Chimneyrock Elementary School - Shelby County Schools · Chimneyrock Elementary School (CES) is a...

Chimneyrock Elementary School

Tennessee School Improvement Planning Process

(TSIPP)

Tonya Cooper, Principal Shannon Cotton and Crystal Andrews, Assistant Principals

Dr. Kriner Cash, Superintendent

Chimneyrock Elementary 2011-2012 2

Tennessee School Improvement Planning Process

(TSIPP)

Assurances with Signature of Principal

I certify that Chimneyrock Elementary 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


Table of Contents Component 1a – School Profile and Collaborative Process

1.1 SIP Leadership Team Composition 5

1.2 Subcommittee Formation and Operation 6

1.3 Collection of Academic and Nonacademic Data and Analysis/

Synthesis

11

1.3.1: Data Sources (including surveys)

Comprehensive Needs Assessment (School Climate Survey)

11

1.3.2: School and Community Data

Instruction by highly qualified staff

13

16

Component 1b – Academic and Non-Academic Data Analysis/Synthesis

1.4: Variety of Academic and Non-Academic Assessment Measures 24

1.5: Data Collection and Analysis 25

1.6: Report Card Data Disaggregation 31

1.7: Narrative Synthesis of All Data 33

1.8: Prioritized List of Goal Targets 34

Component 2 – Beliefs, Common Mission and Shared Vision 35

Component 3 – Curricular, Instructional, Assessment, Organizational

Effectiveness

Schoolwide reform strategies based on scientific research

38

3.1.a: Curricular Practices 39

3.1.b: Curriculum Gap Analysis 43

3.1.c: Curricular Summary Questions 45

3.2.a: Instructional Practices

Offer timely assistance to students experiencing difficulty

46

3.2.b: Instructional Gap Analysis 50

3.2.c: Instructional Summary Questions 52

3.3.a: Assessment Practices

Measures to include teachers in assessment decisions to

improve student performance

53

3.3.b: Assessment Gap Analysis 56

3.3.c: Assessment Summary Questions 58

3.4.a: Organizational Practices

Assistance to pre-school children from early childhood

programs to elementary

59

3.4.b: Organizational Gap Analysis

Strategies to attract high quality, highly qualified teachers

62

3.4.c: Organization Summary Questions 64


Component 4 –Action Plan

High-quality, on-going professional development

Strategies to increase parental involvement

65

66-75

Goal 1 66

Goal 2 70

Goal 3 74

Component 5 – The School Improvement Plan and Process Evaluation 76

5.1: Process Evaluation 77

5.2: Implementation Evaluation

Measures to include teachers in decisions regarding assessment

results

79

5.3: Monitoring and Adjusting Evaluation 80

Title I Addendum 83

Title I Assurance Page 84

Family Engagement Plan 85

Pre-school Transition Plan 86

Professional Development Plan

High quality, on-going professional development

88

Intervention Plan 96

Teacher Mentoring Plan 98

Technical Assistance Report 99

List of State and Federal Programs 100

Parent-Teacher Compact 101

AYP Letter 102


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

SIP Leadership Team

Member Name

Leader-

ship

Chair?

(Y/N)

Position Name of Subcommittee(s) (when

applicable)

