Tennessee School Improvement Plan - McMinn County Schools

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					Tennessee School Improvement
  Planning Process (TSIPP)

        SIP Templates




    Tennessee Department of Education
      Commissioner Lana C. Seivers

              August 2007
              Tennessee School Improvement Planning Process
                                 (TSIPP)
                                          Assurances
                                      with Signature of Principal




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




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




__________________________________________                               ______________________
Signature of Principal                                                   Date Signed




Tennessee School Improvement Planning Process Templates – August, 2007                  Page 2 of 72
Component 1a - School Profile and Collaborative Process
TEMPLATE 1.1: SIP Leadership Team Composition
In the School Improvement process, six co mmittees exist: a leadership team and five subcommittees. Establish a
subcommittee for each of the five co mponents 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
initiat ives within the school. These stakeholders could include representatives from the fo llowing groups: teachers,
administrators, non-certified personnel, commun ity, parents, and students. In high schools, be sure to represent
faculty fro m 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)
Penny L. Smith                 Y             Teacher—First Grade                 Component 4
Denise H. Roach                Y             Teacher—Seventh/Eighth              Component 4
Diane Vinson                   N             Principal                           Component 4
Faun Ramey                     N             Teacher—Seventh/Eighth              Component 1
Carolyn Swafford               N             Teacher—Second Grade                Component 2
Michelle Newman                N             Teacher—Fifth Grade                 Component 3
Patti Smith                    N             Teacher—Sixth Grade                 Component 5
Tammy Patton                   N             Teacher—Third Grade                 Component 5
Mary Thurman                   N             Math Coordinator                    Component 5
Sue Walker                     N             Library Assistant                   Component 1
Vicki Thornburg                N             Administrative Assistant            None
Diane White                    N             Parent                              Component 4
Madison Quirk                  N             Student                             None




Tennessee School Improvement Planning Process Templates – August, 2007                                   Page 3 of 72
Component 1a - School Profile and Collaborative Process
TEMPLATE 1.2: Subcommi ttee Formati on and Operati on
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 assign ed to appropriate
committees based on strength, skills and knowledge.

If there are guiding init iatives 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 co mmunicate the
progress to the SIP Leadership Team.

In completing the templates that name the members of the s ubcommittees, 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 subcomm ittee chairs are on
file and check the bo x 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
Faun Ramey                                                       Teacher—Seventh/Eighth                        Y
Sue Richards on                                                  Gu idance Counselor                           Y
Alison Decker                                                    Teacher—Fourth Grade                          N
Amy Vaug hn                                                      Teacher—Fifth Grade                           N
Andrea Edgemon                                                   Teacher—Third Grade                           N
Betty Green                                                      Teacher—Second Grade                          N
Glen Puryear                                                     Assistant Principal                           N
Amber Belk                                                       Teacher—Seventh/Eighth                        N
Phillip Cook                                                     Teacher—Fourth Grade                          N
Shelia Roderick                                                  Teacher—Kindergarten                          N
Paige Bennett                                                    Teacher—First Grade                           N
Li bby J ohnson                                                  Cafeteria Manager                             N
Judy Wilcox                                                      Head Custodian                                N

Sue Walker                                                       Library Assistant                             N
Betty Wright                                                     Cafeteria                                     N
Darus Burke                                                      Parent                                        N
Matthew B urke                                                   Student                                       N


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




Tennessee School Improvement Planning Process Templates – August, 2007                                    Page 4 of 72
                      Component 1 Subcommittee has met to address critical
                                                                                              YES      NO
                            components of the SIP and minutes are on file.

             Faun Ramey
             Subcommittee 1 Chair Signature


Subcommittee for COMPONENT                         2 Beliefs, Mission and Vision
                         Member Name                                               Position           Chair
Carolyn S wafford                                                Teacher—Second Grade                   Y
Teresa Quirk                                                     Teacher—Second Grade                   Y
Ray Marshall                                                     Teacher—Physical Education             N
Renee’ Al bert                                                   Teacher—Sixth Grade                    N
Wayne All mon                                                    Teacher—Physical Education             N
Micki Key                                                        Teacher—Second Grade                   N
Carolyn McDonal d                                                Teacher—Pre-Kindergarten               N
Beverl y Bishop                                                  Consulting Teacher                     N
Renee Hicks                                                      Teacher—Kindergarten                   N
Muffett Morehead                                                 Teacher—Speech                         N
Lisa Anderson                                                    Teacher—Art                            N
Donal d Brown                                                    Custodian                              N
Tara Brown                                                       Instructional Assistant                N
Parthenia Hester                                                 Cafeteria                              N
Melissa Rhodes                                                   Instructional Assistant                N
Diana McKheehan                                                  Parent                                 N
English Derrick                                                  Student                                N
(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




Tennessee School Improvement Planning Process Templates – August, 2007                              Page 5 of 72
Subcommittee for COMPONENT                         3   Curricular, Instructional, Assessment, and
                                                       Organizational Effectiveness
                         Member Name                                               Position             Chair
Michelle Newman                                                  Teacher—Fifth Grade                      Y
Michelle Derrick                                                 Teacher—Kindergarten                     Y
Heath Frazier                                                    Teacher—Seventh/Eighth Grade             N
Pam Hutsell                                                      Reading Coordinator                      N
Missy Ammons                                                     Teacher—Seventh/Eighth Grade             N
Doug Wilson                                                      Teacher—Special Education                N
Kelli Hester                                                     Teacher—Fourth Grade                     N
Lindsey Williams                                                 Teacher—Fifth Grade                      N
Caren Shell                                                      Instructional Assistant                  N
Becky Bishop                                                     Cafeteria                                N
Brooke Buckner                                                   Instructional Assistant                  N
Jan Lee                                                          Admin istrative Assistant                N
Angie Hyde                                                       Parent                                   N
Kayla Crisp                                                      Student                                  N
JoAnn Hock man                                                   Parent                                   N
(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




Tennessee School Improvement Planning Process Templates – August, 2007                                Page 6 of 72
Subcommittee for COMPONENT                         4 Action Plan Development
                         Member Name                                              Position             Chair
Denise H. Roach                                                 Teacher—Seventh/Eighth Grade             Y
Penny L. S mith                                                 Teacher—First Grade                      Y
Diane Vinson                                                    Principal                                N
Kristi Dills                                                    Teacher—First Grade                      N
Beth B owman                                                    Teacher—Seventh/Eighth Grade             N
Crystal Yanculeff                                               Librarian                                N
Penny Alawatt                                                   Teacher—Special Education                N
Melissa Bates                                                   Teacher—First Grade                      N
Betty Acuff                                                     Teacher—Fifth Grade                      N
Suzie Toomey                                                    Teacher—Pre Kindergarten                 N
Angela Long                                                     Teacher—Music                            N
Arthenia Wilcox                                                 Cafeteria                                N
Tammy Sharpe                                                    Custodian                                N
Cheryl Merri man                                                Instructional Assistant                  N
Nancy Wilson                                                    Instructional Assistant                  N
Ran Hudson                                                      Custodian                                N
Diane Whi te                                                    Parent                                   N
Deanna Dockery                                                  Parent/President of PTO                  N
Jake White                                                      Student                                  N
(tab in last cell to create a new row as needed)


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


             Subcommittee 4 Chair Signature




Tennessee School Improvement Planning Process Templates – August, 2007                               Page 7 of 72
Subcommittee for COMPONENT                         5 The School Improvement Plan and Process Evaluation
                         Member Name                                           Position                Chair
Mary Thurman                                                    Math Coordinator                         Y
Penny L. S mith                                                 Teacher—First Grade                      N
Denise H. Roach                                                 Teacher—Seventh/Eighth Grade             N
Faun Ramey                                                      Teacher—Seventh/Eighth Grade             N
Carolyn S wafford                                               Teacher—Second Grade                     N
Michelle Newman                                                 Teacher—Fifth Grade                      N
Patti Smith                                                     Teacher—Sixth Grade                      N
Tammy Patton                                                    Teacher—Third Grade                      N
Diane Vinson                                                    Principal                                N
Wendy Cook                                                      Parent                                   N
Johnny King                                                     Parent                                   N
Alyssa King                                                     Student                                  N
(tab in last cell to create a new row as needed)


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


             Subcommittee 5 Chair Signature




Tennessee School Improvement Planning Process Templates – August, 2007                               Page 8 of 72
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 (Includi ng surveys)
Use surveys to capture perceptual data. Admin ister 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 p ractice.

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 SA CS Surveys (NSSE).

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

Data Source                         Relevant Findings
Parent Surveys                      Makeup of household, Parent’s Race/Ethnicity, Level of Education,
                                    Household Income

                                    According to the information obtained,
                                       o 62% of Riceville’s students live with both their mother
                                          and father;
                                       o 13% live with mother only;
                                       o 3% live with father only;
                                       o 12% live with mother and stepfather;
                                       o 1% live with father and stepmother;
                                       o 6% live with grandparents;
                                       o 3% live with some other guardian.

                                    The information gathered revealed the education of parents to be
                                    as follows:
                                        o 47% of fathers had a high school diploma;
                                        o 31% with some college;
                                        o 6% with a B.S. degree;
                                        o 2% with a Master’s degree; and
                                        o 14% with no high school diploma.

                                    The mother’s level of education broke down as:
                                       o 48% with a high school diploma;
                                       o 33% with some college;
                                       o 8% with a B.S. degree;
                                       o 5% with a Master’s degree; and


Tennessee School Improvement Planning Process Templates – August, 2007                               Page 9 of 72
Data Source                       Relevant Findings
                                      o 6% with no high school diploma.

                                  The education level of other guardians and step-parents living in
                                  the home are
                                      o 58% with a high school education;
                                      o 16% with some college;
                                      o 21% with a B.S. degree; and
                                      o 5% with no high school diploma.

                                  Household income levels showed
                                     o 29% to be below $25,000;
                                     o 29% to be between $25,001 and $50,000;
                                     o 19% to be between $50,001 and $75,000;
                                     o 17% to be between $75,001 and $100,000; and
                                     o 6% to be over $100,000.

Family Friendly Survey            Welcoming environment, communication, degree of parental
                                  involvement, and support for home learning

                                      o   89.58% of parents felt we have a welcoming environment
                                      o   72.60% of parents felt we have good communication
                                      o   76.63% of parents felt we have a high degree of parental
                                          involvement
                                     o 77.70% of parents felt we have good support for home learning
School Climate Survey             Highest averages in leadership and expectations.

                                      o   Leadership- 4.71 out of 5.0
                                      o   Expectations- 4.57 our of 5.0

                                  Lowest averages in order and involvement.

                                      o Order- 4.24 out of 5.0
                                      o Involvement- 4.24 out of 5.0
Teacher Survey                    Collaboration, Decision Making Processes, Resource Allocation,
                                  Instructional Strategy Use

                                      o   86% of our staff felt that we collaborated effectively together,
                                          including support staff
                                      o   All areas of collaboration were high.

                                      o   100% of our staff agreed that they have flexibility concerning
                                          the instructional practices used in their classrooms and that our
                                          school’s leadership team manages the change process.
                                      o   Only 59% felt that they had the opportunity to participate in
                                          significant school-level policies.




Tennessee School Improvement Planning Process Templates – August, 2007                         Page 10 of 72
Data Source                       Relevant Findings
                                      o 25% felt that financial resources were available to facilitate
                                         their own improvement initiatives.
                                      o 38% felt the school provided additional assistance for teachers
                                         responsible for classes with unusual ranges of student ability.
                                      o 52% felt that the school had adequate amount of teaching
                                         resources such as texts, curriculum materials, and other
                                         teaching aides, including technology.
                                      o 55% felt appropriate support personnel were available to assist
                                         them if needed.
                                      o 65% felt that our resource allocation supported our goals.

                                      o   91% felt that the curriculum stressed learning skills and
                                          application to the ―real world‖.
                                      o   89% felt that the curriculum made meaningful linkages between
                                          learning opportunities and their students’ lives and experiences.




Tennessee School Improvement Planning Process Templates – August, 2007                        Page 11 of 72
TEMPLATE 1.3.2: Narrati ve and Analysis of Relevant School and Communi ty Data
Some of the factors to consider in this narrat ive and analysis might be historical backg round, facilit ies,
environmental and safety concerns, socio-economic factors, parent/guardian demographics, honors classes, unique
programs, parental support, school-business partnerships, major emp loyers, 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:

Collection of Demographic Data and Analysis


SCHOOL CHARACTERISTICS

School History

Riceville Elementary School was first established in 1857. The building and site of this first
school were utilized until 1908.

In 1908 through private subscriptions and money from McMinn County, a three-room frame
building was built. In 1911 McMinn County took Riceville into its school system, and the
school became the junior high school. Two classrooms were added in 1914. At this time, the
program of instruction also included two years of high school work. By 1926 the McMinn
County School Board condemned the wooden building as a fire hazard.

A ten-classroom brick building was constructed in 1926-1927. The new school building was
occupied at the beginning of the 1927 school year. Throughout the following years, classrooms
were added to Riceville as the school population grew. County buses were used to transport
students. In 1951 the two- year high school was discontinued, and the students were transferred
to McMinn County High School. Riceville became a first through eighth grade elementary
school.

In 1966 a new school building was constructed north of Riceville on Highway 11. The school
was designed for 600 students. The recreation area consisted of a baseball field, a football field,
outdoor amphitheater, and two playgrounds—one for lower grades and one for upper grades. At
the beginning of the 1967 school year, faculty, staff, and students moved into the new building.

In September 1968 Riceville became the first school in McMinn County to have kindergarte n
classes. During the 1990’s through the present, we have averaged between 70-80 kindergarten
students.

In the past fourteen years, several additions have been made to Riceville Elementary. In 1996-
1997 a new wing was added to the school. Originally, this wing housed six classrooms (for



Tennessee School Improvement Planning Process Templates – August, 2007                           Page 12 of 72
seventh and eighth grades), restrooms, a custodian’s closet, and a teachers’ lounge. However,
the teachers’ lounge was converted into a meeting room/CT office in the fall of 2007. In order to
better accommodate enrollment and meet state guidelines, five portable classrooms have been
added over the years. These classrooms now house the three new Pre-K classes, music and art,
and the reading coordinator’s class. In 2006-2007 another wing was added to the school. This
wing houses six classrooms (for second and third grades), restrooms, two janitors’ closets, a
teachers’ restroom, and a computer lab. As of October 2009, our enrollment has grown to 707
students.

Throughout the years, Riceville’s parent teacher organization (PTO) has worked hard to give
Riceville students a diverse and well-rounded education. PTO has provided funds for computer
equipment, ―Reading is Fundamental‖ (RIF), playground equipment, and many extra items for
students. The parents also work long hours giving their time to many other projects and
individual student tutoring.

From the time of establishment of the first school in 1857 until the present, some of the people
who have served as principal of Riceville School are as follows: Dr. N.B. Go forth, Professor
Robinson, John Miller, Mr. Gentry, Mr. Lowry, William Henderson, Miss Mamie Heiskell, W.L.
Dickens, R.H. Howell, S.S. McMahan, Mrs. Carolyn Miller, A.E. Brown, E.R. Lingerfelt, O.R.
Sartin, Lowell Hackler, Lester Colloms, Curtis Mauldin, John Osborne, O.O. Bishop, C.A. Kyle,
W.T. Whitaker, George Galloway, Harry Ward, Arthur Waldrop, Ralph Nunley, Joe Bridges, Dr.
Mike Frazier, and presently Diane Vinson.

Riceville Elementary School lies in the small rural area of Riceville, Tennessee, which is south
of Athens, Tennessee. Riceville Elementary is not a community school. While most of our
students live in the Riceville area and surrounding communities, many of our students live in the
city of Athens and other communities around McMinn County.


