional              Offered             Teachers will use
  Action                                                                                                                                                                                year 2011, new
                 based professional development that focuses                                                Development           $22700/$26469         effective strategies in
   Step                                                                                                                                                                               Teacher Mentoring
                       on effective teaching strategies.                                                     Offerings              by Board of             the classroom
                                                                                                                                                                                        Program for all
                                                                                                                                     Education
                                                                                                                                                                                          subgroups




Tennessee School Improvement Planning Process Templates – 2010                                                                                                                                           66
                                                                                                                             Students will receive
             A Reading Intervention Teacher will be hired to
                                                                                                                             extra services during   Continue through
 Action       provide instruction to students that are non-      August ‘10     Central      Additional
                                                                                                             Title 1 Funds    school day in other    2011-2012 school
  Step          proficient or score borderline proficient in     – May ‗12      Office    Teacher Position
                                                                                                                              periods other than           year
                addition to the regular R/LA class period.
                                                                                                                               R/LA and Math.
             Student progress communicated to parents via                     All                                                                    Continue through
 Action                                                          August ‘10                                  No Additional   Teachers record on
              progress reports, report cards, and personal                    Teachers         None                                                  2011-2012 school
  Step                                                           – May ‗12                                      costs        communication log.
                            communication                                                                                                                  year
                                                                              R/LA                                                                   Continue through
 Action          Teachers will use Star Reading as an            August ‘10                 Computers/
                                                                              Teachers                       RTTT Funds                              2011-2012 school
  Step           assessment tool three times per year.           – May ‗12                   Internet
                                                                                                                                                           year

                                                                                           Collaborative
            R/LA teachers will engage in collaborative                                                                       Minutes will be kept    Continuing through
 Action                                                           Aug. 10-       R/LA      Planning Time        $5340
            planning to identify effective teaching strategies                                                               of all meetings to be         2012
  Step                                                            May ‗12      Teachers     Library P/D
            and to identify and improve areas of weakness.                                                                   reviewed by admin.
                                                                                               books




Tennessee School Improvement Planning Process Templates – 2010                                                                                                      67
                                                                 GOAL 2 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)                                                                                                                  Revised DATE: __________________________

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

                                                                 Goal   80% of students will score 4 or above on the TCAP Writing Assessment given in February 2012.

                    Which need(s) does this Goal address?               Improving student achievement scores on the Reading/Language Arts portion of the TCAP test in all subgroups.

How is this Goal linked to the system‘s Five-Year Plan?                 Helps meet the district goal of all schools making adequate yearly progress.

ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)                                             IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section B – Descriptively list the action you plan to take to ensure    Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
you will be able to progress toward your goal. Action steps are         sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
strategies and interventions which should be scientifically based       step.)
where possible and include professional development, technology,                                                                 Projected Cost(s)
communication, and parent and community involvement initiatives                         Person(s)            Required                                                                Performance Results
                                                                         Timeline                                                   & Funding            Evaluation Strategy
within the action steps of each goal.                                                  Responsible           Resources                                                                    / Outcomes
                                                                                                                                     Sources
                                                                        August ‘10                                                                         R/LA teachers will          Continue through
                R/LA Teachers will work cooperatively to
                                                                        – May ‗12                         Time to research                                   monitor student          2011-2012 school
  Action        establish a standard school-wide writing                                   R/LA                                  currently offered
                                                                                                            and meet to                                        progress by                   year
   Step         program to provide consistency across grade                              Teachers                                     $169
                                                                                                              discuss                                       evaluating writing        Teach Like a Rock
                levels.
                                                                                                                                                                 samples                     Star
                R/LA Teachers will provide instruction or               August ‘10         R/LA                                                            EE and Admin. will
                                                                                                                                                                                       Continue through
  Action        practice in open-response writing on a weekly           – May ‗12        Teachers                                                        monitor lesson plans
                                                                                                                None                    None                                           2011-2012 school
   Step         basis                                                                                                                                     and conduct regular
                                                                                                                                                                                             year
                                                                                                                                                              walkthroughs.
                R/LA Teachers will provide instruction or               August ‘10         R/LA                                                            EE and Admin. will
                                                                                                                                                                                    Continue through
  Action        practice on elaboration, organization, word             – May ‗12        Teachers                                                        monitor lesson plans
                                                                                                                None                    None                                        2011-2012 school
   Step         choice, and writing mechanics on a weekly                                                                                                 and conduct regular
                                                                                                                                                                                    year
                basis                                                                                                                                         walkthroughs.
                R/LA Teachers will use the state writing                August ‘10         R/LA                                                            R/LA teachers will
                assessment rubric to assess student writing on          – May ‗12        Teachers           State Writing         $2,000.000 for            document use of            Continue through
  Action
                a quarterly basis and will provide feedback that                                            Assessment            copying costs           rubrics in assessing         2011-2012 school
   Step         enables students to correct fundamental errors.                                               Rubrics                BEP 2.0               student writing; EE               year
                                                                                                                                                         and Admin. to review
                Students will use results of mock writing               August ‘10       Students                                                              Mock writing
                assessments to improve deficiencies in their            – May ‗12        and R/LA                                                           assessments will           Continue through
  Action
                writing abilities                                                        Teachers         Writing Prompts               None                  demonstrate              2011-2012 school
   Step                                                                                                                                                  improvement in prior                year
                                                                                                                                                              areas needed