Tonya Cooper Principal

Cynthia Brewer Y Instructional Facilitator Component 4

Courtney Vickers Orff Music Teacher Component 1

Johna Williams Special Education CDC

Teacher Component 3

Jamie Kennedy Teacher Component 2

Suzanne Williams School Counselor Component 5

Lynn Grayson Parent

Juliet Colanero Financial Secretary

Diara Clark Interventionist

Jan Nixon Teacher

Ron Coe Community Stakeholder

Sheila Velasquez Teacher’s Assistant

Gail Brown Parent


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

Subcommittee for COMPONENT 1 School Profile and Collaborative Process

Member Name Position Chair

Courtney Vickers Orff Music Teacher Y

Corey Jones Teacher

Vicki Bailey Teacher

Janet Brown Teacher

Karen Hughes Teacher

Melanie Simmons Teacher

Theresa Gasinski Teacher

Dorcea Brown Teacher

Cynthia Brewer Instructional Facilitator

Kaleigh Donnelly Special Education Teacher

Todd McGaughey ESL Teacher

Rosie Lopez General Secretary

Amy Shackleford SMS Secretary

Marcie Thomason Teacher’s Assistant

Ester Agyemang Café Manager

Pam Bergsmith Parent

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

Component 1 Subcommittee has met to address critical

components of the SIP and minutes are on file. YES NO

Subcommittee 1 Chair Signature


Subcommittee for COMPONENT 2 Beliefs, Mission and Vision


Jamie Kennedy Teacher Y

Peggy May Teacher

Lauren Weatherford Teacher

Adeola Panox Teacher

Latisha Brown Teacher

Jacqueline Ridout Teacher

Chandre Hill Teacher

Nancy Binkley Teacher

Shannon Cotton Assistant Principal

Laura Dalton Special Education Teacher

Jawanna Pernell Teacher’s Assistant

Eddie Cornelious School Building Engineer

Ashley Gerst Art Teacher

Christopher Garry P.E. Teacher

Aimee Hurley Parent

Jan Knight Special Education Assistant

Stephen Vale Community Stakeholder

Matthew Wynne Orff Music Teacher





Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and

Organizational Effectiveness


Johna Williams Special Education CDC Teacher Y

Lauren Nugent Teacher

Kimberly Jones Teacher

Sheria Hall Teacher

Kimberly McClure Teacher

Michelle Reynolds Teacher

Tracie Young Teacher

Natasha Britton Teacher

Kelly Donnelly Teacher

Crystal Andrews Assistant Principal

Paula Payne Pre-K – 2 CLUE Teacher

Barbara Crane Art Teacher

Gloria Wood SMS Secretary

Erica Kones Technology Assistant

Gloria Pogue Teacher’s Assistant

Jess Wellington Parent

Gentlemen’s Academy Community Stakeholder





Subcommittee for COMPONENT 4 Action Plan Development


Cynthia Brewer Instructional Facilitator Y

Richard Deising Teacher

Denoya Mans Teacher

Michelle Woody Teacher

Joy McCollum Teacher

Misty Boone Teacher

Nashwa Hanna Teacher

Karen Wheat Teacher

Maude Wayne Librarian

Teresa Eskew CLUE Teacher

Kristi Medford Pre-K Special Education CDC

Teacher

Heather Adams Parent

Kathi Graham Speech Therapist

Jennifer McCleary Teacher

Elvia Vierya Bilingual Mentor

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





Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation


Suzanne Williams School Guidance Counselor Y

Jesse Bass P.E. Teacher

Carmen Blatteis ESL Teacher

Michelle Taylor Records Secretary

Kristi Jackson Teacher

Shannon Emmons Teacher

Kathleen Bennett Teacher

Amy McCann Teacher

Robyn Green Teacher

Lauren Halyard Teacher

Denise Bernil Parent

Lorna Brown CLUE Teacher

Rachel Roesslein Special Education Teacher

Laura Gehring Teacher

Shana McDougle Parent





FORM 1.3.2 Other Data Sources (including surveys) (Rubric 1.3)

Data Source Relevant Findings

On-Line Surveys for Parents

& Faculty

This year we had the opportunity to do all of these surveys on-line

with data being tallied automatically. Below are the results from

the Parent and Faculty on-line surveys.

School

Climate

Survey for

Parents

Parents were given an on-line survey in the Spring of 2011. They were asked

a variety of questions about their thoughts about the school, the leadership,

and the teachers, as well as suggestions for spending district funds.

Parents scored Chimneyrock the highest on providing school notices in a

language that is easy to understand and understanding the ratings of

the new Standards Based Report to Families

Parents scored Chimneyrock to lowest on the effectiveness of the

Standards Based Report to Families and inviting the parents that

responded to this survey an opportunity to serve on school committees

Parents believe that most district money should be spent on helping

them understand what their child needs to learn to be able to succeed

at their grade level

The 2nd

choice for parents regarding the spending of District funds is

providing tutoring help with homework

TELL

Tennessee

Survey for

Teachers

(Teaching,

Empowering

Leading, and

Learning

Survey)

This is the first year that the State of Tennessee Department of Education

utilized this survey for Teachers. Teachers responded to this survey in the

Spring of 2011 (May). Questions focused on time, facilities and resources,

community support and involvement, student conduct, teacher leadership,

school leadership, professional development, and finally, instructional

practices and support.