Student/Teacher Ratio

School wide, our student-teacher ratio is 16:1.


The Safety Plan

We believe that a safe environment is one of the key factors in student success. In order to keep
our school as safe as possible, we have implemented a safety pla n. In this plan we have included
procedures to follow in case of bomb threats, emergency school closings, fire drills, tornado
drills, or serious injuries that may occur during school hours. All teachers have a copy of this
plan. We have a First Response Team who can be called for any emergency. All members of
the First Response Team are CPR certified. Drills are performed twice per year to ensure that
team members are up-to-date on current practices for emergencies.




Tennessee School Improvement Planning Process Templates – August, 2007                Page 13 of 72
Family Friendly

The state of Tennessee has mandated that all schools become a more family friendly
environment. Therefore, McMinn County hired a family friendly coordinator to oversee the
implementation of the program in our
county.

At Riceville Elementary School, we feel that we are becoming more family friendly. We have a
family friendly committee that meets monthly; Mary Thurman is the coordinator of our family
friendly efforts. Several
steps have been taken to try to make parents feel more welcome in our school. At the beginning
of the school year during the week of inservice, we had a cookout for students and parents in
grades K through 8. Some of the other Family Friendly activities we have this year include the
following: Parent-Volunteer Training, Grandparents Day, First Day Facts, Pizza and Points for
Accelerated Reader, parent volunteers for RIF, and an Early Literacy Meeting for grades K -3.
We also have a Family Friendly lounge.

A copy of the survey we sent out to determine our parents’ thoughts on the family friendliness of
our school is included in the evidence folder for Standard 6. Also included with this survey are
the results, which have
been broken down question by question.

We hope that by engaging parents in our school activities, they will become more invo lved in
their child’s education, which, as research shows, will help a child become more motivated to
learn.

Pre-Kindergarten

In 2007-2008 we were awarded two pre-Kindergarten classes. To ensure a smooth transition
from pre-Kindergarten to Kindergarten, these students are brought into the regular building for
breakfast, lunch, and physical education. They are given tours of the building, and we are in the
planning stages of a pre-Kindergarten night where the parents can come and meet with the
Kindergarten teachers. Toward the end of the year, pre-Kindergarteners are taken into the
Kindergarten classrooms so that they can see what their rooms will be like next year.


Attendance/Discipline

Our number of students with over 20 absences was 32 for 2006-2007 and _____ in 2008-2009.
The number of suspended students has decreased from 27 in 2006-2007 to 22 in 2008-2009. No
students were expelled from Riceville during these years.




Tennessee School Improvement Planning Process Templates – August, 2007                Page 14 of 72
Special Needs Students and Programs

At Riceville we have 400 students who qualify for free or reduced lunch. Because of this high
number, we have full time reading and math teachers for the entire school.

We have a part-time nurse. She is at our school Friday mornings. In addition, we hired an aide
for special education who is also a certified nurse. She is at our school everyday and is available
in case an emergency arises.

Our Special Education Department services 71 children. Of this number, 8 students are on
consulting services, 24 are on resource services, 7 are gifted, 24 are served by speech, 7 pre-K
special education, and 1 homebound. Our Special Education Department has 2 full time
teachers, 2 full time assistants, one rotating consulting teacher, and one rotating speech teacher.



Operating Budget Distribution Equity

The money allocated by the county is equally divided among each school. The per pupil
expenditures for each student in the county is $6,847 per year.


Curriculum Offerings

Riceville Elementary School’s faculty is under contract with McMinn County Board of
Education for a total of two hundred days yearly. Students are engaged in learning one hundred
eighty days for approximately seven hours daily in grades pre-K through eighth.

Homework practices vary by grade level. Many teachers assign ho mework during weekdays:
others feel students should complete assignments already given during the school day. Some
teachers make weekend assignments---especially when projects involve parental support.

Riceville added a third P.E. teacher, paid for through BEP funds, for the 2007-2008 school year
allowing all grades to have P.E. every day. Grades K-3 have 30 minutes of P.E. daily, grades 4-6
have 40 minutes daily, and 7th and 8th have 40 minutes daily. Planning time for teachers comes
from this block of time. Teachers in grades K-3 have 2 hours and 30 minutes each week plus
another 90 minutes from music, art and library. Teachers in grades 4-6 have 3 hours and 20
minutes weekly plus another 90 minutes from music, art and library. Seventh and eighth grade
teachers have 3 hours and 20 minutes weekly plus 30 minutes from library.

The Riceville Elementary Library is available to students in K-8 grades for thirty minute classes
weekly. Students are allowed to check out books; the librarian offers instruction in curriculum
related to the correct use of materials in the library. Videos may be shown and lessons
concerning literature appreciation taught. Through a local grant, our librarian was able to obtain
a smart board which she uses for instructional purposes.



Tennessee School Improvement Planning Process Templates – August, 2007                   Page 15 of 72
Students in grades kindergarten through sixth grade attend weekly music and art classes. All
students in first grade through eighth grade participate in the Accelerated Reader Program, which
is a vital part of the improvement of students’ comprehension skills. Each teacher monitors
students’ points and provides incentives for classrooms as well as individual students. Examples
of the incentives students can receive are the following: gift certificates, a field trip bowling,
skating, ice cream sundae party, popcorn and a movie, and pizza party.

Our students who have need serviced by speech or hearing are referred to an instructor who
comes to Riceville School. This service is provided through McMinn County.

The school wide reading teacher for grades K-3 serves as the Response to Intervention (RTI)
coordinator. She pulls students who are in need of Tier II and III interventions. She also
coordinates the schedules of our RTI instructional aides. Our school wide reading teacher for
grades 4-6 pulls students for instruction and works with other students in the classroom.

In addition, Riceville School has added an interventionist who work with below proficient
students and students who are at-risk of being below proficient from K-6 grades. These students
receive these services for one and a half hours per week.

The guidance program includes all students in the school. A full time school counselor serves
students through class lessons, group sessions, and individual sessions as needed. Class lessons
cover safety, character, study skills, career awareness and decision- making.

We feel that we have some unique programs at Riceville which we hope will
help our children succeed in meeting the goals that No Child Left Behind
has set forth. These programs include the following:

Wilson Reading in Kindergarten through Third grade
Accelerated Reader for grades One through Eight
Excel Math (a supplemental program) in grades K through third
Reading Is Fundamental for all grade levels
Scantron Testing for grades three through eight
4-H program
National Jun ior Beta Club fo r elig ible students in grades seven and eight
Essential Skills
Brain Pop
United Streaming
Great Leaps
PLATO
Think Link
Education City
Tumb lebooks
LEAPs grant
Exp lore Test
Daily 5
Star Testing
Response to Intervention




Tennessee School Improvement Planning Process Templates – August, 2007                Page 16 of 72
STAFF CHARA CTERISTICS


Staff Demographics

Riceville Elementary consists of 44 teachers, all of which are highly qualified. Thirteen of these
44 teachers have Career Ladder status. In addition to the 44 teachers, Rice ville has one
principal, one assistant principal, two secretaries, one part-time instructional coach, eleven
teaching assistants, six full time food service workers, four custodians, one music teacher, one art
teacher, one nurse, one school resource officer, six bus drivers, one interventionist, and two
cafeteria monitors. Riceville’s total number of faculty and staff is 83.

Nine of the teachers at RES have a Bachelor’s degree, twenty-two have a Master’s, two have a
Master’s plus, fourteen have an EDS.

Twenty-three of RES’s teachers have ten year’s experience or less. Thirteen have between
eleven and twenty year’s experience. Ten teachers have over twenty years experience.


Recruitment of Teachers

Riceville Elementary School uses several strategies to attract highly qualified teachers. Teaching
interns from local colleges such as Tennessee Wesleyan College, South College, Lincoln
Memorial University, and Lee University are placed at Riceville each year; excellent highly
qualified teachers from this group are recruited, interviewed and hired.

Jobs at Riceville are posted within the system and highly qualified, excellent teachers are
recruited, interviewed, and transferred to our school.



STUDENT CHARACTERISTICS

Student Body

Riceville Elementary School’s enrollment has gone through a small growth spurt (see attached
graph). Our ethnic population is predominantly Caucasian with 673 students compared to 17
African-Americans, 9 Hispanic, 3 Asian, and 1 Native American Indian. Of these students, 343
are female and 376 are male.




Tennessee School Improvement Planning Process Templates – August, 2007                  Page 17 of 72
COMMUNITY CHARACTERISTICS


Community Characteristics of McMinn County (per 2000 census)

Population – 49,015
Population between ages 5-17 – 8,627 (17.6%)
Median Household Income - $31,919
Below Poverty Level – 14.5%
High School Diploma – 69.3%
Bachelor’s Degree or higher – 10.8%

The major employers of McMinn County are Mayfield Dairy, Bowater, Johns Manville, Denso,
Waupaca, Pioneer Furniture, and McMinn County.


Community Involvement

Riceville Elementary is benefited by several local businesses and community organizations.
Their support helps enrich our daily school life. Some examples of this support are as follows:

Optimist Club of Athens provides awards for the Most Optimistic boy and girl in each eighth
grade class;

Citizens National Bank awards the top academic boy and girl in the eighth grade;

Athens Kiwanis Club provides awards for the runner-up academic boy and girl in each eighth
grade class;

The Daily Post-Athenian provides the teachers the opportunity to participate in NIE, a newspaper
in education program;

Bowater Paper Mill prints our newsletter;

McMinn County Sheriff’s Department provides information to classes and for teacher in-service
on needed topics;

Riceville Fire Department Volunteers provide students with information on fire prevention and
safety;

Gideon’s International presents free New Testament Bibles to all fifth graders.




Tennessee School Improvement Planning Process Templates – August, 2007                Page 18 of 72
PARENT/GUARDIAN CHARACTERISTICS

The following information was compiled based on data received from a recent s urvey of over
200 parents.

According to the information obtained,
   o 62% of Riceville’s students live with both their mother and father;
   o 13% live with mother only;
   o 3% live with father only;
   o 12% live with mother and stepfather;
   o 1% live with father and stepmother;
   o 6% live with grandparents;
   o 3% live with some other guardian.

The information gathered revealed the education of parents to be as follows:
   o 47% of fathers had a high school diploma;
   o 31% with some college;
   o 6% with a B.S. degree;
   o 2% with a Master’s degree; and
   o 14% with no high school diploma.

The mother’s level of education broke down as:
   o 48% with a high school diploma;
   o 33% with some college;
   o 8% with a B.S. degree;
   o 5% with a Master’s degree; and
   o 6% with no high school diploma.

The education level of other guardians and step-parents living in the home are
   o 58% with a high school education;
   o 16% with some college;
   o 21% with a B.S. degree; and
   o 5% with no high school diploma.



Household income levels showed
   o 29% to be below $25,000;
   o 29% to be between $25,001 and $50,000;
   o 19% to be between $50,001 and $75,000;
   o 17% to be between $75,001 and $100,000; and
   o 6% to be over $100,000.




Tennessee School Improvement Planning Process Templates – August, 2007             Page 19 of 72
Component 1b – Academic and Non-Academic Data
Analysis/Synthesis

TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures
Refer to Co mponent 1 Academic/ Nonacademic Helpful Hints.

TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment
Measures
(Rubric Indicator 1.4)

List Data Sources
The process this committee used to complete the task of defining the desired results for student
learning was based on the following reports:
 State, County, and School Report Card
 TVAAS
 Criterion Reference Test
 TCAP Writing Assessment
 Algebra Gateway
 ACT Explore
 TCAP
 TCAP-Alt MAAS
 Report Cards
 Progress Reports
 Formative Assessments such as Scantron and STAR
 Wilson Reading Assessments for grades K-3
 Think Lind Testing for grades K-2
 Brigance Testing
 First Grade Readiness Test
 Attendance rate—94.6% in 2008-2009 State target was 93%
 Promotion rate—98.7% in 2008-2009 State target was 97%




Tennessee School Improvement Planning Process Templates – August, 2007                Page 20 of 72
TEMPLATE 1.5: Data Collection and Analysis
Describe the data collection and analysis process used in determin ing your strengths and needs. Collection refers to
the types of data gathered. Analysis would be the process used for the full rev iew o f 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.
This committee began the research process with TCAP scores from 2009 for grades 3-8. TCAP
scores were analyzed by subject area in advanced, proficient, and below proficient categories.
Below proficient scores were then analyzed by the number of male, female, economically
disadvantaged, race, and students with disabilities category. TCAP writing assessments were
also analyzed using scores from 2008 and 2009. After careful analysis of TCAP data, attendance
rates, promotion rates, Algebra Gateway scores, and TCAP writing assessment scores, the
committee identified areas that need to be improved. The school report card was used to verify
subject areas that need focus. We also used the state and county report card in comparison to
ours to see how our students compare with other students in McMinn County and in Tennessee.
We have also determined that our intervention strategies, which were used with in reading and
math, were effective based on the formative assessment that were given during the year.


TCAP Breakdown
3rd Grade

Seventy-five 3rd grade students took the TCAP exam in 2009.


Mathematics

Of the third grade students, 34 scored advanced (45%), 35 were proficient (47%), and 6 were below
proficient (8%). Of the 45 economically disadvantaged, 40 (89%) achieved proficiency. Of the 44 males,
40 (91%) achieved proficiency. Of the 31 females, 29 (94%) achieved proficiency. Third grade had 2
special education children (proficiency levels were not computed for groups having less than 8 students).
They had one ELL student, who had no accommodations. Sixty-seven of the 3rd grade students were
white. Of those, 64 (96%) achieved proficiency.


Reading/Language Arts
Of the third grade students, 28 scored advanced (37%), 43 were proficient (57%), and 4 were below
proficient (5%). Of the 45 economically disadvantaged, 42 (93%) achieved proficiency. Of the 44 males,
42 (95%) achieved proficiency. Of the 31 females, 29 (94%) achieved proficiency. Third grade had 2
special education children. They had one ELL student, who had no accommodations. Sixty-seven of the


Tennessee School Improvement Planning Process Templates – August, 2007                                  Page 21 of 72
3rd grade students were white. Of those, 64 (97%) achieved proficiency.



Social Studies
Of the third grade students, 33 scored advanced (45%), 35 were proficient (47%), and 6 were below
proficient (8%). Of the 45 economically disadvantaged, 40 (89%) achieved proficiency. Of the 44 males,
42 (95%) achieved proficiency. Of the 31 females, 26 (87%) achieved proficiency. Third grade had 2
special education children. They had one ELL student, who had no accommodations. Sixty-seven of the
3rd grade students were white. Of those, 62 (94%) achieved proficiency.


Science

Of the third grade students, 39 scored advanced (52%), 28 were proficient (37%), and 8 were below
proficient (11%). Of the 45 economically disadvantaged, 40 (89%) achieved proficiency. Of the 44
males, 40 (91%) achieved proficiency. Of the 31 females, 27 (87%) achieved proficiency. Third grade
had 2 special education children. They had one ELL student, who had no accommodations. Sixty-seven
of the 3rd grade students were white. Of those, 62 (93%) achieved proficiency.

4 th Grade

Seventy-six 4th grade students took the TCAP exam in 2007.


Mathematics
Of the fourth grade students, 29 scored advanced (38%), 40 were proficient (53%), and 7 were below
proficient (9%). Of the 46 economically disadvantaged, 41 (89%) achieved proficiency. Of the 41 males,
35 (85%) achieved proficiency. Of the 35 females, 34 (97%) achieved proficiency. Fourth grade had 5
special education children. Seventy-one of the 4th grade students were white. Of those, 64 (90%)
achieved proficiency. Fourth grade had 2 Asian/Pacific Islanders and 3 Hispanic, but there were no
scores reported.