Tennessee School Improvement Planning Process Templates – 2010                                                                                                                                           68
            All core subject area teachers will provide   October     All Core                                               Continue through
  Action                                                                                                   Teachers will
            monthly writing prompts to assess student     ‘10 – May   Teachers   Writing Prompts   None                      2011-2012 school
   Step                                                                                                   evaluate writing
            mastery of current S.P.I.‘s.                  ‗12                                                                      year




Tennessee School Improvement Planning Process Templates – 2010                                                                             69
                                                                 GOAL 3 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)                                                                                                                  Revised DATE: __________________________

                     Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
                                                                        Students will meet or exceed the NCLB benchmark of 86% proficiency on the TCAP Math Achievement test given in
                                                                 Goal   April 2012.

                    Which need(s) does this Goal address?               Improving student achievement scores on the Math portion of the TCAP test in all subgroups.

How is this Goal linked to the system‘s Five-Year Plan?                 Helps meet the district goal of all schools making adequate yearly progress.

ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)                                             IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section B – Descriptively list the action you plan to take to ensure    Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
you will be able to progress toward your goal. Action steps are         sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
strategies and interventions which should be scientifically based       step.)
where possible and include professional development, technology,                                                                 Projected Cost(s)
communication, and parent and community involvement initiatives                         Person(s)            Required                                                                Performance Results
                                                                         Timeline                                                   & Funding            Evaluation Strategy
within the action steps of each goal.                                                  Responsible           Resources                                                                    / Outcomes
                                                                                                                                     Sources
                   Math teachers will use Discovery Education                                                                    N/A—included in
                                                                        Septembe                            Individual                                     Lesson Plans will           Continue through
  Action            Assessment results to determine student                                Math                                    RCS contract
                                                                         r ‘10 –                            Discovery                                    indicate S.P.I.‘s with        2011-2012 school
   Step           proficiency and will plan instruction based on                         Teachers                                 with Discovery
                                                                         May ‗12                         Education results                                teaching strategies                year
                                student proficiency.                                                                                Education
                    Math teachers will engage in subject area           August ‘10         Math
                                                                                                                                                         Minutes of meetings           Continue through
  Action              meetings to identify effective teaching           – May ‗12        Teachers          Collaborative           No additional
                                                                                                                                                          documented to be             2011-2012 school
   Step          strategies and to identify and improve areas of                                           Planning Time              costs
                                                                                                                                                         reviewed by admin.                  year
                                    weakness.
                     Students with issues in proficiency will            October           Math                                                           Math teachers will           Continue through
  Action           participate in Academy of Math and Game              ‘10 – May        Teachers            Existing                                   monitor progress and           2011-2012 school
                                                                                                                                       $2000
   Step           Time, computer-based programs designed to                 ‗12                            Computer Lab                                  provide appropriate                 year
                          improve students‘ math skills.                                                                                                     instruction.                 Brain Pop
                                                                        August ‘10         Math                                                           Teachers will use
                                                                        – May ‗12        Teachers                                                       effective strategies in
                                                                                                                                                                                       Continue through
                 Math teachers will plan instruction using the                                              S.P.I.‘s; TN                                 the classroom. EE
  Action                                                                                                                              $11,000                                          2011-2012 school
                State Performance Indicators while focusing on                                             Blueprint for                                    and Admin will
   Step                                                                                                                               MOBI‘s                                          year. Intervention of
                              assessed items.                                                             Mastery, MOBI‘s                               monitor lesson plans
                                                                                                                                                                                           all groups
                                                                                                                                                        and conduct regular
                                                                                                                                                            walkthroughs.
                                                                        May ‘10 –          Math                                    No additional
                  Math teachers will participate in research-                                               Professional                                  Teachers will use            Continue through
  Action                                                                April ‗12        Teachers                                costs—currently
                 based professional development that focuses                                                Development                                 effective strategies in        2011-2012 school
   Step                                                                                                                          offered by Board
                       on effective teaching strategies.                                                     Offerings                                      the classroom                    year
                                                                                                                                   of Education