Time:

o Highest – Teachers have time to collaborate with colleagues

(86.2% agree)

o Lowest – Efforts are made to minimize the amount of routine

administrative paperwork teachers are required to do (36.2%

agree)

Facilities and Resources:

o Highest – The physical environment of classrooms supports

teaching and learning (91.5% agree) and The reliability and

speed of internet connections are sufficient to support

instructional practices (91.5% agree)

o Lowest – Teachers have sufficient access to instructional

technology, including computers, printers, software, and

internet access (69.5% agree)

Community Support and Involvement:

o Highest – Teacher provide parents with useful information

about student learning (88.1% agree)

o Lowest – Parents support teachers, contributing to the success

with students (70.7% agree)


Managing Student Conduct:

o Highest – The faculty work in a school environment that is

safe (93.2% agree)

o Lowest – Students at this school follow rules of conduct

(63.8% agree)

Teacher Leadership:

o Highest – Teachers are encouraged to participate in school

leadership roles (75% agree)

o Lowest – Teachers have an appropriate level of decision

making in this school (45.6% agree)

School Leadership:

o Highest - The school leadership facilitates using data to

improve student learning (94.8% agree)

o Lowest – Teachers feel comfortable raising issues and

concerns that are important to them (54.2% agree)

o Teachers felt that the leadership makes a sustained effort to

address teacher concerns about facilities and resources (80.7%

agree); however, teachers felt less sustained effort was used to

address the use of time in the school (60.0% agree)

Professional Development:

o Highest – Teachers are encouraged to reflect on their own

practice (88.1% agree)

o Lowest – Professional development provides teachers with

strategies to involve families and other community members as

active partners in their children’s education (56.9% agree)

Instructional Practices and Support:

o Highest - Teachers in this school use assessment data to inform

their instruction (89.5% agree)

o Lowest – Teachers have autonomy to make decisions about

instructional delivery (50.8% agree)


Component 1 - School Profile and Collaborative Process (Climate and Safety)

FORM 1.3: Collection of Demographic Data and Analysis

FORM 1.3.1: School and Community Data (Rubric 1.3)

FORM 1.3 Narrative and analysis of relevant school and community factors:

SCHOOL CHARACTERISTICS

Historical Background

Chimneyrock Elementary School (CES) is a public, suburban elementary school located in

Cordova, Tennessee. It is one of more than 100 Memphis City Schools. There have been eight

principals since the school’s opening in 1990: Mrs. Elizabeth Lane (1990-1995), Mrs. Pat Ashcraft

(1995-2000), Mrs. Sherry Roper (2000-2005), Dr. Cathy Wilson (2005), Mrs. Patti Russell (2006),

Mrs. Daphanie Swift (2007), Mrs. Marie DeLockery (2009), and Mrs. Tonya Cooper (2010).

In the past nine years the school has dealt with a variety of situations that have impacted planning

at the school level. On Tuesday, November 19, 2002, a car struck seven students as they waited to

be picked up in front of the school. A child’s grandmother lost control of the car, running over the

curb striking the children. A Crisis Team was called in from Central Office to help the faculty,

students, and community recover from this accident. Fortunately, all of the children survived,

although several had serious injuries. This caused the school and system leadership to take a long,

hard look at safety and dismissal, and a number of changes were made in our procedures and in our

handbook. The entire community was traumatized by the event and recovery was slow.

The following year the school was given a date for annexation into the Memphis City Schools of

July 2007. Annexation had been discussed for some years as Cordova had already been annexed

into the city. Annexation has always been an emotional issue in the Memphis area. A number of

meetings had been held to see if system boundaries would be frozen. This did not occur. Due to the

imminent likelihood of annexation, a number of senior teachers left the school due to transition

uncertainties regarding insurance, involuntary transfer status, and other issues. The annexation

finally took place June of 2010.