Reading/Language Arts
Of the fourth grade students, 35 scored advanced (46%), 40 were proficient (53%), and 1 were below
proficient (1%). Of the 46 economically disadvantaged, 42 (93%) achieved proficiency. Of the 41 males,
40 (98%) achieved proficiency. Of the 35 females, 35 (100%) achieved proficiency. Fourth grade had 5
special education children. Seventy-one of the 4th grade students were white. Of those, 70 (99%)
achieved proficiency. Fourth grade had 2 Asian/Pacific Islanders and 3 Hispanic, but there were no
scores reported.



Social Studies
Of the fourth grade students, 38 scored advanced (50%), 33 were proficient (43%), and 5 were below
proficient (7%). Of the 46 economically disadvantaged, 42 (91%) achieved proficiency. Of the 41 males,
37 (90%) achieved proficiency. Of the 35 females, 34 (97%) achieved proficiency. Fourth grade had 5



Tennessee School Improvement Planning Process Templates – August, 2007                    Page 22 of 72
special education children. Seventy-one of the 4th grade students were white. Of those, 66 (93%)
achieved proficiency. Fourth grade had 2 Asian/Pacific Islanders and 3 Hispanic, but there were no
scores reported.

Science
Of the fourth grade students, 34 scored advanced (45%), 35 were proficient (46%), and 7 were below
proficient (9%). Of the 46 economically disadvantaged, 40 (87%) achieved proficiency. Of the 41 males,
36 (88%) achieved proficiency. Of the 35 females, 33 (94%) achieved proficiency. Fourth grade had 5
special education children. Seventy-one of the 4th grade students were white. Of those, 64 (90%)
achieved proficiency. Fourth grade had 2 Asian/Pacific Islanders and 3 Hispanic, but there were no
scores reported.




5 th Grade

Seventy-three 5th grade students took the TCAP exam in 2009.


Mathematics
Of the fifth grade students, 37 scored advanced (51%), 33 were proficient (45%), and 3 were below
proficient (4%). Of the 33 economically disadvantaged, 31 (94%) achieved proficiency. Of the 40 males,
38 (95%) achieved proficiency. Of the 33 females, 32 (97%) achieved proficiency. Fifth grade had 4
special education children. Sixty-nine of the 5th grade students were white. Of those, 66 (96%) achieved
proficiency. Fifth grade had 1 Asian/Pacific Islanders, 1 African American, and 2 Hispanic, but there
were no scores reported.



Reading/Language Arts
Of the fifth grade students, 29 scored advanced (40%), 44 were proficient (60%), and 0 were below
proficient. Of the 33 economically disadvantaged, 33 (100%) achieved proficiency. Of the 40 males, 40
(100%) achieved proficiency. Of the 33 females, 33 (100%) achieved proficiency. Fifth grade had 4
special education children. Sixty-nine of the 5th grade students were white. Of those, 69 (100%)
achieved proficiency. Fifth grade had 1 Asian/Pacific Islanders, 1 African American, and 2 Hispanic, but
there were no scores reported.


Social Studies
Of the fifth grade students, 22 scored advanced (31%), 37 were proficient (51%), and 13 were below
proficient (18%). Of the 33 economically disadvantaged, 23 (70%) achieved proficiency. Of the 40
males, 32 (82%) achieved proficiency. Of the 33 females, 27 (82%) achieved proficiency. Fifth grade
had 4 special education children. Sixty-nine of the 5th grade students were white. Of those, 56 (82%)
achieved proficiency. Fifth grade had 1 Asian/Pacific Islanders, 1 African American, and 2 Hispanic, but
there were no scores reported.


Science



Tennessee School Improvement Planning Process Templates – August, 2007                      Page 23 of 72
Of the fifth grade students, 25 scored advanced (34%), 39 were proficient (53%), and 9 were below
proficient (12%). Of the 33 economically disadvantaged, 26 (79%) achieved proficiency. Of the 40
males, 35 (88%) achieved proficiency. Of the 33 females, 29 (88%) achieved profic iency. Fifth grade
had 4 special education children. Sixty-nine of the 5th grade students were white. Of those, 60 (87%)
achieved proficiency. Fifth grade had 1 Asian/Pacific Islanders, 1 African American, and 2 Hispanic, but
there were no scores reported.


6 th Grade

Seventy-four 6th grade students took the TCAP exam in 2009.


Mathematics
Of the sixth grade students, 45 scored advanced (61%), 26 were proficient (35%), and 3 were below
proficient (4%). Of the 34 economically disadvantaged, 31 (91%) achieved proficiency. Of the 34 males,
33 (97%) achieved proficiency. Of the 40 females, 38 (95%) achieved proficiency. Sixth grade had 4
special education children. Sixty-nine of the 6th grade students were white. Of those, 66 (96%) achieved
proficiency. Sixth grade had 1 Asian/Pacific Islander, 2 African Americans, 2 Hispanics, and one ELL
student with no accommodations, but there were no scores reported.


Reading/Language Arts
Of the sixth grade students, 38 scored advanced (51%), 33 were proficient (45%), and 3 were below
proficient (4%). Of the 34 economically disadvantaged, 32 (94%) achieved proficiency. Of the 34 males,
33 (97%) achieved proficiency. Of the 40 females, 38 (95%) achieved proficiency. Sixth grade had 4
special education children. Sixty-nine of the 6th grade students were white. Of those, 66 (96%) achieved
proficiency. Sixth grade had 1 Asian/Pacific Islander, 2 African Americans, 2 Hispanics, and one ELL
student with no accommodations, but there were no scores reported.


Social Studies
Of the sixth grade students, 12 scored advanced (16%), 53 were proficient (72%), and 9 were below
proficient (12%). Of the 34 economically disadvantaged, 26 (76%) achieved proficiency. Of the 34
males, 30 (88%) achieved proficiency. Of the 40 females, 35 (88%) achieved proficiency. Sixth grade
had 4 special education children. Sixty-nine of the 6th grade students were white. Of those, 60 (87%)
achieved proficiency. Sixth grade had 1 Asian/Pacific Islander, 2 African Americans, 2 Hispanics, and
one ELL student with no accommodations, but there were no scores reported.


Science
Of the sixth grade students, 16 scored advanced (22%), 52 were proficient (70%), and 6 were below
proficient (8%). Of the 34 economically disadvantaged, 32 (94%) achieved proficiency. Of the 34 males,
31 (91%) achieved proficiency. Of the 40 females, 37 (93%) achieved proficiency. Sixth grade had 4
special education children. Sixty-nine of the 6th grade students were white. Of those, 63 (91%) achieved
proficiency. Sixth grade had 1 Asian/Pacific Islander, 2 African Americans, 2 Hispanics, and one ELL
student with no accommodations, but there were no scores reported.




Tennessee School Improvement Planning Process Templates – August, 2007                      Page 24 of 72
7 th Grade

Seventy 7th grade students took the TCAP exam in 2009.


Mathematics
Of the seventh grade students, 31 scored advanced (44%), 35 were proficient (50%), and 4 were below
proficient (6%). Of the 35 economically disadvantaged, 31 (89%) achieved proficiency. Of the 37 males,
35 (95%) achieved proficiency. Of the 33 females, 31 (94%) achieved proficiency. Seventh grade had 7
special education children. Sixty-four of the 7th grade students were white. Of those, 60 (94%) achieved
proficiency. Seventh grade had 4 African Americans and 2 Hispanics, but there were no scores reported.


Reading/Language Arts
Of the seventh grade students, 27 scored advanced (39%), 37 were proficient (53%), and 6 were below
proficient (9%). Of the 35 economically disadvantaged, 30 (86%) achieved proficiency. Of the 37 males,
35 (95%) achieved proficiency. Of the 33 females, 29 (88%) achieved proficiency. Seventh grade had 7
special education children. Sixty-four of the 7th grade students were white. Of those, 59 (92%) achieved
proficiency. Seventh grade had 4 African Americans and 2 Hispanics, but there were no scores reported.


Social Studies
Of the seventh grade students, 21 scored advanced (30%), 41 were proficient (59%), and 8 were below
proficient (11%). Of the 35 economically disadvantaged, 28 (80%) achieved proficiency. Of the 37
males, 35 (95%) achieved proficiency. Of the 33 females, 27 (82%) achieved proficiency. Seventh
grade had 7 special education children. Sixty-four of the 7th grade students were white. Of those, 57
(89%) achieved proficiency. Seventh grade had 4 African Americans and 2 Hispanics, but there were no
scores reported.


Science
Of the seventh grade students, 24 scored advanced (34%), 40 were proficient (57%), and 6 were below
proficient (9%). Of the 35 economically disadvantaged, 30 (86%) achieved proficiency. Of the 37 males,
34 (92%) achieved proficiency. Of the 33 females, 30 (91%) achieved proficiency. Seventh grade had 7
special education children. Sixty-four of the 7th grade students were white. Of those, 58 (91%) achieved
proficiency. Seventh grade had 4 African Americans and 2 Hispanics, but there were no scores reported.


8 th Grade

Seventy-eight 8th grade students took the TCAP exam in 2009.


Mathematics

Of the eighth grade students, 35 scored advanced (45%), 34 were proficient (44%), and 9 were below


Tennessee School Improvement Planning Process Templates – August, 2007                     Page 25 of 72
proficient (12%). Of the 44 economically disadvantaged, 35 (80%) achieved proficiency. Of the 37
males, 32 (86%) achieved proficiency. Of the 41 females, 37 (90%) achieved proficiency. Eighth grade
had 7 special education children. Seventy of the 8th grade students were white. Of those, 62 (89%)
achieved proficiency. Eighth grade had 4 African Americans, 1 Asian/Pacific Islander, 3 Hispanics, and
one ELL student with no accommodations, but there were no scores reported.


Reading/Language Arts
Of the eighth grade students, 39 scored advanced (50%), 32 were proficient (41%), and 97 were below
proficient (9%). Of the 44 economically disadvantaged, 38 (86%) achieved proficiency. Of the 37 males,
33 (89%) achieved proficiency. Of the 41 females, 38 (93%) achieved proficiency. Eighth grade had 7
special education children. Seventy of the 8th grade students were white. Of those, 64 (91%) achieved
proficiency. Eighth grade had 4 African Americans, 1 Asian/Pacific Islander, 3 Hispanics, and one ELL
student with no accommodations, but there were no scores reported.


Social Studies
Of the eighth grade students, 22 scored advanced (28%), 45 were proficient (58%) and 11 were below
proficient (14%). Of the 44 economically disadvantaged, 34 (77%) achieved proficiency. Of the 37
males, 32 (86%) achieved proficiency. Of the 41 females, 35 (85%) achieved proficiency. Eighth grade
had 7 special education children. Seventy of the 8th grade students were white. Of those, 60 (86%)
achieved proficiency. Eighth grade had 4 African Americans, 1 Asian/Pacific Islander, 3 Hispanics, and
one ELL student with no accommodations, but there were no scores reported.


Science
Of the eighth grade students, 28 scored advanced (36%), 35 were proficient (45%), and 14 were below
proficient (18%). Of the 44 economically disadvantaged, 30 (70%) achieved proficiency. Of the 37
males, 29 (81%) achieved proficiency. Of the 41 females, 34 (83%) achieved proficiency. Eighth grade
had 7 special education children. Seventy of the 8th grade students were white. Of those, 57 (83%)
achieved proficiency. Eighth grade had 4 African Americans, 1 Asian/Pacific Islander, 3 Hispanics, and
one ELL student with no accommodations, but there were no scores reported.




TEMPLATE 1.6: Report Card Data Disaggregation
Provide narrat ive 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




Tennessee School Improvement Planning Process Templates – August, 2007                                  Page 26 of 72
Report Card Data Disaggregation
   Data from the state report card showed that Riceville Elementary School’s academic
achievement continued to improved in Mathematics, Reading/Language Arts, and Science from
2008 to 2009. The NCE averages showed our students to have an average grade of B for
Mathematics which was equal to the state score. Our Reading/Language Arts/Writing average
grade was a C, which was lower than the B for the state. The science grade was a B, which was
equivalent to that of the state of Tennessee. Riceville Elementary’s grade in Social Studies
improved to a B, which is the same as the state.

  In the area of AYP, we met all the federal benchmarks for proficiency. We are a school in good
standing.

In math we had
    o 7% of all students below proficient, 42.3% of all students proficient, and 50.4% of
       students advanced. This led to a total of 92.7% proficient and advanced, which is above
       the state benchmark of 86%.
    o In the sub-category of African American students, we had 14% below proficient, 50%
       proficient, and 35.7% advanced.
    o In the sub-category of Hispanic students, we had 12% below proficient, 37.5% proficient,
       and 50% advanced.
    o In the sub-category of White students, we had 7% below proficient, 42.4% proficient, and
       50.7% advanced.
    o In the sub-category of Economically Disadvantaged students, we had 12% below
       proficient, 51.9% proficient, and 35.7% advanced.
    o In the sub-category of Students with Disabilities, we had 52% below proficient, 44.4%
       proficient, and 3.7% advanced.
    o In the sub-category of gender, our male population’s scores showed that 213 out of 233
       (91.4%) scored proficiency.
    o In the sub-category of gender, our female population’s scores showed that 201 out of 213
       (94.4%) scored proficiency.

In reading/language arts/writing we had
    o 6% of all students below proficient, 51.7% proficient, and 42.6% advanced. This led to a
        total of 94.3% proficient or advanced, which is above the state benchmark of 89%.
    o In the sub-category of African American students, we had 21% below proficient, 45.5%
        proficient, and 33.3% advanced.
    o In the sub-category of Hispanic students, we had 5% below proficient, 73.7% proficient
        and 21.1% advanced.
    o In the sub-category of White students, we had 5% below proficient, 50.9% proficient, and
        43.9% advanced.
    o In the sub-category of Economically Disadvantaged students, we had 9% below
        proficient, 61.8% proficient, and 29.6% advanced.
    o In the sub-category of Students with Disabilities, we had 40% below proficient, 56.9%
        proficient, and 3.1% advanced.
    o In the sub-category of gender, our male population’s scores showed that 224 out of 232
        (96.6%) scored proficiency.


Tennessee School Improvement Planning Process Templates – August, 2007              Page 27 of 72
Report Card Data Disaggregation
   o In the sub-category of gender, our female population’s scores showed that 202 out of 213
       (94.8%) scored proficiency.


In the sub-categories of Asian/Pacific Islander, Native American, and Limited English
Proficiency students, we did not have more than 45 students.

On our Writing Assessment our fifth grade scores were as fo llows:
   o 11.8% were below proficient, 52.6% proficient, and 35.5% advanced for a total of 88.1%
       proficient and advanced.
   o In the sub-category of White students, 11.9% were below proficient, 64.2% proficient,
       and 23.9% advanced.
   o In the sub-category of Economically Disadvantaged students, 14.3% were below
       proficient, 71.4% proficient, and 14.3% advanced.
   o In the sub-category of Students with Disabilities, 40% were below proficient, 60%
       proficient, and none advanced.
   o In the sub-category of male, 15.8% were below proficient, 65.8% proficient, and 18.4%
       advanced.
   o In the sub-category of female, 6.1% were below proficient, 66.7% proficient, and 27.3%
       advanced
   o In the fifth grade, data was suppressed due to N count for Hispanics, African Americans,
       and Asian Pacific Islanders.