Tennessee School Improvement Planning Process Templates – 2010                                                                                                                                           70
                                                               February    All Teachers                                                                        No extended
                                                                                                                                     Teacher will
                                                              ‘10 – May                                           $5,000—                                  contracts submitted
                                                                                                                                  document student
               Tutoring by teachers will be offered during        ‗12                        Funds for            BEP 2.0                                   by SMS faculty for
                                                                                                                                   participation and
  Action      school to students who score non-proficient,                                   Extended                                                             08-09
                                                                                                                                 areas of remediation.
   Step        score borderline, or fall within one or more                                Contracts and
                       targeted groups (SPI time)                                          use of facilities                                                TPAC ―Math I‖
                                                                                                                   $3200                                     differentiated
                                                                                                                                                               strategies
                                                               October        Math                             Provided by the   Teachers will analyze     Continue through
  Action    Common Assessment provided by the Board of
                                                              ‘10 – May     Teachers      Testing Materials       Board of       test data and use it to   2011-2012 school
   Step                   Education
                                                                  ‗12                                            Education          plan instruction.             year
                                                              August ‘10      Math                                               Teachers will analyze     Continue through
  Action     Teachers will use Star Math as an assessment     – May ‗12     Teachers                                              test data and use to     2011-2012 school
                                                                                           Computer Lab         RTTT Funds
   Step                tool three times per year.                                                                                   monitor student               year
                                                                                                                                         growth
                                                                                                                                  Students will receive
              A Math Intervention Teacher will be hired to
                                                                                                                                  extra services during    Continue through
  Action      provide instruction to students that are non-   August ‘10     Central         Additional
                                                                                                                Title 1 Funds      school day in other     2011-2012 school
   Step        proficient or score borderline proficient in   – May ‗12      Office       Teacher Position
                                                                                                                                   periods other than            year
               addition to the regular Math class period.
                                                                                                                                    R/LA and Math.
             Student progress communicated to parents via                  All                                                                             Continue through
  Action                                                      August ‘10                                        No Additional     Teachers record on
              progress reports, report cards, and personal                 Teachers             None                                                       2011-2012 school
   Step                                                       – May ‗12                                            costs          communication log.
                            communication                                                                                                                        year




Tennessee School Improvement Planning Process Templates – 2010                                                                                                             71
                                                                 GOAL 4 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)                                                                                                                  Revised DATE: __________________________

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

                                                                 Goal   Students will raise TCAP Science Achievement test scores by 10% on the assessment given in April 2012.

                    Which need(s) does this Goal address?               Improving student achievement scores on the Science portion of the TCAP test in all subgroups.

How is this Goal linked to the system‘s Five-Year Plan?                 Helps meet the district goal of all schools making adequate yearly progress.

ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)                                             IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section B – Descriptively list the action you plan to take to ensure    Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
you will be able to progress toward your goal. Action steps are         sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
strategies and interventions which should be scientifically based       step.)
where possible and include professional development, technology,                                                                 Projected Cost(s)
communication, and parent and community involvement initiatives                         Person(s)            Required                                                                Performance Results
                                                                         Timeline                                                   & Funding            Evaluation Strategy
within the action steps of each goal.                                                  Responsible           Resources                                                                    / Outcomes
                                                                                                                                     Sources
                                                                                                             Individual
                Science teachers will use Discovery Education                                                                    N/A—included in
                                                                                                             Discovery                                     Lesson Plans will           Continue through
  Action           Assessment results to determine student              Sept. ‘10 –      Science                                  RCS contract
                                                                                                             Education                                   indicate S.P.I.‘s with        2011-2012 school
   Step          proficiency and will plan instruction based on          May ‗12         Teachers                                 with Discovery
                                                                                                            Assessment                                    teaching strategies                year
                              student proficiency.                                                                                  Education
                                                                                                               results
                                                                                         Science                                                          Teachers will use
                                                                                         Teachers                                                       effective strategies in
                Science teachers will plan instruction using the                                            S.P.I.‘s; TN                                 the classroom. EE             Continue through
  Action                                                                August ‘10                                                 No additional
                State Performance indicators while focusing on                                              Blueprint for                                   and Admin will             2011-2012 school
   Step                                                                 – May ‗12                                                     costs
                             the assessed items                                                               Mastery                                   monitor lesson plans                 year
                                                                                                                                                        and conduct regular
                                                                                                                                                            walkthroughs.
                                                                                         Science                                                             Teachers will
                                                                                         Teachers                                                       document promotion
  Action          Students will participate in the Science Fair           Spring                         Materials needed              $600                                            Continue through
                                                                                                                                                              and provide
   Step          held by the Robertson County School System             2010-2012                           for project               BEP 2.0                                            school years
                                                                                                                                                             assistance to
                                                                                                                                                              participants
                                                                                         Science              Teacher‘s                                                             IXL Learning, Science
  Action        Science teachers will plan weekly differentiated        August ‘10       Teachers             manuals,                                       Lesson plans,           Conf P/D, Speaker –
                                                                                                                                       $9200
   Step                     instructional activities                    – May ‗12                         Internet, teacher                                  walkthroughs                S. Bargalze,
                                                                                                           resource books                                                            Document Cameras
                       th       th
                     6 and 8 grade science teachers will                                 Science                                                         Minutes of meetings
  Action                            th                                  August ‘10
                 collaborate with 7 grade teachers to discuss                            Teachers               None                  $25000              documented to be           MIT Conference 2010
   Step                                                                 – May ‗12
                        effective instructional strategies                                                                                               reviewed by admin.



Tennessee School Improvement Planning Process Templates – 2010                                                                                                                                           72
             Student progress communicated to parents via                 All                                                    Continue through
  Action                                                     August ‘10                     No Additional   Teachers record on
              progress reports, report cards, and personal                Teachers   None                                        2011-2012 school
   Step                                                      – May ‗12                         costs        communication log.
                            communication                                                                                              year




Tennessee School Improvement Planning Process Templates – 2010                                                                                 73
                                                                 GOAL 5 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)                                                                                                                  Revised DATE: __________________________

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

                                                                 Goal   Students will raise TCAP Social Studies Achievement test scores by 10% on the assessment given in April 2012.

                    Which need(s) does this Goal address?               Improving student achievement scores on the Social Studies portion of the TCAP test in all subgroups.

How is this Goal linked to the system‘s Five-Year Plan?                 Helps meet the district goal of all schools making adequate yearly progress.

ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)                                             IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section B – Descriptively list the action you plan to take to ensure    Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
you will be able to progress toward your goal. Action steps are         sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
strategies and interventions which should be scientifically based       step.)
where possible and include professional development, technology,                                                                 Projected Cost(s)
communication, and parent and community involvement initiatives                         Person(s)            Required                                                                Performance Results
                                                                         Timeline                                                   & Funding            Evaluation Strategy
within the action steps of each goal.                                                  Responsible           Resources                                                                    / Outcomes
                                                                                                                                     Sources
                S.S. teachers will engage in collaborative              August ‘10     Social                                    No additional
                                                                                                                                                         Minutes of meetings
  Action        subject area meetings to identify effective             – May ‗12      Studies             Collaborative         costs
                                                                                                                                                          documented to be
   Step         teaching strategies and to identify and improve                        Teachers            Planning Time
                                                                                                                                                         reviewed by admin.
                areas of weaknesses.
                S.S. teachers will plan diversified instruction,        August ‘10     Social                                                             Teachers will use
                including quarterly open-response writing               – May ‗12      Studies                                                          effective strategies in            Samples
                activities, using the State Performance                                Teachers             S.P.I.‘s; TN                                 the classroom. EE           documented, post on
  Action                                                                                                                         $2087
                Indicators while focusing on the assessed                                                   Blueprint for                                   and Admin will           Writing Hall of Fame
   Step         items.                                                                                        Mastery                                   monitor lesson plans         Speaker Mr. Lincoln
                                                                                                                                                        and conduct regular            and Study Island
                                                                                                                                                            walkthroughs.
                S.S. teachers will administer State                     August ‘10     Social                                    No additional          Teachers will monitor
                                                                                                                                                                                    Continue through
  Action        Performance Indicator-based assessments in              – May ‗12      Studies           Collaborative           costs                    results and adjust
                                                                                                                                                                                    2011-2012 school
   Step         September and March, using the results to plan                         Teachers          Planning Time                                        instruction
                                                                                                                                                                                    year
                instruction based on proficiency                                                                                                             accordingly
                S.S. teachers will use Study Island as a tool to        August ‘10     Social                                    $1, 687.00                                            Continue through
  Action                                                                                                 Computer/                                      Teachers will monitor
                reinforce and improve areas of weakness                 – May ‗12      Studies                                                                                         2011-2012 school
   Step                                                                                                  Internet                                         student progress
                                                                                       Teachers                                                                                              year
                Student progress communicated to parents via                           All                                                                                             Continue through
  Action                                                                August ‘10                                                 No Additional         Teachers record on
                 progress reports, report cards, and personal                          Teachers                 None                                                                   2011-2012 school
   Step                                                                 – May ‗12                                                     costs              communication log.
                               communication                                                                                                                                                 year