Facilities, Environmental, and Safety Conditions

The school is located on a beautiful 22.5-acre tract of wooded property nestled behind a wooded

hill in the middle of the Countrywood subdivision. Dr. James Mitchell, who was then Operations

Director for Shelby County Schools, and the principal, Mrs. Liz Lane, saw in this site an

opportunity to create a school setting like no other. This unique setting, in which 11 distinct

outdoor classroom sites and gardens were developed, was designated as an Outdoor Classroom for

the State of Tennessee. It has been a leader in environmental education statewide and nationwide.

Chimneyrock’s Outdoor Classrooms were also featured in 2002 in Southern Living Magazine.

In the summer of 2010, the main hallways were completely repainted by a contractor to correspond

with other MCS facilities and the environmental murals remained in tact. The murals are a part of

the school history as were painted by high school art students. The school has had difficulties for a

number of years with a severely leaking roof. In 2006, the County Commission approved funding

to replace the roof at an estimated cost of 1 million dollars. The roof was replaced during the


summer of 2006.

Safety issues are constantly monitored. Our Crisis Manual was updated in 2010 to reflect the

changes in district, administration, and staff. This was presented to the staff at one of our in-service

meetings. SERT training was made available. Staff members who work with students with special

needs received training in Crisis Prevention Intervention. Weekly safety checks are conducted to

ascertain any safety conditions on the campus.

Grade Distribution, Length of School Year, Length of School Day

Chimneyrock Elementary serves approximately 1,060 students from Pre-Kindergarten to Fourth

Grade. In the 2007-2008 school year each grade level had approximately 9-11 sections with

student and teacher ratios in compliance with state mandates.

GRADE DISTRIBUTION

GRADE (SECTIONS) 2011-2012

Pre-school SPED (1) 12

Pre-kindergarten (1) 20

Kindergarten (8) 156

First (6) 114

Second (7) 148

Third (7) 147

Fourth (6) 142

Fifth (6) 152

Total 891

School hours for Chimneyrock are 8:30 AM- 3:15 PM for a seven-hour school day. The school

calendar includes 180 teaching days, 5.0 in-service days, 4.0 administrative days, 1 day of

parent/teacher conferences (o.5 days twice a year), and 10 vacation days for a total of 200 days.

Operating Budget Distribution Equity

Memphis City Schools equally distributes all instructional and operational allocations on a per

pupil basis. Per pupil expenditures for Memphis City Schools are $10,767. Chimneyrock

Elementary School distributes its site-based budget ($38,883.58) under the guidelines of Memphis

City Schools. For example, each teacher received $300 per year for classroom materials and

supplies. Every classroom, including the Special Education classrooms, is stocked with textbooks

in every subject for every student. All students have the workbooks that accompany the current

series’ adoption.

Administration, Faculty, and Staff Demographics (race, gender, ethnicity)

There are 3 full time administrators:

1 principal (1 female Black)

2 assistant principals (2 female Black)


1 Instructional Facilitator

Our faculty consists of the following:

40 classroom teachers (2 male Caucasian, 29 female Caucasians, 9 female Blacks)

28 specialty teachers (7 of whom also work in other schools and are itinerant - 4 male

Caucasians, 5 female Blacks, 18 female Caucasians, 1 female Hispanic, 1 female Asian).

This includes 1 SPED pre-school class, 1 Race To The Top pre-kindergarten class, 1 CDC

class, 3 resource classes, an OT and a PT class, 2 Speech classes, 2 Art classes, 2 Music

teachers, 2 PE teachers, 2 Guidance counselors, 3 C.L.U.E teacher, 2 ESL teacher, and 1

librarian.

Other staff members include the following:

1 ESL translator (1 Hispanic female)

4 Office staff members (2 Caucasian females, 1 Hispanic female, 1 Black female)

1 Financial Secretary (1 Caucasian female)

1 Plant Manager (1 Black male)

3 Academic Interventionist (3 Black female)

6 Teacher Education Assistants (2 Caucasian females, 4 Black females)

7 Special Education Assistants (2 Caucasian females, 4 Black female, 1 Hispanic female)

7 Cafeteria Employees (1 Asian female, 6 Black females)

A new principal was appointed for the 2010-2011 school year. This was due to the transition from

Shelby County Schools to Memphis City Schools. With the annexation of Chimneyrock, several

teachers remained with Shelby County Schools while others chose to stay at Chimneyrock through

the transition. In years prior to the annexation turnover had been high due to the unknown date for

the transition. It is projected for the teacher and staff retention rates to level off as employees

become more acquainted with the Memphis City Schools system.