On our Writing Assessment our eighth grade scores were as follows:
   o 10.5% were below proficient, 51.3% proficient, and 38.2% advanced for a total of 89.5%
       proficient and advanced.
   o In the sub-category of White students, 10.4% were below proficient, 47.8% proficient,
       and 41.8% advanced.
   o In the sub-category of Economically Disadvantaged students, 16.7% were below
       proficient, 52.4% proficient, and 31% advanced.
   o In the sub-category of Students with Disabilities, 57.1% were below proficient, 14.3%
       proficient, and 28.6 advanced.
   o In the sub-category of male, 21.6% were below proficient, 59.5% proficient, and 18.9%
       advanced.
   o In the sub-category of female, none were below proficient, 43.6% proficient, and 56.4%
       advanced
   o In the eighth grade, data was suppressed due to N count for Hispanics, African
       Americans, Native American, Alaskan, and Asian Pacific Islanders.


On our Gateway exam given to 8th grade Algebra I 28 students took the exam. Five students
scored Proficient and 23 scored Advanced.

According to the Tennessee Report Card Academic Achievement area, our students are on the
same level as other students in the state of Tennessee in math, social studies, and science. We


Tennessee School Improvement Planning Process Templates – August, 2007                Page 28 of 72
Report Card Data Disaggregation
are a little below the state average in reading/language arts/writing but we are working to pull
these scores up to and beyond the state level.




TEMPLATE 1.7: Narrati ve 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)




Tennessee School Improvement Planning Process Templates – August, 2007                           Page 29 of 72
TCAP Assessment

TCAP Data from 2009 was used to help find our areas of strengths and weaknesses. After
analyzing the TCAP data for 2009, we have broken each subject area for grades 3-8 to see the
overall strengths and weaknesses.

In the 3rd grade, Reading/Language Arts/Writing scores were strong with 94% scoring advanced
or proficient. Math and Social Studies scores were strong as well with 92% scoring advanced or
proficient. Science was our weakest area with 11% scoring below proficient.

In the 4th grade Reading/Language Arts/Writing scores were the strongest with 99% scoring
advanced or proficient. Social Studies scores were also strong with 93% scoring advanced or
proficient. Math and Science were the weakest areas with 9% scoring below proficient in each.

The 5th grade results were very strong in Reading/Language Arts/Writing and Math with 100%
and 96%, respectively, scoring proficient or advanced. Social Studies and Science were not as
strong as the Reading and Math scores, with only 82% and 87%, respectively, score proficient or
advanced

The 6th grade results were strong in Math, Reading/Language Arts/Writing , and Science with
96%, 96% and 92% scoring advanced or proficient respectively. Social Studies was not as
strong with 14% scoring below proficient.

In the 7th grade, Math, Reading/Language Arts/Writing, and Science were all strong; 94%
percent, 92%, and 91% scored proficient or advanced, respectively. Social Studies was not as
strong with 11% scoring below proficient.

In the 8th grade, Reading/Language Arts/Writing was the strongest area with 91% scoring
advanced or proficient. Math was also strong, with 89% scoring proficient or advanced. In
Science, 19% scored below proficient; Social Studies scores showed 14% scoring below
proficient.

Additionally, the percentages of economically disadvantaged students scoring below proficient
were lower than the total. However, the percentages are not significant and many times actually
higher than the total.

Our ultimate desire is for all students to learn and be proficient in all subject areas described by
the state standards. Due to the increase in the percent proficient to meet No Child Left Behind,
our emphasis must be in our AYP areas of Reading/Language Arts and Math.

TCAP Breakdown

The committee also analyzed the students and subdivided them into the following groups: male,
female, economically disadvantaged, and special education students. This breakdown can be
found in Indicator 1.5 and 1.6 with data collection and analysis.




Tennessee School Improvement Planning Process Templates – August, 2007                   Page 30 of 72
Writing Assessment

We also looked at the writing assessment that is given to the 5 th and 8th grade students. Both the
5th and the 8th grades had a good year in 2009.

5th grade
In 2009 the writing scores in fifth grade showed gains as 88.1% of the students were either
proficient or advanced on the writing test. In a tally of the scores, no students scored zero or
one; only one student scored a two; seven students scored a three; forty-seven scored a four;
fifteen scored a five; and one student scored a six. The average for fifth grade was a 4.11, which
was above the average for the state.

8th grade
In 2009 the writing scores in eighth grade showed gains as 89.5% of the students were either
proficient or advanced on the writing test. In a tally of the scores, no students scored zero or
one; two students scored a two; six students scored a three; thirty-eight scored a four; twenty-
three scored a five; and six students scored a six. The average for eighth grade was a 4.32, which
was above the average for the state.


Description of Writing Assessment Scores:

    1-   Deficient
    2-   Flawed
    3-   Limited
    4-   Competent
    5-   Strong
    6-   Outstanding

Value Added Scores

We looked at Riceville Elementary, McMinn County, and the State of Tennessee at the Value
Added Scores. Our value added is an area we need to work on because we have C’s in all areas.
While our scores on TCAP are good, the addition of yearly growth for each child needs to
improve to continue to meet state expectations.

Criterion Referenced Academic Achievement

As we looked at the Criterion Referenced Academic Achievement scores, we compared Riceville
Elementary, McMinn County, and the State of Tennessee. Riceville scored a B in the areas of
Math, Science, and Social Studies. However, we scored a C in the area of Reading/Language
Arts, and Writing. The state scores were all B’s; therefore, we will be working to increase our C
in Reading/Language Arts/ and Writing.




Tennessee School Improvement Planning Process Templates – August, 2007                  Page 31 of 72
Explore Test

This year the state of Tennessee implemented a new test for our 8th graders to take--Explore.
The Explore test is a measure of college readiness for our students; it is a part of the ACT testing
practices. Our scores showed that 57 percent of our students met the college readiness
benchmark in English, 24 percent met the standard for math, 36 percent met the standard for
reading, and only 4 percent met the standard for science. Through the next year, we will be
working to increase our college readiness benchmarks for our 8 th graders so that they will be
more prepared to take the Plan test in 10th grade and the ACT test in 11th grade.


Performance Based Measures

Riceville Elementary uses two performance based tests. Plato is used at random in various
classrooms for review. Scantron is given to all students in grades 3-8 three times a year at 12
week intervals. Scantron is given to each student based on their grade level, but then advances
are based on whether or not students answer questions correctly. Grades K through 3 use the
Wilson Reading program to assess their students in the area of reading. First grade also utilized
a First Grade Readiness Test at the beginning of the year to determine their students levels.

Textbook Tests

Each teacher uses their own discretion at giving textbook tests. All of the teachers do give some
type of textbook test either at the end of the week or at the conclusion of a chapter or unit.


Samples of Student Work

Each teacher has their own method of keeping samples of student work. Some teachers require
that students keep folders or portfolios, some do projects or writing journals, and others rely
heavily on participation.

Algebra I Gateway

In 2009, Riceville Elementary had 28 students take the Gateway exam. Five students scored
proficient, and twenty-three students scored advanced.




Tennessee School Improvement Planning Process Templates – August, 2007                  Page 32 of 72
TEMPLATE 1.8: Prioritized List of Goal Targets
List in priority order your goal targets. The goals for Co mponent 4 (Action Plan) will be derived fro m this
prioritized list of goal targets. Prio rit ized goals would identify the most critical areas of need and where your wo k
would start.

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


Prioritized List of Goal Targets
Based on the data from TCAP scores, TCAP writing assessments, and standards set by NCLB,
Riceville Elementary has established the following goals for improving student achievement and
maximizing learning for all students. These goals are in compliance with the NCLB guidelines
and are a part of the system’s five- year plan.

    1- Our students will meet or exceed the NCLB benchmark of 89% proficient in
       Reading/Language Arts.

    2- Our students will meet or exceed the NCLB benchmark of 86% proficient in Math.

  3- We will reduce the number of special education students who are below proficient on
TCAP in the AYP areas of math and reading/language arts by 10percent.

4. We will continue to meet/exceed the state benchmark of 4.0 on the Tennessee State Writing
Assessment.




Tennessee School Improvement Planning Process Templates – August, 2007                                      Page 33 of 72
Component 2 – Beliefs, Common Mission and Shared Vision
TEMPLATE 2.1: Beliefs, Common Mission and Shared Vision
Use Template 2.1 to articu late your Beliefs, Co mmon Mission and Shared Vision


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

Beliefs

                                           STAFF BELIEFS


1.        We believe a safe, clean, comfortable environment promotes student learning.

2.        We believe a student learns best when he/she is actively engaged in the
          learning process.

3.        We believe that developmentally appropriate learning activities enhance learning
          at all levels.

4.        We believe students learn in different ways; therefore, we believe that students
          should be assessed in a variety of methods.

5.        We believe we should provide opportunities for students to develop a positive
          attitude about themselves, their abilities, and their environment.

6.        We believe we should be aware of and have respect for the feelings, opinions,
          and rights of others who represent different cultures, languages, and beliefs.

7.        We believe school personnel, students, parents, and the community share the
          responsibility for the support of the school mission.




Tennessee School Improvement Planning Process Templates – August, 2007            Page 34 of 72
Common Mission

                                    MISSION STATEMENT


        The mission of Riceville Elementary School personnel, in partnership with our
 stakeholders, parents and community, is to provide a child-focused curriculum for the
  development of each student through a variety of educational experiences. It is the
 desire of the school personnel, community, and parents to produce students who will
                   become life-long learners and productive citizens.




Shared Vision

                                                   VISION


         Our vision at Riceville Elementary School is to have a child -focused school
where students, teachers, parents, and community work collaboratively and respectively
                 to increase student learning and success in the future.




Tennessee School Improvement Planning Process Templates – August, 2007       Page 35 of 72
TEMPLATE 3.1.a: Curricular Practices


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

                                                      Textbook and       Curriculu m
                                      Bluebook/        Standards-      Mapping/Pacing                                             Reading and
Curre nt Curricular
                                      Tennessee       based driven      Gu ide of State      Wilson                                  Math
Practices                             Standards        curriculu m        Standards          Reading           Technology       Interventionists

                                    Each teacher is   Textbooks,       Maps/Pacing        Used in grades     Smart Boards       2 Teachers to
                                    given a copy      which are        Gu ides are kept   K-3                (5)                pull out and
                                    of the            correlated to    by teachers of                        2 Co mputer        instruct students
                                    bluebook and      our state        AYP standards                         Labs               who scored
Ev idence of Pract ice (State in    standards         standards, are                                         Brain Pop          below proficient
definit ive/tangible terms)                           adopted for                                            United             on previous
                                                      classroom use                                          Streaming          year’s TCAP
                                                                                                             Accelerated
                                                                                                             Reader

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

                                    Yes               Yes              Yes                Yes                Yes                Yes
Is it a principle & p ractice of
high-performing schools?

                                    Effective         Effective        Effective          Effective          Effective          To be
Has the current practice been                                                                                                   determined by
effective or ineffective?                                                                                                       this year’s
                                                                                                                                TCAPs
                                    TCAP              TCAP             Formative          Teacher input,     Teacher input      Documentation
                                    Scores            Scores,          Online             observation,       Observation of     through
What data source(s) do you have                       Formative        Assessment         student            students using     benchmark
that support your answer?                             online           (Scantron) for     assessment         technology         Scantron test
(identify all applicable sources)                     assessment       grades 3-8         through            Results of tests   Observation
                                                      (Scantron)       TCAP scores        program            fro m websites     Other formative
                                                      STAR testing                                                              assessments



Tennessee School Improvement Planning Process Templates – August, 2007                                Page 36 of 72
                                     We were           We were           Gains made in        Students are      Analyze TCAP       Documentation
                                     removed fro m     removed the       meet ing state       showing gains     data for student   through the
                                     the target list   target list and   benchmarks           in fluency,       gains in           formative
Ev idence of effectiveness or                                                                                   reading/languag
                                     and are in safe   are in safe                            reading                              assessment of
ineffectiveness (State in terms of                                                                              e arts and math
                                     harbor            harbor                                 comprehension     Analyze            Scantron
quantifiable improvement)                                                                     , phonemic                           TCAP scores
                                                                                                                Scantron data
                                                                                              awareness and     for gains/losses
                                                                                              phonics
                                     Teachers are      Textbooks         Mapping in           All teachers in   Increased          Intervention
                                     instructed to     have been         grades 3-8           grades K-3        number of          programs in
                                     have a copy of    adopted for all   developed by         utilize the       teachers who       place for grades
Ev idence of equitable school        standards on      areas             regular education    program           have requested     2-8
support for this practice            their desk                          teachers                               technology,
                                                                                                                especially
                                                                                                                Smart Boards
                                                                                                                and LCDs
                                     State is          Continue to       Mapping of new       Use program       Continue to        Continue and
                                     currently         adopt             college read iness   in Special        use and            improve use of
                                     updating to       textbooks that    state standards      Education and     enhance the        program for next
                                     new standards     are aligned       will begin in        Reading pull      use of             school year
Next Step (changes or                which we will     with state        summer 2008          out groups        technology to
continuations)                       implement in      standards                              Continue to       improve the
                                     2009-2010                                                evaluate          instruction of
                                                                                              TCAP scores       our SPI’s
                                                                                              for
                                                                                              effectiveness




Tennessee School Improvement Planning Process Templates – August, 2007                                 Page 37 of 72
TEMPLATE 3.1.b: Curriculum Gap Anal ysis

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. Co mplet ing Template 3.1.b (the gap analysis) should help
school team members discover ―What Ought To Be.‖

Co mplet ion 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?)

“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 resourc es and building capacity
around understanding and implementing high quality curricular practices?)

Equity and Adequacy:

Are we provid ing equity and adequacy to all of our teachers?

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

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

         “What is…”

        The curriculum at Riceville is based on the defined Tennessee Department of Education
state approved standards included in the Blueprint for Learning and curriculum mapping to
avoid redundancy and gaps in student learning. The curriculum is challenging for all our
students. It is adapted and utilized for students with disabilities. Different forms of materials
may be used with reading and math but are focused on the same skills as presented in the
curriculum and Blueprint for Learning.
        The Leadership Team consistently checks progress made by students through test data
and by teachers’ information. The Leadership Team also addresses concerns that faculty, staff,
and parents may have about the curriculum and instructional strategies. Information learned
through seminars and workshops are discussed and options for improvements are discussed and
decided on by the Committee. Student, parent, and faculty surveys are given throughout the
year to determine areas of strengths/weaknesses. These surveys are used to further improve the
various functions of our school.
        The curriculum includes state and federal programs such as Title III for ELL students,



Tennessee School Improvement Planning Process Templates – August, 2007                                   Page 38 of 72
Title IV, for drug programs for our students.
        We are fortunate to receive both financial and people support from several groups. The
Riceville Elementary PTO helps organize and carry out fund raisers such as our annual carnival
and walk-a-thon and various sales which provide us with monies for materials and equipment
needed throughout the year. This year they sponsored a golf tournament, a carnival, a walk-a-
thon, and chili supper. Part of these funds is used to allow each classroom teacher to spend
$100.00 in their classrooms. The school receives donations from b usinesses. Bowater also
donated their time and equipment to print our monthly newsletter as well as a yearly donation
for recycled materials. These donations of time and money have provided our students with
more access to computers and materials that enrich students learning and are invaluable to us.
Both parents and community members volunteer to help us with our class trips, parties,
projects, fund raiser, field day, reading to and with students, tutoring in various areas, and, as
mentioned earlier, our annual carnival and various sales. Class trips, parties, and projects are
made safer with their help. The help provided in various academic areas aide those that may
not get help at home. Field Day is a fun filled activity day helping our students stay healthy and
enjoy life.
    The Riceville Elementary Library receives donations of money, books, and teacher
materials. . This money is used to purchase Accelerated Reader books, as well as other books
to circulate in the library. All the books, videos, and teacher materials are cataloged and
available for teachers and students to check out. Journals, magazines, and thematic books are
available in the library. An annual book fair is held through the library. The library also host
Reading Is Fundamental day 3 times per year. This is funded by grant monies and school PTO.
Again, our volunteers who help with our book fair and RIF are invaluable.
        The Riceville Elementary Physical Education Department also receives money from
Campbell’s labels which are donated by students. The Campbell’s label money is used to
acquire equipment for the P.E. department.
        McMinn County School System per pupil funding is approximately $ 6,837.00. Our
Central Office staff is helpful with information and purchasing mater ials needed for us to
achieve our goals.
    Riceville Elementary has a wide range of programs and processes in place for on-going
curriculum. The following is a list of ways we are using our time, money, and personnel to
insure continuous improvement in our curriculum.
    1.      Teachers are given a planning time of 40 minutes per day.
    2.      Monthly faculty meeting are held in order to better communication between grade
            levels.
    3.      Various teachers across the district meet in order to update curriculum maps.
    4.      The teachers meet at grade level and with the principal to review and discuss TCAP
            scores from the previous year.
    5.      STAR testing is used at the beginning of the year on all students in order to have
            them reading at their level so they can experience success while progressing to a
            high level.
    6.      ESL students are bused to a central location in order to better improve bilingual
            relations and communication and integration into the American culture.
    7.      Incoming kindergarten students go through a screening process to identify needs
            before they enter school. This is held the spring before they start school. Students
            are assessed by using the Brigance, vision and hearing screening by Speech and



Tennessee School Improvement Planning Process Templates – August, 2007                 Page 39 of 72
            Language Therapists, and a review of shot and physical records.
    8.      Students in the fifth and eighth grade are given the TCAP Writing Assessment in
            February each year.
    9.      Students in third through eighth grade are given a Scantron Performance Test
            beginning in August and retest every 12 weeks. This allows teachers to benchmark
            the status of each student’s progress up until TCAP testing.
    10.     Students in third through eighth grades are given the TCAP test each spring.
    11.     The Special Education students receive complete phycho-educational evaluations
            before entering the program. These students have vision/hearing scree nings yearly.
            They also go through a re-evaluation process every three years. Re-evaluations are
            given earlier than every three years if the IEP team feels it is necessary. Each
            student’s IEP is written individually using this information, grades, and TCAP
            scores, as well as teacher and parent input. Goals and objectives are correlated with
            state benchmarks. Curriculum mapping is also used.
    12.     Our preschool program students were tested using the Brigance testing to identify
            any needs before school began. Vision and hearing were also screened and shot
            records were reviewed.