Tennessee School Improvement Planning Process Templates – 2010                                                                                                                                           74
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?

A collaborative process was used throughout the SMS SIP development. This year, sub-
committees met and or reported via email to divide component work and outline timetables for
completion. As each successive component had some dependence upon the one before it, timely
completion was a top priority on the agenda. Parent committee members were communicated
with about times and dates of meetings and/or e-mailed pertinent information. Team members of
Component 2 used a parent survey from the fall 2010 Blue Ribbon School application process to
get input regarding what SMS parents considered to be the most important elements in their
child’s education. Student surveys were conducted as well for the BRS application to get their
input about their educational experience at SMS and what could be done to make it better. Both
surveys allowed the SIP team to include parent/student input into the SMS mission statement,
beliefs, and vision. It is upon this that school action plans will be based. Survey results are on
file at Springfield Middle School as well as agendas for Blue Ribbon School Council, sub-
committee, student advisory committee, and parent advisory committee meetings.

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

 Previous TCAP 2009-2010 data reveal areas of proficient, advanced, basic and below basic
progress. AYP was not met in math, reading and language overall as required by NCLB (AYP).
The SIP goals were based on the prioritized goal targets developed in Component 1...To better
target those areas of basic and below basic and borderline advancement, the goals of SMS must
reflect attainable benchmarks that will be checked with ongoing data accumulation throughout
the 2010-2011 and 2011-12 school years. During the current and subsequent school years,
teachers will monitor student achievement based on clear, relevant data. Both formative and
summative data will be used to check ongoing progress and year-end AYP. Formative
assessments include DiscoveryEd., mock writing assessments, county common assessments,
teacher developed criterion-referenced tests, Reading and Math Academy, and STAR reading
and math. Reading and math intervention classes were developed to give below basic, and
borderline proficient students additional time to reach mastery. Other, less formal tools are used
to check alignment of data and goals. Lesson plans must reflect objectives, student performance
indicators (SPIs), daily assessments, and specific modifications for targeted non-proficient and
borderline students. Daily BWTs (warm-ups) are given at the beginning of each class to
reinforce skills and concepts as well as assess retention of stated objectives. Oversized SPI
posters in each class serve as a daily reference for students and faculty, allowing a visual


                                                                                                                 75
Evidence of Alignment of Data and Goals – Narrative response required
connection between SPI objectives and lessons. DiscoveryEd. data will be analyzed to determine
student achievement. In areas of below expected achievement, grade level and subject area
teams will discuss, at weekly PLC meetings, instructional strategies and interventions and
change those that do not appear to be getting the desired results. Students will track their own
alignment of data and goals by keeping DiscoveryEd portfolios in Reading/Language, Math and
Science classes. Teachers of these subjects will conference with students within two weeks of
result receipt for each sequence of testing. Ongoing DiscoveryEd. practice through BWTs,
classroom computer time, test probe practices, and Reading/Math Academy time will enable the
students to track their progress and record it in their portfolio. Teachers were given training to
access broader TVAAS data from the previous year’s TCAP testing. This enabled them to see
exact data on specific areas of need for each student. Each teacher recorded those students
proficiency information, paying special attention to those students who were below or borderline
proficient. During all lesson planning, the needs of these students will be targeted. Another
layer of academic intervention and assistance was added by the counselor developed Academic
Pyramid of intervention to provide a multi-level approach to intervention.