TEACHER DEMOGRAPHICS

2011-2012

White 78%

Black 20%

Hispanic 1%

Asian 1%

Native American 0%

With the anticipation of annexation, Chimneyrock Elementary experienced several years of high

turnover, leaving principals to hire less experienced teachers. There was no request from other

Shelby County teachers for transfer to Chimneyrock. Although some of the teachers were hired

from outside the system with experience, a large majority of teachers hired were new to the

teaching profession. The 2005, 2006, and 2007 school years experienced the most drastic changes,

showing a significant increase in teachers with less than 10 years of experience and a drastic

decrease in teachers with more than 10 years of experience. A benefit of annexation has been the

opportunity to add teachers with more experience. Two teachers with the most years of experience

have been with Chimneyrock since its’ opening in 1990. Currently, 65% of our teachers have 10


years or less of experience, leaving 36% with more than 10 years experience. This is a tremendous

increase from 2009 when 71% of the teachers had less than 10 years experience.

TOTAL YEARS OF TEACHING EXPERIENCE

2011-2012

5 years or less 33.3%

6-10 years 31.7%

11-15 years 18.3%

16-20 years 3%

< 20 years 15%

Total years of teaching experience at Chimneyrock had been anticipated to decline in the previous

TSIPP, due to the number of new teachers hired. However, with several teachers choosing to

remain at Chimneyrock through the transition, the years of experience at Chimneyrock is

increasing specifically in the 6-10 years range. There is also a significant decrease in the

percentage of teachers with less than five years experience. The chart below shows the increase

within those years. Most teachers are credentialed and hold highly qualified status. There are

four teachers that are not highly qualified yet. They are part of Teacher for America and

Teaching Fellows. Once they complete their course work and their Praxis tests, they will

achieve highly qualified status. These teachers are in the mentoring program for extra

support.

TOTAL YEARS OF TEACHING EXPERIENCE AT THIS SCHOOL

2007-2008 2009-2010 2011-2012

1-5 years 87% 84% 66.7%

6-10 years 6% 10% 28.3%

11-15 years 3% 3% 2%

>15 years 3% 3% 3%

Despite, the overall decline in teachers’ experience, a large number of our current faculty has either

received and/or is working on Masters Degrees or post-graduate studies. Chimneyrock also has two

candidates working on doctoral degrees.

TEACHERS HOLDING DEGREES ABOVE MASTERS LEVEL

Bachelor’s 59.32% EDS 7%

Masters Degree 25.42% EdD/PhD 0%

Masters Degree +45 8.5%

Enrollment Data

Chimneyrock serves approximately 891 students from Pre-Kindergarten through Fifth Grade.

Currently there are 20 students in the Race To The Top funded Pre-Kindergarten, 12 students in

the Special Education Pre-School, 156 Kindergarten students, 114 students in first grade, 148


students in second grade, 147 students in third grade, 142 students in fourth grade, and 152.

Chimneyrock is currently a part of Memphis City Schools.

Curriculum Offerings State and district guidelines mandate the course offerings at Chimneyrock. The curriculum is

guided by the following: state/national standards, GLE’s, SPI’s, grade level/subject area state

accomplishments. The academic curriculum at Chimneyrock consists of a highly-integrated

Reading and Language Arts program based on the Scott Foresman series, the Envision

Mathematics series by Scott Foresman, the McGraw-Hill Science series, and the Houghton Mifflin

Social Studies series. In addition to the academic curriculum, students also attend Music, Art, and

P.E. classes once a week for 50 minutes. Students go to the Library and Computer Lab for 50

minutes every other week. Guidance classes are offered once a month for 50 minutes as well.

Chimneyrock also offers a wide variety of accommodations for special needs students. There is

one special education teacher for pre-school, in which those students spend all day with that

teacher as well as two full-time assistants. We have 3 regular resource teachers. One resource

teacher instructs both Kindergarten and first grade students, while another teacher instructs only

second and third grade students. The remaining resource teacher instructs fourth and fifth grade

students. Finally, there is 1 CDC teacher for grades K-5. Students in CDC receive all academic

content in the resource room and attend specialists’ classes, lunch, and recess with their homeroom

class.