    All stakeholders are given TCAP and STAR scores. A booklet goes home with the TCAP
scores and teachers explain these at Orientation and Parent-Teacher Conferences. STAR
reading and Scantron testing is explained at Parent Teacher Conferences. Parents are
encouraged to attend the Advisory Committee meetings where we discuss and make decisions
based on scores. They are also encouraged to contact the teacher with anything they don’t
understand. Students with learning disabilities may also call an IEP meeting at anytime to
review the progress of their child. Scientific based programs are reviewed, professional
development sessions, and sharing ideas help us to continually improve our curriculum. Using
the standards, teachers at each grade level meet with teachers from the grade above and below
to ensure proper coverage with our unnecessary duplication.

          “What Ought to Be…”

         We will continue to block time in the morning for grades K-3 to have reading/language
arts instruction for a minimum of two and one half hours per day and a minimum of fifty
minutes per day in math. Grades 4-8 will spend a minimum of 2 hours per day in
reading/language arts and an hour in math. We will continue to minimize interruptions to the
instructional time of teachers. Through periodic grade level meetings monitored by the
principal, we will ensure that skills have been taught in a timely manner prior to TCAP.
         We will allocate funds to enhance technology (such as computers, soft ware, smart
boards, and LCD projectors) used for instruction. Funds available will be used to continue
training on the use of scientifically based professional development, further education of our
teachers, and sharing with teachers within our school, county, and other schools in our state in
order to assure that the curriculum is continuously improved. We will continue to purchase
scientifically researched instructional materials for our classrooms as well as our special
education department.
         Once we identify out below proficient or at-risk of being below proficient students, we
will utilize our personnel in the most strategic ways possible to provide remediation and



Tennessee School Improvement Planning Process Templates – August, 2007                 Page 40 of 72
assistance to those students who do not meet the proficiency benchmark. We will be using our
interventionists, area math and reading teachers, staff members including those with no
homerooms, para-professionals, and parent volunteers both at home and at school in the most
effective ways to improve student learning which will raise test scores.




Tennessee School Improvement Planning Process Templates – August, 2007             Page 41 of 72
TEMPLATE 3.1.c: Curricul ar Summary Questions

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


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


Curriculum Summary Questions - Narrative Response Require d
What are our major strengths and how do we know?

At Riceville Elementary the use of standards based textbooks, researched based programs (such
as Wilson Reading, Scantron, Essential Skills, Great Leaps, Brain Pop, and United Streaming),
and hands-on- materials are areas of strengths for us along with our caring, friendly, passio nate
teachers and staff. These strengths were identified from our 2007 Family Friendly survey,
teacher survey and observation, and monitoring of our researched based program results.


Curriculum Summary Questions - Narrative Response Require d
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 co mponent 1.)

One of the major challenges involves the allocation of resources available to cover curriculum
requirements for meeting AYP with all students. While we do have many researched based
programs and curriculum materials, we need more technology to ensure that these programs and
materials are effectively used throughout the school. Our school does have access to the
internet based programs of Brain Pop and United Streaming; however, the majority of our
teachers do not have the resources necessary to use these on a whole class basis. These results
were identified from our teacher survey.


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

Most of our teachers take advantage of any grant writing opportunity that is available. We
have also been allocated more federal funds that we will be using to purchase technology such
as smart boards and LCD projectors. Through grants and fund raising from the PTO and the
school, we will purchase more resources, including technology, to work with students who fail
to meet AYP. We will also reach out to the members of our community to solicit help from
them with our funding issues. As we are contacting the members of the community, we will try
to identify potential businesses as and ―adopt-a-school partner‖ for Riceville Elementary.




Tennessee School Improvement Planning Process Templates – August, 2007                              Page 42 of 72
TEMPLATE 3.2.a: Instructional Practices


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

                                                                              Standards based
Curre nt Instructional                                    Standards based      instruction in      Instruction of      Integration of
                                      Differentiated       instruction in    Reading/Language    students with the    Technology into      Identification of
Practices                              Instruction             Math                 Arts         Inclusion model         instruction       Proficient/Non-
                                                                                                                                         Proficient Students        Daily Five
                                    Implementation of    All math teachers   All                 We have partial     Smart Boards        List of students      Several teachers
                                    training from        use standards-      reading/language    inclusion at our    Computer            from T CAP scores     read Daily Five
                                    professional         based instruction   arts teachers use   school.             programs and        given to classroom    book and
                                    developments         to support the      standards-based                         software            teachers,             implemented the
                                                         teaching of the     instruction to                          Web based           interventionists,     strategies in their
Ev idence of Pract ice (State in    Kits purchased for   SPI’s               support the                             instruction         and                   classrooms as a
definit ive/tangible terms)         the school                               teaching of the                         New computer lab    Reading/Math          pilot program
                                                                             SPI’s                                   for lower grades    teachers
                                                                                                                     Staff development
                                                                                                                     for new
                                                                                                                     technology
                                    Yes                  Yes                 Yes                 Yes                 Yes                 Yes                   Yes
Is the current practice research-
based?
                                    Yes                  Yes                 Yes                 Yes                 Yes                 Yes                   Yes
Is it a principle & p ractice of
high-performing schools?
                                    Effective            Effective           Effective           Effective           Effective           Effective on          Effective on
                                                                                                                                         formative             formative
                                                                                                                                         assessments           assessments
Has the current practice been                                                                                                            Will determine        Will determine
effective or ineffective?                                                                                                                effectiveness on      effectiveness on
                                                                                                                                         T CAP when            T CAP when
                                                                                                                                         scores return         scores return




Tennessee School Improvement Planning Process Templates – August, 2007                                         Page 43 of 72
                                     T CAP                Summative              Summative              Scores for            Teachers, who         Student               Student
                                     achievement          Assessment such        Assessment such        Inclusion students    have the              documentation         documentation in
                                     Lesson plans         as T CAP scores        as T CAP scores        from Summative        technology, are       folders               the classroom
                                     Writing              Formative              Formative              assessment of         using smart           Grades and scores
What data source(s) do you have      assessment           assessments such       assessments such       T CAP and T CAP       boards, brain pop,    from various          Teacher
                                                          as weekly tests,       as weekly tests,       Writing               united streaming,     formative             observation of
that support your answer?                                 unit tests, and        unit tests, and        Assessment,           and other software    assessments           students in Daily
(identify all applicable sources)                         Scantron scores        Scantron scores        Formative             to drive the                                Five action
                                                                                                        assessment such as    instruction of the
                                                                                                        Scantron, STAR        SPI’s
                                                                                                        testing, weekly
                                                                                                        and unit tests        Lesson Plans
                                     T CAP test and       Scores meet the        Scores meet the        Student               Test scores meet      Improvement of        Improvement of
                                     T CAP Writing        benchmarks set         benchmarks set         improvement in        the benchmarks        T CAP scores will     T CAP scores and
Ev idence of effectiveness or        Assessment scores    forth by NCLB          forth by NCLB          core areas            set forth by NCLB     determine             literacy levels will
                                     Scantron tests                                                     throughout the                              effectiveness         determine
ineffectiveness (State in terms of   ST AR testing        Monthly grade          Monthly grade          year and on                                                       effectiveness
quantifiable improvement)            Teacher made         level meetings         level meetings         formative and
                                     tests                                                              summative
                                     Observations                                                       assessments
                                     A cross section of   All teachers utilize   All teachers utilize   All grades are        Most teachers use     Program is used in    Program is used in
                                     teachers have gone   standards-based        standards-based        involved in partial   technology in the     grades 2-8            grades K-4
                                     to training          instruction            instruction            inclusion             delivery of their
                                                                                                        practices.            instruction.          Faculty Meetings
Ev idence of equitable school        Administrators are   Curriculum             Curriculum                                                         Monthly grade
support for this practice            supportive of        mapping/pacing         mapping/pacing                               Training for use of   level meeting with
                                     instructional        guides for all math    guides for all                               Smart Boards,         principal
                                     practices            standards              reading/language                             Software, Web
                                                                                 arts standards                               based instruction
                                     Continue to send     Continue to use        Continue to use        Continue to use       Implement more        Continue to base      Continue to full
                                     more teachers to     standards based        standards based        the inclusion         technology use        instruction on data   implementation in
                                     training (summer     instruction in all     instruction in all     philosophy            and training in       driven sources        grades K-4
                                     2008); teachers      math classrooms        reading/language                             more classrooms
                                     will then provide                           arts classrooms        Try to implement                            Continue to           Possible
                                     staff development                                                  it more in the next   Provide more          identify low          implementation in
Next Step (changes or                at their schools                                                   years                 opportunities for     performing            other grades
continuations)                       (August 2008)                                                                            teachers to obtain    students from year
                                                                                                                              smart boards          to year
                                     Continue to
                                     implement in                                                                                                   Form and train a
                                     classrooms                                                                                                     data team to more
                                                                                                                                                    effectively analyze
                                                                                                                                                    data




Tennessee School Improvement Planning Process Templates – August, 2007                                                 Page 44 of 72
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. Co mplet ing Template 3.2.b (the gap analysis) should help
school team members discover ―What Ought To Be.‖

Co mplet ion 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 Temp late 3.2.b.


Template 3.2.b: Instructional Gap Analysis
Instructional Gap Analysis - Narrative Response Require d
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
(How are we currentl y allocating our time, money, personnel and other resources and buil ding capacity
around understanding and i mplementing high quality instructi on paractices?)
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL,
And OTHER RESOURCES
( How shoul d we be allocating our ti me, money, personnel and other resources and buil ding capacity around
understanding and i mplementing high quality instructi onal practices.)

Equi ty and Adequacy:

Are we provi di ng equi ty and adequacy to all of our teachers?

Are we targeting funds and resources effecti vely to meet the needs of all of our teachers in being effecti ve
wi th all their students?

Bases on the data, are we accuratel y meeting the needs of all students in our school?

“What is…”

        At the present time we have teachers (funded through federal monies) for reading and
math instruction as well as para-professionals in special education and lower grades to help with
different tasks, which include the various tiers of RTI. We also have access to a nurse to aid
and assist with students who have medical needs.
        Other resources in current use are interventionists hired by the county in reading and
math for grades 2 through 8. They teach 3 hours per day. We received an ECPI (Enhanced
Community Prevention Initiative Program) person through a grant to work with at risk students.
ECPI is partners with Families, Children, and Adults of Chattanooga. Extended contracts are
utilized for before and after school remediation.
        This year we have restructured the schedule to allow our Kindergarten through third
grade to have an uninterrupted block of 3 and one-half hours each morning for reading/language
arts and math instruction. Grades 4 through 8 spend two hours in reading/language arts and one
hour in math instruction per day. We have implemented grade level meetings to discuss
teaching strategies and to ensure that sub-skills have been taught prior to TCAP testing.



Tennessee School Improvement Planning Process Templates – August, 2007                                  Page 45 of 72
        “What Ought to Be…”

        We need more computer lab time for the entire student body because it would help with
testing and practicing remediation and differentiation skills. Money for additional projectors,
smart boards, and programs for computers is needed.
        We need funds to purchase a benchmark assessment that is scientifically based for
grades K-2. Some examples of this assessment would be Dynamic Indicators of Basic Early
Literacy Skills (DIBELS), Think Link, and AIMS web.
         We would like to add an interventionist for 2008-2009 to continue to serve students
who are below proficient or in danger of falling below proficient.
    With the time restraints and the resources we have we feel that we are meeting the needs of
the majority of our students. However, we are constantly searching for ways to aid our special
education and economically disadvantaged students.




TEM PLATE 3.2.c: Instructional Su mmary Questions

The follo wing summary questions are related to instruction. They are designed as a culminating activ ity 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?

    We have varied strategies and resources used among all teachers. For example, teachers
who have technology available to them use it to drive instruction we also use small group and
whole group instruction, manipulatives, peer tutoring, and cooperative learning. We are
continuing our professional development through training of new strategies, such as
differentiated instruction and response to intervention, for teachers; however, since new
teachers are hired almost every year and new programs are being introduced, professional
development must be a continuous process. There is also a collaboration of teachers during
planning time with district-wide curriculum maps. Strategies and materials are selected during
planning for differentiated instruction. These strengths were identified from teacher surveys
and observations.




Tennessee School Improvement Planning Process Templates – August, 2007                              Page 46 of 72
Instructional Summary Questions - Narrative Response Required
What are our major challenges and how do we know. (These should be stated as instructional pract ice challenges
identified in the templates above that could be a cause of the prioritized needs identified in co mponent 1.)

    According to our needs assessments, our biggest challenge is differentiated instruction.
Teachers struggle with differentiated instruction due to the fact that some of them still do not
fully understand the concept, or they are hesitant to implement it into their classrooms; some
students are still not reaching expected gains to state guidelines, which means we need to
implement as much diffentiation as possible.

 Multicultural education is also a challenge because of the difficulty of communication between
parents and school personnel.



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

    We are having and will continue to have ongoing staff development to train and enrich
faculty to reach all student levels in different learning styles. There are also professional
development opportunities in differentiated instruction available to teachers both during the
school year and the summer months. Additionally, in school we will seek out teachers who are
already conducting differentiated instruction to work with teachers who do not understand or
are hesitant to implement the differentiated concepts into their classrooms. Administrators will
identify teachers in both areas to fully implement the program.
    A student handbook and all items sent home from the school are being offered in English
and Spanish in order to facilitate better communication. We are also using web sites
(babblefish.com) and the Transact program to help us with our translating.