Evidence of Communication with All Stakeholders – Narrative response required
What evidence do we have of our communication of the TSIPP to all stakeholders?

 All stakeholders must be kept informed of the TSIPP. PLC team and Level meetings have met
regularly through the planning process and will continue to meet on a weekly and monthly basis.
During all meetings, alignment with the plan will be discussed, as well as data to support success
or lack thereof toward proficiency. At each monthly Level meeting, Dr. Morris will lead
teachers in assessing strategies and interventions to determine areas of strength and weakness.
Changes and modifications of these will be made during these meetings in areas showing need.
The Administration has met with teachers to help them develop additional strategies to assist
them in the classroom. All teachers are strongly encouraged to visit all other classes during the
year to observe other strategies that they might want to incorporate into their classroom
instruction. A standardized web-based grade keeping system was adopted school-wide. This
system, Engrade, allows parents to check daily progress of their student, seeing work missed and
assessment progress. Email contact between parent and teacher is an integral part of this
communication tool. Twice yearly Parent-Teacher Conferences provide ongoing communication
with parents. Teachers are to specifically address areas of strengths and weaknesses for students,
and work up an action plan with the parent to improve needed SPI areas. Teachers will relay
DiscoveryEd testing information and student progress through notes home, phone calls, emails, 4
½ week progress reports, and 9 week report cards. Mass email notes are sent as reminders to
parents about upcoming testing, grade notifications, and meetings. Parent Advisory Committee
members are notified of committee meetings throughout the year, encouraging them to attend for
an ongoing exchange of information regarding progress toward goals. A copy of the finalized
SIP is posted on the SMS homepage.




Tennessee School Improvement Planning Process Templates – 2010                                  76
Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals – Narrative
response required
What evidence do we have that shows our beliefs, shared vision and mission in Component 2 align with our goals in
Component 4?
  The SMS mission statement, beliefs, and vision were formed through collaborative efforts by
the school and the community. Indicator 2.2 of Component 2 addresses researched based
instructional strategies and continuity of assessment. It also indicates that decision making is a
shared process that includes the principal, parent advisory committee, faculty, and other
appropriate stakeholders. Frequent meetings between all of these stakeholders will ensure that
all keep the goals front and center. The goals created by Component 4 were driven by the goal
targets in Component 1 and reflect the appropriate steps required to implement the beliefs,
shared vision, and mission of SMS. Analysis of TCAP and DiscoveryEd data, researched based
curriculum and instructional strategies, and differentiated instruction are all discussed in grade
level and subject area meetings to ensure alignment. Teachers use the county mandated early
release days as time for in-depth analysis of strategies used to help all students improved their
level of proficiency. For benchmarks to be met, all instruction must be planned by using
required resources and evaluation strategies. Summative Data tracking sheets will be kept by
administrators to record implementation of evaluation strategies.

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?

 Component 3 of the SIP identified challenges/next steps needed to be met. The action steps of
Component 4 were based on these challenges/next steps and focus on curricular, instructional,
assessment and organizational practices. Specific actions must be taken to be able to progress
toward our prioritized goal targets. Teachers at Springfield Middle School use state approved
standards and correlating guides when planning lessons. Lessons are also planned using data
that indicate areas of non-advancement/ or below desired progress. The instructional practices at
SMS are not only aligned with assessment, but are also driven by research based strategies.
Marzano’s instructional practices are a planning tool used by all teachers. All teachers also
attended several professional development classes during the summer and fall of 2010, focusing
on research based instructional strategies and differentiated learning and assessment methods.
The various formal and informal assessment questioning practices used are all based on needs
shown by available data and are developed using scientific based techniques. All teachers were
given a list of best practices specific to their subject area to help them to further develop lessons
that are targeted toward student success.




Tennessee School Improvement Planning Process Templates – 2010                                                77
Suggestions for the Process – Narrative response required
What suggestions do we have for improving our planning process?