Chimneyrock has 1 full-time and 1 part-time Speech Therapists, 1 part-time Occupational

Therapist, and 1 part-time Physical Therapist who work with special needs students in our school

and community. In addition, Chimneyrock has 1 part-time psychologist and 1 part-time Social

Worker.

Level 1 and 2 ELL students receive instruction from an ESL teacher for one hour a day.

Chimneyrock has two full-time ELL teachers on staff, as well as one full-time Bi-lingual Mentor.

Academic enrichment at Chimneyrock is comprised of C.L.U.E classes for pre-kindergarten

through fifth grade students. Chimneyrock has 1 full-time C.L.U.E teacher and 2 itinerant teachers

that meet with each small group of advanced students for four hours per week.

Unique Programs Through the transition between districts, Chimneyrock has changed its offerings of programs for

extra-curricular opportunities. Many of these activities are academic in nature and promote

leadership, undertaking challenges, and acceptance of others. New programs include orchestra

classes for fifth grade students, class piano, and ESL classes for parents and families.

Academic Offerings

Students in third through fifth grade take Discovery Education Assessments three times a

year to assess grade level skills in math and reading.

AIMS Web testing is administered to all students in grades kindergarten through five for

Reading and grades three through five in Math. AIMS Web is given every two weeks and

once per week for students who are in need of intervention. This testing tracks academic


growth for students.

Ed Plan is also used to track interventions and RTI. Stanford Math is also available for

interventions for all grades and is mandated for grades two through five. Stanford LA&W

is also mandated for grades two through five.

Most classrooms have 3 to 5 desktop computers. There is 1 laptop cart for each grade-level

to share.

BrainPop is used with teacher discretion across grade levels to enhance classroom

instruction.

Before and after school tutoring is offered to students in most grades who need extra

practice and instruction with reading and math skills.

Community members and parents are invited to participate in tutoring and to read in the

classrooms on Read Across America day every year.

All students in grades kindergarten through fourth participate in the annual district

ThinkShow! With fifth graders participated in the Capstone Project.

Offerings through Professional School Counselors

Students attend guidance classes once a month.

Career Day is an annual event that teaches students about a wide variety of careers.

Parent seminars are offered 2 times a year to offer help to parents (study skills, discipline,

etc.)

A No Bullying Program encourages students to maintain a safe and secure environment by

not being a bully and reporting bully behavior.

Special counseling groups are made available to students with special emotional needs

based on a needs survey given at the beginning of the school year. Examples of groups

offered this year are anger management, children of divorced parents, sharing problems,

etc.)

Individual sessions, peer mediation and conflict resolution is also offered through School

Counselors.

Contests

Citizenship Essay

Cultural Arts – Composition, poetry, drawing, creative writing

Safety Poster

Environmental Poster

Big Shoe Award for responsibility and behavior in P.E. classes

Service Projects

Classes select names for participation in the Angel Tree program, which benefits

economically disadvantaged families at Chimneyrock.

Students and faculty collect soft drink tabs to help support St. Jude Children’s Research

Hospital.

Student collect non-perishable food items to donate to Kids Kan.

BoxTops for Education

Environmental Club also takes care of the school grounds as well as providing bird food for

local birds.


Jump Rope for Heart is held annually to educate students about the heart and to raise funds

for the American Heart Association.

Students are encouraged to have a benevolent spirit towards others. They raised money by

collecting pocket change for an anonymous student from another school that was recently

diagnosed with cancer.

Honors Classes

Chimneyrock uses the C.L.U.E. (Creative Learning in an Unique Environment) program for state-

identified gifted students in third, fourth, and fifth grades, as well as students in pre-kindergarten

through second grade who read at least two grades above grade level and have a recommendation

from teacher. Students in C.L.U.E work on a wide variety of enrichment projects that enhance

SPI’s. A gifted student attends C.L.U.E for 4 hours per week.

Parental Involvement The PTA (Parent Teacher Association) at Chimneyrock is a viable and important part of the school

and has had a strong tradition of support in the past. However, parent involvement had been

steadily declining during the years prior to the annexation. This year the PTA has 100%

participation and is increasingly gaining more interest from Chimneyrock parents.