Tennessee School Improvement Planning Process Templates – August, 2007                              Page 47 of 72
TEMPLATE 3.3.a: Assessment Practices


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

                                                                                  Accelerated
Curre nt Assessment                                                               Reading and                                 Pre K and
                                        Summative             Formative          ST AR Reading                               Kindergarten
Practices                               Assessment           Assessments             Test               Explore T est         Screening

                                     T CAP                Scantron              Individual Reports    Test is given in     Brigance Data
                                     T CAP Writing        Plato                                       November to 8 th     Fundations
Ev idence of Pract ice (State in     Assessment           Teacher made                                graders
definit ive/tangible terms)                               assessments
                                                          (end of
                                                          chapter/unit tests)
                                     Yes                  Yes                   Yes                   Yes                  Yes
Is the current practice research-
based?
                                     Yes                  Yes                   Yes                   Yes                  Yes
Is it a principle & p ractice of
high-performing schools?
                                     Effective            Effective             Effective             Effective            Effective
Has the current practice been
effective or ineffective?
                                     Scores               Individual student    Student reading       Explore scores       Screening results
What data source(s) do you have                           reports               level reports                              Individual reports
that support your answer?                                                                                                  from Fundations
(identify all applicable sources)
                                     T CAP scores         Individual student    Testing scores and    Scores reported      Student Placement
                                     Writing              reports give          attaining goals per   student readiness    and weekly test
Ev idence of effectiveness or        Assessment           immediate             grading period        for high school
ineffectiveness (State in terms of                        feedback to                                 coursework in all
quantifiable improvement)                                 students                                    subject areas
                                                                                                      except social
                                                                                                      studies
                                     Local, state,        Local, state,         Local, state,         Local, state,        Local, state,
Ev idence of equitable school        federal and school   federal and school    federal and school    federal and school   federal and school
support for this practice            monies               monies                monies                monies               monies

                                     Continue with        Continue with         Continue with         Continue with        Continue with
                                     assessment           assessment            assessment            assessment           assessment
Next Step (changes or
continuations)                                            Locate an
                                                          assessment for
                                                          grades K-2




Tennessee School Improvement Planning Process Templates – August, 2007                                                Page 48 of 72
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. Co mpleting Temp late 3.3.b (the gap analysis) should
help school team members discover ―What Ought To Be.‖

Co mplet ion 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?)

“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 resourc es and building capacity
around understanding and implementing high quality assessment practices?)




Equity and Adequacy:

Are we provid ing equity and adequacy to all of our teachers?

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

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

“What is…”
   Multiple measures of assessment are administered periodically throughout the year. Pre K
and Kindergarten students are screened prior to enrolling. Pre K students are evaluated each
spring while Kindergarten is screened in the fall using Brigance Data and Foundations. The
results of these screening procedures allow for correct placement and work on each child’s
individual level. Grades K-8 use Plato as needed to provide individualized instruction, standard
based assessments to encourage and enhance academic success for K-8 learners. For grades 3-
8, Scantron Performance Series is administered in August, November, and March. These test
dates allow for educators to identify areas of strength and differentiation in the classroom.
STAR reading is given three times per year in order to appropriately place students in their
reading level. Our eighth graders now take the EXPLORE test, which is a pre-ACT college
readiness test. Each year in April, TCAP is administered. The data obtained from this
assessment is analyzed by the leadership team and teachers to determine students’ strengths and
weaknesses.
    Grade level meetings are held to discuss concerns, thoughts or ideas, and new information
that teachers may need.
    The leadership team reviews TCAP assessment results which are used to drive the
instruction of the classroom teachers. The leadership team gives each teacher a list of their low
proficient and non-proficient students.
    Periodic grade level meetings with the principal are held to determine the best use of
instructional strategies and time.
    Our intervention teachers and our reading and math teachers as well as other faculty
members are used to give TCAP tests in small group, as dictated by IEPs and teacher needs.
The interventionists and reading and math teachers analyze data they gather through periodic
testing in their instruction time.


“What Ought to Be…”

    We agree that we need research based formative assessment methods for grades K through 2
such as DIBLES, AIMS web, and Think Link in order to determine placements, drive
instruction, and help parents remediate skills at home. We will be investigating various
alternatives for assessment in grades K-2 to determine which one is best for our students.
    Funds are needed to implement these formative assessments for grades K-2. We would need
release time for our teachers to coordinate the assessments, and professional development for
our teachers and para-professionals to completely understand the process and secure the benefits
these assessments would offer our students.
    Once these assessments are purchased and our faculty in grades K-2 is trained in their use,
we would need to find time during the school year to give these assessments. These times
would be determined by the assessment policies of the programs.
    We will continue to implement professional development on the new assessment programs
and the programs that we already use for any teacher who does not understand the programs.




Tennessee School Improvement Planning Process Templates – August, 2007                 Page 50 of 72
TEMPLATE 3.3.c: Assessment Summary Questions

The follo wing summary questions are related to assessment. They are designed as a culminating activ ity 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 strengths are using STAR (a reading assessment for grades K-8), Scantron (an assessment
available for grades 3-8), Plato, and other various computer programs for formative assessments
throughout the year and the TCAP summative assessment at the end of the year. These help us
to identify specific areas of need for specific students so that we can e nhance their instruction to
aid them on the TCAP. These strengths were realized through teacher surveys, teacher
monitoring of assessments throughout the year, and scores on tests.

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 co mponent 1.)

Our biggest challenge deals with understanding TCAP data. Our teachers feel that they need
more information on how to analyze test scores for individual instruction and ideas on how to
use the data in the time allotted. We also feel that we need to possess a better understanding of
the data in order to share it with our students and our parents.

Another major challenge we face is not having a formative assessment series for grades K -2
which will allow us to monitor and track our students from one assessment to the next to
determine how they are progressing and the needs we need to address.




Tennessee School Improvement Planning Process Templates – August, 2007                              Page 51 of 72
Assessment Summary Questions - Narrative Response Required
How will we address our challenges?


We are forming a data team to work with a data coordinator and our principal to help us better
analyze and understand our TCAP data. The team will then work with the faculty during
beginning of the year in-service days to help them understand the data. The principal and the
team will be available to consult with teachers during the grade level meetings as needed. In
turn, the faculty will then have a better understanding of scores and a better ways to
communicate the information to parents and students. The data team will continue to meet
throughout the school year in order to continue to analyze any formative assessments (Scantron
tests) given throughout the year to determine student progress.

We are actively seeking out assessments for grades K-2. We have contacted and will continue
to contact other schools that use assessments such as DIBELS and Think Link to determine if
these assessments are ones that can help our students.




Tennessee School Improvement Planning Process Templates – August, 2007              Page 52 of 72
TEMPLATE 3.4.a: Org anizational Practices


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

                                                                               Schedules are
                                                                               made with the
Curre nt Organizational                                                                            Monthly grade           Parent
                                                                              maximu m t ime
Practices                            Shared Mission
                                                                                allotted for
                                                                                                   level meetings     involvement and       Grade Level and      Elementary Teacher
                                       and Beliefs       T welve Point Plan                        with principal     support programs     Staff Development       Planning Time
                                                                              core A YP area
                                    Posted in school     Reading/Language     Follow model       Sign-in sheets and   PTO, Family          Professional          Planning time is
                                                         Arts and Math                           agendas              Friendly,            development is        provided through the
                                    Included in School   time (two and one
                                                                              of the 12 Po int                        Volunteer            provided for          use of physical
                                    Improvement Plan     half hours) is       Plan fo r                               program, Intensive   teachers              education time and
                                                         uninterrupted for    McMinn                                  focus reading        throughout the        library time.
                                                         grades K-3           County                                  points, ECPI         year. The             Teachers in grade
                                                                                                                      (Enhanced            meetings may be       levels have common
                                                         Grades 4-8 spend
                                                                              Co mmon                                 Community            grade level           planning time
Ev idence of Pract ice (State in                         a minimum of 2       Planning time                           Preventative         specific or content
definit ive/tangible terms)                              hours on             for teachers                            Initiative           specific.             Grades K-3 have 3
                                                         reading/language     Lesson Plans                                                                       hours per week
                                                         arts and 1 hour in                                                                                      Grades 4-6 have 3
                                                         math                                                                                                    and one half hours
                                                                                                                                                                 per week
                                                                                                                                                                 Grades 7-8 have 4
                                                                                                                                                                 hours and 15 minutes
                                                                                                                                                                 per week
                                    Yes                  Yes                  Yes                Yes                  Yes                  Yes                   Yes
Is the current practice research-
based?
                                    Yes                  Yes                  Yes                Yes                  Yes                  Yes                   Yes
Is it a principle & p ractice of
high-performing schools?
                                    Effective            Effective            Effective          Effective            Effective            Effective             Effective
Has the current practice been
effective or ineffective?
                                     Communication         Improving scores    Teacher input     T CAP, Scantron,    Newsletters,         Agenda, minutes,     Lesson Plans
                                     with stakeholders     Teacher feedback                      portfolios,         newspaper,           and sign-in sheets   Teacher schedules
                                                           Lesson Plans
                                                                               concerning        Accelerated         articles, sign-in    Staff development
                                     Mission and vision    Teacher schedule    blocking off      Reading             sheets, Channel 95   surveys
                                     statements are                            instructional
What data source(s) do you have      posted throughout                         time
                                     the building
that support your answer?                                                      Teacher class
(identify all applicable sources)                                              schedules
                                                                               Sign in sheets
                                                                               for grade level
                                                                               meet ings

                                     Faculty, staff, and   T CAP scores        Student           Gains made on       Parent feedback      Daily feedback       Feedback from
                                     stakeholders were     School is in safe                     scores              and improved         and testing scores   teachers
                                                                               performance in
                                     involved in           harbor                                                    parental
                                     writing vision and                        AYP areas                             involvement
                                     mission                                   throughout the
Ev idence of effectiveness or
                                                                               school year on
ineffectiveness (State in terms of
                                                                               tests given in
quantifiable improvement)
                                                                               the classroom
                                                                               TCAP scores
                                                                               when they are
                                                                               available
                                     Stakeholders          12 Point Plan is    Co mmon           All teachers        Involvement          Resources will be    All teachers have
                                     involved in           implemented                           involved            programs are used    allocated for        planning time every
                                                                               planning time
                                     writing it and the    throughout our                                            throughout the       professional         day.
                                     entire faculty        school.             for monthly                           school               development
Ev idence of equitable school        approved our                              grade level                                                                     Schedules have been
support for this practice            mission and belief                        meet ings                                                                       arranged so that all
                                     statements                                                                                                                teachers have
                                                                                                                                                               maximum planning
                                                                                                                                                               time.
                                     Include in student    Continue to         Continue use      Continue regular    Continue             Continue to fund     Continue to
Next Step (changes or                planners and on       implement                             meetings            improving family     professional         implement common
                                                                               of this block
continuations)                       website                                                                         engagement           development          planning time for
                                                                               schedule time                                                                   teachers




Tennessee School Improvement Planning Process Templates – August, 2007                                          Page 54 of 72
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. Co mplet ing Template 3.4.b (the gap analysis) should help
school team members discover ―What Ought To Be.‖

Co mplet ion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy
questions relative to organizational p ractices, 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?)

“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 resourc es and building capacity
around understanding and implementing high quality organizational practices?)




Equity and Adequacy:

Are we provid ing equity and adequacy to all of our teachers?

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

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

“What is ….”
    Our school conducts grade level meetings with goals being to improve communication
between grade levels. We also plan for monthly meetings with the leadership team to provide
discussion and support of best practices.
    PTO and the Family Friendly team from our school meet monthly to discuss issues to improve
to our parent involvement.
    In order to organize our program, money is being used to provide testing aligned with the
standards (Scantron and TCAP Coach workbooks) in order to define both our weak and strong
areas. When these areas are identified, we will use money for pro grams and materials aligned
with the standards and scientifically based in order to address areas that need improving. Money
is also spent on before and after school tutoring.
    Personnel and time are used in addressing the areas of need. To make the step of common
planning time feasible, an addition physical education teacher was hired this year. Collecting and
using the data from testing is done in order to provide extra help on areas needing attentions.



Tennessee School Improvement Planning Process Templates – August, 2007                                   Page 55 of 72
“What Ought to Be…”

    We will implement more time for teachers across grade levels to interpret test demographics
to make certain there are no gaps in curriculum and instruction. This could be handled through
staff development days and an increase in grade level meetings. This would also be beneficial
for the teachers to be able to understand the test data and work with teachers at the next grade
level to better serve the students.
     We will continue to evaluate programs, staff, and facilities in order to determine budget
needs. Once scientifically based programs which will increase student achievement are
identified, we would like to purchase them. With the purchase would come training for teachers
and para-professionals to best implement the programs into the organization of the school day.




Tennessee School Improvement Planning Process Templates – August, 2007               Page 56 of 72
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 are using tests, materials, and programs that are scientifically based.
Our parent involvement and support programs that reinforce parent-teacher communication are
also strengths. We know these are strengths due to survey results.




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

 The biggest challenge we face is ongoing staff development for understanding test data and
then organizing extra time, in our already busy schedules, to sphere out test data for each
individual student and to ensure that each teacher understands the test data and how to use it to
the best advantage for our instruction.



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

    Available resources will be used to provide staff development and experts to assist with
organizing and understanding test data. We are in the process of forming a data analysis team
to further aide our teachers in the evaluation and interpretation of the TCAP scores.
    We will be identifying and utilizing staff members to assist struggling students with their
daily work and skill mastery through reading and math intervention programs.




Tennessee School Improvement Planning Process Templates – August, 2007                                    Page 57 of 72
Component 4 – Action Plan Development

TEMPLATE 4.1 : Goals (Based on the prioritized g oal targets developed i n 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 (B ased on the challenges/next steps i denti fied 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/Co mmunity Involvement, Technology and Communicat ion strategies
are to be included within the action steps of each goal statement.
(Rubric Indicator 4.2)


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




Tennessee School Improvement Planning Process Templates – August, 2007                                   Page 58 of 72
                                                               GOAL 1 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)                                                                                                                Revised DATE: __________________________

                   Section A –Describe your goal and identify whic h need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
                                                                        Our goal for the 2009-2010 school year is for our students to meet or exceed the benchmark of 89% proficient in
                                                                 Goal   reading/language arts as set forth by No Child left behind.

                                                                        This goal will reduce our number of students who scored below proficient on TCAP, and i t will raise the
                    Which need(s) does this Goal address?               reading/language arts scores on TCAP.