 No matter how well organized, all improvement processes can be made better. On-going review
of the process is crucial to improving our planning process. The SIP must be more than a
document sent to the state. It must be a reference when writing daily lesson plans, formulating
assessments, holding meetings, assessing data, meeting with students and parents, and
communicating with all other stakeholders. Each action step, strategy, and intervention must be
constantly evaluated to determine effectiveness and modified if needed to attain desired results.
Scheduled SIP Leadership Team, PLC, grade level, subject area, parent/teacher, and student
meetings, must always focus on the goals and action steps. Specific items on each agenda must
reflect time for honest discussion of progress or lack thereof. Continually improved
communication to all stakeholders of important items, such as assessment results, instructional
strategies, and collaboration will contribute to the continuation of our shared vision

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?

 To implement the action steps all stakeholders must know what the steps are and who the
person is responsible for seeing that those steps are carried out. This will be done, first, by
getting all teachers and administrators a final copy of the SIP via email. The SIP Leadership
team will analyze and discuss the action steps at their next meeting. Any person on the team
who is responsible for a specific action step will note that and check the timeline for completion
as well as suggested evaluation strategies. The next team/grade level meetings will focus on the
action plans that are to be implemented by the teachers and those strategies and interventions
suggested as well as those already being used that have been successful. The April Level
meetings will devote time to those steps already taken as well as those that are ongoing.
Responsible persons will report on progress and/or needs. Lesson plans will reflect SPI based
instruction with data driven strategies and interventions, targeted toward stated goals in each
subject area. Raising DiscoveryEd scores on formal tests and in student practice work, recorded
in student folders, will reflect positive growth toward stated goals. Administration walk-through
checklists will reflect teacher focus on goals and action steps.




Tennessee School Improvement Planning Process Templates – 2010                                          78
Evidence of the Use of Data – Narrative response required
What is the plan for the use of data?

 All available data will be used throughout this and the subsequent year to assess progress toward
stated goals and effectiveness of strategies and interventions implemented. Upon receipt of
DiscoveryEd scores, each Math, Reading/Language, and Science teacher will evaluate the data
and, in subject area meetings, develop a plan to improve upon areas showing non-proficiency
and borderline proficiency. DiscoveryEd data will be made available to individual students
within 2 weeks of receipt of the data. Teachers will conference with each student and reports
will be sent home. Parents will be notified by School Reach calls that the DiscoveryEd scores are
being sent home, so that they can see and support students in areas of need. As students use
classroom computers or teacher generated probes, they will record their progress in their folders
or on tracking sheets. Teachers will regularly review student folders/tracking sheets to plan
lessons to remediate and enrich where needed. To assist teachers with using DiscoveryEd data, a
DiscoveryEd Corporation representative presented training designed to enable the teacher to
more easily and effectively use the data to target and plan in areas of specific student needs and
to develop practice probes for remediation. Additional practice probes which were developed by
an administrative assistant for use by students on classroom or home computers. Social Studies
teachers will use DiscoveryEd style practice probes for BWTs, Study Island, and quizzes to
check SPI proficiency. These results will be kept on a special tracking sheet for the students to
follow and the teacher to use when planning. School administrators will share DiscoveryEd and
teacher reported classroom gains during daily student Breakfast Meetings, using the data to
encourage students to keep progressing. All teachers will use TVAAS data for non-proficient
and borderline students to plan lesson modifications. These will be reflected on lesson plans.




Tennessee School Improvement Planning Process Templates – 2010                                 79
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)
Evidence of Monitoring Dates – Narrative response required
What are the calendar dates (Nov/Dec and May/June) when the School Leadership Team will meet to sustain the
Tennessee School Improvement Planning Process? Identify the person(s) responsible for monitoring and the role
they will play in the monitoring process.

The SIP Leadership Team will meet in the SMS Conference Room at 7:15 AM on the first
Thursday of every quarter (Aug/Oct/Dec/Feb/April). Dr. Mike Morris, principal, is responsible
for communicating the meeting time and location, if changed, and the agenda. These will be
open meetings and all faculty members are welcome to attend. The minutes of each meeting will
be distributed to all staff members.

The team consists of the following personnel:
Dr. Mike Morris………………………………Principal
Ms. Cynthia Webb……………………………Assistant Principal
Mr. Grant Bell……………………………….. Assistant Principal
Ms. Amanda Mounts………………………… Resource Teacher:                                     Component 1A
Ms. Karen Pollard…………………………….Instructional Coach:                                 Component 1B
Mr. Charles Pigg…………………………….. 8th Grade Teacher:                                  Component 2
Ms. Sara Jane Park……………………………6th Grade Teacher:                                   Component 3
Ms. Tammy Bradley…………………………. 6th Grade Teacher:                                   Component 4
Ms. Sharon Hargraves……………………….. 7th Grade Teacher:                                Component 5
Ms. Dianne Proffitt……………………………Consultant
Mr. Michael Baldwin………………………….Parent
Mrs. Karen Shoemaker ……………………….Parent
LeeRay Green…………………………………6th Grade Teacher
Lauren Phillips………………………………..School Counselor
Laurie Cape…………………………………...School Counselor




Tennessee School Improvement Planning Process Templates – 2010                                                    80
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 Leadership Team, with feedback from the Professional Learning Committees (PLC), will
hold quarterly meetings to evaluate available results of DiscoveryEd data, writing practice tests,
Reading Academy reports, and Academy of Math reports, subject area chair reports, and lesson
plans. The data will be analyzed to determine whether the action steps are having the desired
effect on student achievement. If results are positive, the steps will be continued. If there are
areas where student achievement is not moving toward or reaching desired levels, the team will
discuss adjustments needed to better ensure positive student progress. Through Level meetings,
results of the Leadership Team evaluations will be disseminated and discussed. This information
will, in turn, be taken to subject and grade PLC meetings to ensure that all teachers are aware of
any changes they need to make. Additionally, administrators and the consultants will meet with
teachers individually to analyze plans and classroom strategies and interventions. Should
DiscoveryEd reviews indicate a lack of desired progress, teaching strategies will be analyzed and
modified by the content area teacher as necessary.

Evidence of a Process for Adjusting Plan – Narrative response required
What will be the process that the School Leadership Team will use for adjusting our plan (person(s) responsible,
timeline, actions steps, resources, evaluation strategies) when needed?

The Leadership Committee, after analyzing and monitoring the plan, will make suggestions for
adjustments of teaching strategies. These suggestions will be made to the person responsible for
the action step as indicated in Components 4.2 and 4.3. The Committee results/suggestions will
be discussed at PLC, subject and grade level meetings wherever the action steps are carried out
by teachers. With bi-monthly grade PLCs and subject area meetings, monthly Level, and
quarterly Leadership meetings, ample opportunity to discuss and implement adjustments will be
available. Should administrators need to offer further professional development or technology
opportunities, adjustments in these areas will be made as they present them to central office

Evidence of a Plan for Communicating to All Stakeholders – Narrative response required
How will the School Leadership Team communicate success/adjustments of the plan to stakeholders and solicit
ongoing input from stakeholders?

 All stakeholders (teachers, administrators, parents, and community) must be made aware of
whether or not progress is being made toward stated goals. Results from the 3 DiscoveryEd tests
will be analyzed by administrators, teachers, students, and parents. Progress reports will show
students and parent areas of strengths and needs of improvement. Progress reports need to
reflect specific SPI based assignments, so all stakeholders can track specific needs. Report cards
will be sent home each 9 weeks to reflect quarterly progress. DiscoveryEd reports, writing
assessment results and TCAP scores will all be sent to parents. Teachers will communicate to
parents, through email and Engrade, about student improvement. At the end of each quarter, the
principal will give a PowerPoint presentation updating academic progress at faculty meetings.
The principal will give periodic PowerPoint presentations to the students during morning
assembly to provide them with a personal ownership of their learning. Students who have moved


Tennessee School Improvement Planning Process Templates – 2010                                                     81
from non-proficient to proficient will be singled out for recognition. School-wide progress will
be communicated through a posting on the school web site. DiscoveryEd results can be accessed
by parents through the Internet using our school website and the student’s login number. If
TCAP scores are available by the May 2011 8th grade graduaton night, students making progress
will be recognized that evening. 6th and 7th grade students making progress will be recognized at
a school-wide assembly at the beginning of the 2011-2012 school year, with parents and
community being invited to attend. Grade-level, group pictures will be taken to celebrate
success and posted on the school web site, in the school, as well as sent to the local newspaper.




Tennessee School Improvement Planning Process Templates – 2010                                 82

				
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