                                                                        McMinn County’s five year plan is to be in compliance with the No Child Left Behind standards. By increasing our
How is this Goal linked to the system’s Five-Year Plan?                 reading/language arts scores, we will continue to meet the standards.
ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)                                           IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
                                                                        Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources,
Section B – Descriptively list the action you plan to take to ensure    funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you w ill evaluate
you will be able to progress toward your goal. Action steps are         the action step.)
strategies and interventions which should be scientif ically based                                                             Projected
where possible and include professional development, technology,
                                                                                        Person(s)          Required            Cost(s) &                                       Performance Results
communication, and parent and community involvement initiatives          Timeline                                                                  Evaluation Strategy
within the action steps of each goal.                                                  Responsible         Resources           Funding                                              / Outcomes
                                                                                                                               Sources
                                                                                       Kindergarten
                                                                                       through third        Wilson
                                                                                           grade           Reading
                                                                                        Classroom          Program
                During the 2009-2010 school yea r,
                                                                                         Teachers;         Materials;
                Kindergarten & first grade teachers will teach                                                                                     Lesson Plans and             Score Improvement
                                                                                        Reading &             Staff         Funds are from
                at least 30 minutes of Wilson Reading-                   August                                                                 pacing guides; Formal &          on formative and
  Action                                                                                  Special        Development         local, state,
                Fundations to all students during Tier I.                2009-                                                                  Walk thru observations;             summative
  Step 1                                                                                 Education          for new          federal and
                Second & third grade teachers will use Wilson           Ma y 2010                                                                 Sign-in sheets and               assessments
                                                                                         Teachers,         teachers         school monies
                Reading-Fundations in the RTI process, when                                                                                            agendas
                                                                                       Instructional         and/or
                appropriate, for Tier II and Tier lll students.                            Aides;        instructional
                                                                                       Instructional         aides;
                                                                                          Coach,           Personnel
                                                                                          Principal
                                                                                          Teachers,
                                                                                          Students,
                During the 2009-2010 school year, students in                                                                  Funded by                                       Score Improvement on
                                                                         August            Reading       STAR testing
  Action        grades 1-8 will take the STAR test three times or
                                                                                          Teacher,                            local, state,      Analyze and document              formative and
                more. These scores will then be analyzed to help         2009 –                             series,                                 reading levels of         summative assessments
  Step 2                                                                                Instructional                         federal, and
                determine students who may need remediation             Ma y 2010                         computers                                      students
                                                                                           Aides, &                          school monies
                through RTI process.
                                                                                            Media
                                                                                          Specialist




Tennessee School Improvement Planning Process Templates – August, 2007                                             Page 59 of 72
                                                                              Classroom,
                                                                              Reading, &        The Daily Five                       Reading scores on
                                                                                Special         book, video, &                      TCAP, Reading scores
            During the 2009-2010 school year, K-3                              Education             staff           Funded by          on Think Link,       Score improvement
                                                                 August
 Action     teachers will use the Daily Five strategy to                       Teachers,        development;        local, state,     Scantron, & STA R      on formative and
                                                                2009-May                           reading          federal, and                             summative
 Step 3     create reading centers that differentiate                        Instructional
            reading instruction.                                  2010                           materials for     school monies                             assessments
                                                                                Coach,
                                                                             Instructional        Daily Five
                                                                                                   centers
                                                                                Aides,
                                                                               Principal
                                                                                Classroom,
                                                                                Reading, &
                                                                                   Special
                                                                                 Education                                          Sign-in sheets,
            During the 2009-2010. school year, students in                       Teachers,           Staff                          agendas, and/or
                                                                               Instructional     development;        Funded by                               Score Improvement
            kindergarten-sixth grades, whose                     August                                                             minutes; Schedules;
 Action                                                                            Coach,         Researched-       local, state,                             on formative and
            reading/language arts skills are below              2009-May                                                            Progress monitoring
 Step 4                                                                        Instructional     based reading      federal, and                                 summative
            proficient, will receive small group instruction      2010             Aides,          materials;                       and documentation
                                                                                                                   school monies                               assessments
            (Tier II, Tier lll) using the RTI process.                       Interventionist,      Personnel                        records
                                                                               Data Team,
                                                                                  Principal


                                                                                 3-8 grade                                          Scantron test scores;
                                                                                Classroom
                                                                                                                                    Sign-in sheets,
                                                                                 Teachers;
                                                                                Reading &                                           agendas, and/or
            During the 2009-2010 school year, students in                                         Scantron
                                                                                   Special                                          minutes of bi-monthly
            grades 3-8 will participate in the formative        October.                        testing series;
                                                                                 Education                           Funded by      grade level meetings,
            assessment, Scantron. Testing will be               2009,                            Computers;                                                  Score improvement
 Action                                                                          Teachers;                          local, state,   data team meetings, &
            administered three times per year at twelve         January                              Staff                                                   on each sequential
 Step 5                                                                        Instructional                        federal, and    staff development;
            week intervals. Test results will be analyzed       2010;              Aides;       development;                                                   Scantron test
                                                                                                                   school monies    Documentation
            and used to drive instruction and place             April 2010   Interventionist,     Personnel                         analyzing various
            students in Tier Il and Tier lll RTI process                       Instructional                                        reading/language arts
                                                                                   Coach;
                                                                               Data Team;                                           data and tracking
                                                                                  Principal                                         student progress
                                                                                                Subscription to
                                                                                                Brain Pop and
                                                                                                United                                                       Score improvement
                                                                               Reading/                              Funded by
            During the 2009-2010 school year, teachers           August                         Streaming Web                          Test scores from
 Action                                                                        language         Sites;              local, state,                            on formative and
            will utilize of Brain Pop and United Streaming to   2009-May     arts teachers                          federal, and    computer program tests
 Step 6                                                                                         Technology                                                   summative
            enhance instruction.                                  2010                                                                  and quizzes
                                                                                                equipment ;Staff   school monies                             assessments
                                                                                                development for
                                                                                                new teachers




Tennessee School Improvement Planning Process Templates – August, 2007                                    Page 60 of 72
                                                                                                                                                         Improve teacher
                                                                            Classroom                                                                       planning and
            During the 2009-2010 school year, teachers                      Teachers;
            will utilize a common planning time to conduct                                                    Funded by                                  teaching; Identi fy
                                                               August      Reading &                                         Sign-in sheets, agenda,    appropriate student
 Action     bi-monthly grade level meetings to discuss                                      Time; Staff      local, state,
                                                              2009-May     Special                                              and/or minutes of      interventions; Score
 Step 7     students and RTI process, review progress                                      development       federal, and
                                                                2010       Education                                                meetings              improvement on
            monitoring and documentation records, and                                                       school monies
                                                                           Teachers;                                                                       formative and
            participate in staff development.                              Principal                                                                         summative
                                                                                                                                                           assessments;
            During the 2009-2010 school year, reading/                     Classroom
            language arts teachers will follow the                          Teachers;                         Funded by      Monitoring of teachers’   Evaluation of
                                                               August                      Pacing Guide
 Action     Curriculum Map Pacing Guide and McMinn                          Assistant                        local, state,   checklists and lesson      checklist to determine
                                                              2009-May                     and copy of 12
 Step 8     County’s Twelve Point Plan in order to ensure                   Principal;                       federal, and            plans             that skills have been
                                                                2010                         Point Plan
            that all SPI’s are being taught in a timely                     Principal;                      school monies                              taught prior to TCAP
            manner.                                                        Supervisors
                                                                           Classroom
                                                                            Teachers;
                                                                              School
                                                                           Technology
            During the 2009-2010 school year, teachers will                   Team;            Staff        Funds are from    Sign-in sheets, and/or    Score improvement
                                                               August
 Action     begin to integrate technology into their          2009-May       Dr. Ken       development;      local, state,   agendas; Lesson plans;      on formative and
 Step 9     classroom instruction to strengthen the                          Phillips;      Technology       federal, and     Formal and Walk-thru          summative
                                                                2010
            teaching of the SPIs.                                           Computer        equipment       school monies         observations             assessments
                                                                              Techs;
                                                                            Assistant
                                                                            Principal,;
                                                                             Principal
                                                                 Early
                                                               Literacy                                                                                  More stakeholder
                                                                           Pre-K thru 3
            During the 2009-2010 school year, the teachers      Parent                                      Funds are from                              involvement; score
                                                                             teachers,                                           Sign in sheets,
  Action    in grades Pre-k thru 3 and the administration      Night in                    Refreshments,     local, state,                                improvement on
                                                                                math                                          agendas, and parent
 Step 10    will promote Early Literacy by in volving and      the Fall-                     Literature      federal, and                                  formative and
                                                                              teacher,                                         feedback surveys
            educating parents and other stakeholders.         2009 and                                      school monies                                    summative
                                                                           administrator
                                                                Spring                                                                                       assessment
                                                                 2010




Tennessee School Improvement Planning Process Templates – August, 2007                             Page 61 of 72
                                                               GOAL 2 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)                                                                                                                Revised DATE: __________________________

                   Section A –Describe your goal and identify whic h need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
                                                                        Our goal for the 2009-2010 school year is for our students to meet or exceed the benchmark of 86% proficient in
                                                                 Goal   math set by No Child Left Behind.
                                                                        This goal will reduce our number of students who scored below proficient on TCAP, and it will raise the math
                    Which need(s) does this Goal address?               scores on TCAP.

                                                                        McMinn County’s five year plan is to be in compliance with the mandates set forth through the No Child Left
How is this Goal linked to the system’s Five-Year Plan?                 Behind legislation. By increasing our math scores, we will continue to meet the standard.
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,
you will be able to progress toward your goal. Action steps are         funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you w ill evaluate
strategies and interventions which should be scientif ically based      the action step.)
where possible and include professional development, technology,                                                            Projected Cost(s)
                                                                                         Person(s)          Required                                                           Performance Results
communication, and parent and community involvement initiatives          Timeline                                              & Funding            Evaluation Strategy
within the action steps of each goal.                                                   Responsible         Resources                                                               / Outcomes
                                                                                                                                Sources
                                                                                                                                                                               Increased knowledge
                During the 2009-2010 school year, math                                                                                                                            of math skills as
                lessons will be based upon the SPI’s; teachers                                                                   $3700             Weekly EXCEL tests              determined by
                                                                         August
  Action                                                                               K-3 Classroom        Excel Math         Funded by           Teacher observation           Weekly scores on
                in grades Kindergarten thru three will                   2009 –
  Step 1                                                                                 Teachers            Program         Parent Teacher          of student math              EXCEL tests and
                incorporate the Excel math program into th eir          Ma y 2010
                                                                                                                              Organization              knowledge               teacher observation
                daily math lessons.                                                                                                                                                and formative
                                                                                                                                                                                   assessments
                                                                                         Classroom,
                                                                                                                Math
                                                                                        Math, Special      manipulatives
                                                                                          Education         provided by                            Formal and Walk thru
                During the 2009-2010 school year, math                                    Teachers;        adopted math        Funded from            observations by           Score improvement
                                                                         August
  Action        teachers will use differentiated strategies, math       2009-May       Interventionist;        series,          local, state,         administrators;            on formative and
  Step 2        manipulatives, and daily review and/or timed                            Instructional         Scantron         federal, and         teacher observation             summative
                                                                          2010                             differentiated
                tests on math facts.                                                        Aides;                            school monies            and formative               assessments
                                                                                          Assistant          computer                                  assessments
                                                                                                            math sheets
                                                                                          Principal,         personnel
                                                                                           Principal




Tennessee School Improvement Planning Process Templates – August, 2007                                             Page 62 of 72
                                                                             3-8 grade
                                                                            Classroom
                                                                             Teachers;
                                                                          Math & Special            Scantron                         Scantron test scores
            During the 2009-2010 school, the formative          October      Education               testing                          on each student,
            assessment, Scantron will be administered to         2009,       Teachers;               series;     Funded by local,      Sign-in sheets,
                                                                                                                                                            Score improvement
 Action     students in grades 3-8. Scantron test scores        January    Instructional           Computers     state, federal,      agendas, and/or
                                                                                                                                                            on each sequential
 Step 3     and reports will be analyzed in order to drive       2009,         Aides;             Staff          and school         minutes of bi-monthly
                                                                                                                                                              Scantron test
            instruction and identify those students who         April        Interven-            development    monies             grade level meetings,
            need interventions.                                2010           tionist,            & Personnel                       data team meetings,
                                                                          Data Team;                                                & staff development;
                                                                          Assistant
                                                                          Principal,
                                                                          Principal
                                                                             Classroom,
                                                                          Math, & Special
                                                                              Education                                                 Documentation
                                                                              teachers,                                               analyzing various
            During the 2009-2010 school year, students in                                                        Funded by local,                           Score Improvement
                                                                August      Instructional                                               math data and
 Action     grades K-6 who are below proficient in grade                                                          state, federal,                            on formative and
                                                               2009-May         aides,             Personnel                           tracking student
 Step 4     level math skills will receive small group                    Interventionist;                         and school                                   summative
                                                                 2010                                                               progress; Schedules;
            differentiated instruction.                                     Data Team;                               monies                                    assessments
                                                                                                                                    Formal and Walk thru
                                                                              Assis tant                                                 observations,
                                                                              Principal;
                                                                               Principal
                                                                                                  Subscription
                                                                                                  to Brain Pop
                                                                            Classroom                                                 Math Scores from
                                                                                                   and United
            During the 2009-2010 school year, teachers of                      math                              Funded by local,   Brain Pop and United    Score Improvement
                                                                August                             Streaming;
 Action     math will utilize Brain Pop and United                           Teachers,                            state, federal,    Streaming quizzes;      on formative and
                                                               2009-May                            Computers;
 Step 5     Streaming to enhance the instruction of the                   Assistant                                and school       lesson plans; formal        summative
                                                                 2010                                  Staff
            math SPI’s.                                                   Principal,                                 monies             and walk thru         assessments
                                                                                                  development
                                                                          Principal                                                     observations
                                                                                                     for new
                                                                                                    teachers
                                                                           Classroom,
            During the 2009-2010 school year, K-6 math                       Math, &
                                                                                                                 Funded by local,                           Score improvement
            teachers will utilize a common planning time for    August       Special                                                   Sign-in sheets,
 Action                                                                                                           state, federal,                            on formative and
                                                               2009-May    Education;                                                 agendas, and/or
 Step 6     bi-monthly meetings to analyze math data and                                             Time          and school                                   summative
                                                                 2010       Assistant                                                     minutes
            discuss intervention strategies.                                                                         monies                                    assessments
                                                                            Principal;
                                                                            Principal
                                                                          Classroom T eac hers;    Interactive
            During the 2009-2010 school year, teachers will                                                       Funds are from    Lesson Plans ; Formal   Score improvement
                                                                August       Dr. Ken Phillips;       Boards;
 Action     begin to integrate the use of technology into                   Computer T echs;                       local, state,       and Walk-thru         on formative and
                                                               2009-May      Asst. Principal;      computers;
 Step 7     classroom instruction to strengthen the                                                                federal, and     observations; Sign-in       summative
                                                                 2010        Principal; sc hool       Staff
            teaching of math SPIs.                                          technolog y team                      school monies      sheets & agendas          assessments
                                                                                                  development



Tennessee School Improvement Planning Process Templates – August, 2007                                  Page 63 of 72
                                                               GOAL 3 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)                                                                                                                Revised DATE: __________________________

                   Section A –Describe your goal and identify whic h need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
                                                                        During the 2009-2010 school year, we will reduce the number of special education students who are below
                                                                 Goal   proficient in the AYP areas of math and reading/language arts on the TCAP tests by 10 percent.

                    Which need(s) does this Goal address?               By meeting this goal, we will continue to meet AYP in the sub-category of Students with Disabilities.

                                                                        McMinn County’s five year plan is for all schools to be in compliance with the standards set forth by No Child Left
How is this Goal linked to the system’s Five-Year Plan?                 Behind. By increasing these scores, we will be in compliance with these scores.
ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)                                           IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
                                                                        Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources,
Section B – Descriptively list the action you plan to take to ensure    funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you w ill evaluate
you will be able to progress toward your goal. Action steps are         the action step.)
strategies and interventions which should be scientif ically based                                                                Projected
where possible and include professional development, technology,
                                                                                         Person(s)           Required             Cost(s) &                                    Performance Results
communication, and parent and community involvement initiatives          Timeline                                                                   Evaluation Strategy
within the action steps of each goal.                                                   Responsible          Resources            Funding                                           / Outcomes
                                                                                                                                  Sources
                                                                                          Special
                                                                                                               Wilson                               Progress monitoring
                During the 2009-2010 school year, our special                            Education                               Funded by                                      Score improvement
                                                                         August                              Reading –                                documentation;
  Action        education department will utilize researched-                            Teachers;                              local, state,                                    on formative and
                                                                        2009-May                             Fundations                            lesson plans; Formal
  Step 1        based programs for reading intervention of K-3                           Assistant            kits; Staff       federal, and            & Walk thru                 summative
                special education students.                               2010           Principal,                            school monies                                       assessments
                                                                                                            development                                observations
                                                                                          Principal
                                                                                           Special                                                    State monitoring;
                During the 2009-2010 school year, all IEP’s will                                                                                                                Score Improvement on
                                                                                        Education &                                                      Easy IEP;
                be updated, reviewed by special education                                                                                                                           formative and
                                                                                          Regular                                                       Teacher and
                teachers as well as regular education teachers,          August                             Consulting         Funded by local,                                       summative
  Action                                                                                 Education                                                      administrator
                and followed to ensure that each student is             2009-May                           Teacher, Easy       state, federal,                                      assessments;
  Step 2                                                                                 teachers;                                                    attendance and
                receiving the educational services that best              2010                                 IEP             and school                                      Student improvement in
                                                                                         Assistant                             monies                    signatures;           the classroom based on
                meet his/her needs. IEP’s will be standards
                                                                                         Principal;                                                     Administrator             skills listed in IEP
                based.                                                                    Principal                                                      evaluation




Tennessee School Improvement Planning Process Templates – August, 2007                                             Page 64 of 72
                                                                                               Occupational                      Progress Reports to
                                                                                                                                                         Students scores will
                                                                                               Therapist;                          parents at 6 week
                                                                                               Physical                                                  improve on TCAP
                                                                          Special                                                    intervals or as
            During the 2009-2010 school year, special                                          Therapist;                                                and on daily
                                                                          Education                                                 required by IEP;
            education students in grades K-3 will be                                           Speech &         Funded by                                assignments and
                                                               August     Teachers;                                               Schedules; lesson
 Action     serviced by inclusion. Students in grades 4-8                                      Language         local, state,                            tests
                                                               2009-May   Regular                                                  plans; formal and
 Step 3     will be serviced both by inclusion and pull-out                                    Therapist;       federal, and                             Improvement of
                                                               2010       Education            Special                                  walk-thru
            sessions. This will be in accordance to the                                                         school monies                            student participation
                                                                          Teachers;            Education                         observations; sign-in
            student’s IEP.                                                                                                                               in the classroom as
                                                                          Administration       Teachers;                         sheets and agendas
                                                                                                                                                         observed by the
                                                                                               Assis tive                         of bi-monthly grade
                                                                                               Technology                                                teachers
                                                                                                                                     level meetings
                                                                           Consulting
                                                                                                  Certified
                                                               February      teacher,
            During the 2009-2010 school year, special                                            teachers;                                                Score improvement
 Action     education students who, according to their
                                                               2010 &         Special                                              State Monitoring
                                                                                                 Space to             None                               on Writing TCAP and
 Step 4                                                          April     Education,                                            Compliance with IEPs
            IEP’s, will receive testing accommodations.                    Reading &
                                                                                               accommodate                                                       TCAP
                                                                 2010                              needs
                                                                          Math Teachers
                                                                                                                 Collaboration
            Special education teachers will collaborate with
                                                                                                                 take place on        Continual
            writing teachers at the fifth and eighth grade                    Special
                                                                August                                              teacher        improvement on
            level to determine what strategies to follow to               education and                                                                     TCAP Writing
 Action     help ensure special education students do the        2009-        regular                           planning time;     essays written by      Assessment Score
 Step 5                                                        February                             Time              staff        special education
            best they can on the TCAP Writing                               education                                                                       Improvement
                                                                 2010                                            development           students
            Assessment. These strategies will be written in                  teachers
                                                                                                                  days; grade
            the students IEP.
                                                                                                                level meetings
                                                                               Consulting         Regular
            Students who qualify for portfolio assessment                  Teacher, Special
            will be identified. The special education                                            Education                                                Score Improvement
                                                                               Education
 Action                                                        August                            Teacher’s                         TCAP Alternative
            coordinator will collect the necessary data and                  teachers, and                            None                                  on Summative
 Step 6                                                        2009        regular education       data;                             Assessment
            follow the state guidelines to determine                                                                                                         Assessment
                                                                           teachers, Special      Portfolio
            eligibility.                                                  Education Director     notebook
                                                                              Tammy                                                                            Purchase
                                                                                                                                                            recommended
            Assemble a school math team to review and          August     Patton, Allison
 Action                                                                                                                          Findings reported to     program to improve
            recommend research based math programs             2009-May   Decker, Kellie            Time        None
 Step 7                                                                                                                                principal          scores on formative
            geared toward special education students.          2010          Wallace,                                                                       and summative
                                                                          Jennifer Brock                                                                     assessments




Tennessee School Improvement Planning Process Templates – August, 2007                                Page 65 of 72
                                                                 GOAL 4 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)                                                                                                                  Revised DATE: __________________________

                     Section A –Describe your goal and identify whic h need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
                                                                        Our goal during 2009-2010 is to continue to meet and/or exceed the state benchmark of 4.0 on the Tennessee
                                                                 Goal   Writing Assessment.

                    Which need(s) does this Goal address?               This addresses the number of students who are not meeting the state benchmark of 4.0

                                                                        McMinn County’s five year plan is for all schools to be in compliance with the standards set forth by No Child Left
How is this Goal linked to the system’s Five-Year Plan?                 Behind. By increasing our number of students who score 4.0 on the Writing Assessment, we will be in compliance
                                                                        with NCBL standards.
ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)                                                IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
                                                                        Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
Section B – Descriptively list the action you plan to take to ensure    sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
you will be able to progress toward your goal. Action steps are         step.)
strategies and interventions which should be scientif ically based                                                                    Projected
where possible and include professional development, technology,
                                                                                            Person(s)            Required             Cost(s) &                                      Performance Results
communication, and parent and community involvement initiatives           Timeline                                                                       Evaluation Strategy
within the action steps of each goal.                                                      Responsible           Resources            Funding                                             / Outcomes
                                                                                                                                      Sources
                During the 2009-2010 school year, Language                                                                                                                            Score improvement
                Arts teachers will use writing journals, at least                                                                                                                       on formative and
                once per week, to practice and improve the                                                                                                                                 summative
                                                                          August
  Action        students’ writing skills, thinking skills, and                            Language Arts                                                   Scores on Writing              assessments
                                                                         2009-May                              Paper; pencils            None
  Step 1        vocabulary. Grades 4,5,7,8 will especially                                  Teachers                                                        Assessment               Teacher evaluation of
                                                                           2010
                focus their topics on the type of writing that will                                                                                                                   student journals to
                be expected on the writing assessment, which                                                                                                                         determine if writing is
                is taken by grades 5 and 8.                                                                                                                                                 improving
                                                                                                                                                                                     Writing improvement
                                                                                                                                                                                       as evaluated from
                                                                                                               Paper, Pencils
                                                                         September                                                                        Scores on writing            teachers from the
                During the 2009-2010 school year, the fifth                                    th                   Staff
Action          grade will work together in a writing workshop
                                                                           2009-             5 grade
                                                                                                               development               None
                                                                                                                                                         assessments; sign in           writing samples
Step 2                                                                    February           teachers                                                          sheets
                as part of their writing instruction.                                                          at school and
                                                                           2010                                                                                                       Score improvement
                                                                                                                county level
                                                                                                                                                                                       on the Summative
                                                                                                                                                                                      Writing Assessment




Tennessee School Improvement Planning Process Templates – August, 2007                                              Page 66 of 72
            During the 2009-2010 school year, the teachers                                                              Improvement of           Writing improvement
            in grades K-4 will begin working with the “Daily   November   Teachers in   Paper, Pencils             students’ writing skills as    as evaluated from
 Action                                                                                                                determined by the
            Five” program, which includes a writing            2009-May   grades K-4;       Staff           None    teachers; lesson plans;       teachers from the
 Step 3     segment, to increase the writing skills of the       2010       principal   development                                                writing samples
                                                                                                                     formal and w alk-thru
            students.                                                                                                    observations




Tennessee School Improvement Planning Process Templates – August, 2007                      Page 67 of 72
Component 5 – The School Improvement Plan and Process Evaluation

TEMPLATE 5.1: Process Evaluati on

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?

  The Leadership Team, wh ich consists of teachers and the administration, monitors, rev iews, and revises the
School Improvement Plan throughout the school year. The members of the leadership team then chair or co -chair
the other committees writing each co mponent. The committees held meetings throughout the year to compile their
sections. Revisions were made to the old SIP, and the last draft was presented to the faculty for their approval
before being finalized. Steps are continually being taken to update our plan each year, and t o ensure that the intent
and purpose of each federally funded program is included in the plan. We have sign in sheets for all meet ings we
have held throughout the year.


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

   Our data fro m the 2008-2009 TCAP revealed that we scored above the state mandated levels. However, since
we know that the percentages for proficiency will continue to increase, we know that we must work to imp rove all
areas in order to continue to comply with NCLB.




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

   Parents and community members have been invited to be members of our SIP co mmittees and attend the meetings.
Parent-Teacher Conferences are held two times per year to discuss each child’s academic level. Ho wever, parents are
informed of students’ grades, s cores, and behavior throughout the year. Parents are encouraged to meet with their
child’s teacher whenever they wish to do so. Surveys are conducted each year to gain informat ion on how
stakeholders feel about our school, its programs, and what is working and not working. Orientation nights are held at
the beginning of school in order to acquaint stakeholders with the school personnel, school rules, and expectations.
An eighth grade orientation to high school day and evening are held in the spring in o rder to co mplete the four year
plans and answer any questions the parents may have. Exp lanations of our school wide programs and encouragement
for our parents to take part in all our endeavors are done through our Family Engagement Co mmittee. Examp les of
these activities include PTO, volunteers, assemblies, activity nights (reading for points, athletics), class activities, and
parent training relating to social and academic achievement. We have sign in sheets in our family friendly
informat ion for all parent activit ies that are held at the school. There are also parent contact sheets from various
teachers throughout the building. We are also in the process of implementing an Early Literacy nights for our parents
with children in Kindergarten through third grade.
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 Co mponent 2 align with our goals in
Co mponent 4?

   Our beliefs, mission, and vision incorporate the idea that all students can learn. We desire that all of our students
reach their maximu m potential and continue to be life long learners. Our goals emphasize our realizat ion that in
order to be effective we must continue our improvement in the core curriculu m areas of math and reading/language
arts.



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 Co mponent 4 align with our analyses of the areas of
curriculu m, instruction, assessment and organization in Co mponent 3?

   Co mponent 3 examined current curricular and organizat ional practices. Many areas in our imp lementation of the
action plan outlined by Co mponent 4 provided a smooth transition. For examp le, changes were made in scheduling
to better accommodate the needs of our teachers to provide a common planning time. Scheduling changes were also
made to allo w teachers and students adequate time to utilize the morning block of instruction time for grades K-3 for
Reading/Language Arts and Math instruction. Teachers use assessment data, gathered from format ive and
summative evaluations, to guide their instruction, using flexib le grouping to help students with like needs. Teachers
have participated in professional development related to our goals placing emphasis on differentiated instruction.
School-wide issues concerning curriculu m, assessment, instructional practices, and organizat ion have been
addressed through staff meetings, collaboration between teachers, educational assistants, and administrat ion, and
system-wide training sessions.




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

  We suggest that in-service and staff development days and faculty meetings provid e opportunities for teachers to
have across grade level and within g rade level time to look at current needs and progress. We will continue to have
and increase the frequency of our grade level meetings to better our planning process.




Tennessee School Improvement Planning Process Templates – August, 2007                                    Page 69 of 72
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 Co mponent 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?

   In order to imp lement our action steps, we will give our teachers a copy of our School Imp rovement Plan. At the
beginning of the year, during one of our inservice days, we will meet to ensure that all faculty are aware of the
action steps and are prepared to implement the ones that affect them. Throughout the 2009-2010 school year, our
principal will be meeting with grade level teachers to discuss instructional strategies and needs. In these meetings,
the action steps will be discussed to ensure that they are being imp lemented in the classrooms. Also, as our
principal and assistant principal do their formal and walk through evaluations, they will be checking to determine if
the actions steps have been implemented. If they have not, they will conference with the teacher to determine why
the action steps are not being utilized.


Evidence of the Use of Data – Narrative response required
What is the plan for the use of data?

   Our school data teams meets with the principal to analyze our TCAP data fro m the previous school year during
the summer. The data team then determines the strengths and weaknesses from the data collected. The team and the
principal review these areas together. When school starts, our principal meets with each grade level to rev iew with
them their strengths and weaknesses from the previous year and also those of the class for that year. Periodically,
our administration will have other grade level meet ings when information pert inent to our strengths, weaknesses, or
TCAP arises. These meetings have led to the development of the list of students who are now receiving extra help
to boost their scores. Stockpiled days are used to make instructional decisions and for staff development to help us
meet our goals.




Tennessee School Improvement Planning Process Templates – August, 2007                                 Page 70 of 72
TEMPLATE 5.3: Monitoring and Adjusting Evaluati on

The following summary questions are related to TSIPP Monitoring and Adjusting. They are designed as a
culminating activ ity for the school to plan the monitoring process that will ensure that the school imp rovement 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 p lay in the monitoring process.

   The Leadership Team and Data Team will meet t wice in June (or July, depending on when results are returned)
2009, to review TCAP test data and other assessment data to determine if progress toward the goals has been
adequate or if goals have been imp lemented. The Leadership Chairs (Denise H. Roach and Penny Smith) and Mrs.
Vinson will be responsible for letting teachers know time, date, and place of meet ing. The Leadership Team will
also meet with staff members who are new to our school to appraise their understanding of the mission and goals of
the school. During this time, the Leadership Team will clarify and highlight each person’s role in the action plan.
As individuals retire or leave our school, the positions will be filled with appropriate personnel.



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 fro m the
assessments and determine if adjustments need to be made in our plan?

    In August 2009 teachers will be given a list of students who were non-proficient or who were very close to the
cut off for p roficiency. These students will be referred to our intervention program. The intervention teachers
report to Mrs. Vinson on a weekly basis as to the progress of various students. Teachers will use the Three Tiered
Teaching model to address students who are in need of extra help. Th roughout the year, teachers monitor progress
of these students and will meet with Mrs. Vinson to discuss their progress. The Leadership Team will meet, and
discuss the report fro m Mrs. Vinson. Then the Leadership Team will review the data of the various assessments, the
action plan steps, budget, and the timeline. They will verify that all materials have been ordered and received, and
professional development wo rkshops have been scheduled as needed. If the review of the data indicates that
adjustments are needed in the plan, the leadership team will take responsibility for developing appropriate steps for
change.




Tennessee School Improvement Planning Process Templates – August, 2007                                   Page 71 of 72
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, act ions steps, resources, evaluation strategies) when needed?

    The faculty of Riceville Elementary School will meet with our principal at least once per month in grade level
meet ings to discuss matters pertaining to instruction and instructional strategies. Teachers will use the data gained
fro m these meet ings to monitor and adjust their teaching strategies. In June 2009 the Leadership Team and Data
Team will meet to review data fro m the 2009 tests and make any revisions necessary to our TSIP. Then, at an in -
service meet ing, our Leadership Team will present its findings to th e entire faculty so that teaching adjustments may
be made for the 2009-2010 school year.




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

   Information fro m the school improvement plan will be co mmunicated to our stakeholders through notes, letters,
newsletters, parent conference days, and PTO meetings. Stakeholders will be encouraged to attend Leadership
Team meetings; they will also be encouraged to contact the school with any ideas, comments, questions, or
suggestions they may have. A revised copy of our SIP will be in the office and in the library.




Tennessee School Improvement Planning Process Templates – August, 2007                                   Page 72 of 72

				
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