2011-2012

100%

The PTA is actively involved in activities within the school and provides substantial financial

support for school endeavors. They have also won many awards at across the state. Below is a list

of activities provided and/or funded by the PTA as well as recognition and awards received by

Chimneyrock’s PTA:

Every holiday season, the PTA organizes the Angel Tree Adoption program that helps to

provide gifts to Chimneyrock families in need.

At Open House, PTA provides a dinner at Open House for families to come together at the

school.

In the fall, PTA’s main fundraiser was the Entertainment Books.

Currently, PTA is organizing a marathon for the Countrywood subdivision in efforts to

raise money for the school.

PTA is actively seeking school adopters to provide monetary, academic, and other supports

for faculty and students.

PTA operates the school bookstore every morning for students.

In 2007, PTA won the Early Membership Award.

Also in 2007, PTA had 100% Teacher Membership.

In 2006, PTA won first place for Reading and Library Services at the State Convention.

Also in 2006, PTA received the Mary Jo Clark Volunteer Service Award for having 12,000

hours of parent volunteering at Chimneyrock.

For 2002-2006, PTA received the Lois Jean White Leadership Enhancement Award.

Drug, Alcohol, or Tobacco Incidents


Chimneyrock is a drug free school. We have not had any drug, alcohol, or tobacco incidents.

School Business Partnerships

Currently, Chimneyrock does not have official school adopters. However, many local companies

support our school in various ways as “Friends of Chimneyrock”.

“Friends of Chimneyrock” include: Ann Taylor Loft Oak Court, Best Buy, Walgreens, and

Target.

Best Buy has donated school and office supplies.

Chick-Fil-A, and Sweet CeCe’s Frozen Yogurt provides fundraisers by hosting a

Chimneyrock Family night throughout the year where a portion of the profits go to the

school.

Target Credit Card Services provides a percentage of credit card sales when a Target Card

Member signs up for this program.

CiCi’s Pizza offers a School Night program, which gives a percentage of sales of

Chimneyrock families to CES one night per month.

STUDENT CHARACTERISTICS

According to our latest 2011 20-Day Report, the total student population was 891 students with

447 male students (50.16%) and 444 females (49.83%). The BEP average number of students per

class in grades K-3 is 20 and 25 in fourth and fifth grades. Chimneyrock class sizes are in

accordance with BEP requirements.

Student Demographics

Demographics indicate that the ethnicity of the area is changing with significantly more Black

students being served than in previous years. The enrollment of Black students has increased from

22.1% in 2004 to 47% in 2009 and 54.77% in 2011. The Hispanic population has shown a small

increase as well. The number of Asian and Native American students has remained the same.

CES

2011-2012

White 33.22%

Black 54.77%

Hispanic 8.42%

Asian 3.93%

Native American < 1%

Native Hawaiian/

Pacific Islander

< 1%

A majority of our students are car riders (326). 313 students are bus riders. The remaining students

are bikers, walkers, in Y-Care, or in Daycare.

English Proficiency/ English as a Second Language (ESL)


The Primary Home Language form (completed at registration) asks three questions:

1. What was the first language that your child learned to speak? 2. What language does your child speak most often outside of school? 3. What language does your child use to speak to adults in your home?

If any of the three answers is other than English- then the student is given the TELPA test

(Tennessee English Language Proficiency Assessment). Their scores from that assessment are

calculated and the student is given a level. Levels 1 and 2 qualify for daily ESL services.

Chimneyrock Elementary currently has a total of 123 ESL Students. 74 students receive daily ESL

services. There are 13 different languages represented at Chimneyrock:

- Spanish - Arabic - Russian - Oromo - Khmer - Vietnamese - Persian - Chinese - Laotin - Korean - Telugu - Hinong - Japanese

Two full-time Highly Qualified ESL Teachers and one full-time Bi-lingual Mentor work with

Level 1 and 2 students for one hour a day. One ESL Teacher works with grades K-2, while the

other ESL Teacher serves grades 3-5. Each teacher utilizes the Longman Cornerstone Series as

well as other resources- to offer daily lessons involving listening, speaking, reading and writing

skills.

The ESL Teachers work cooperatively with the classroom teachers, counselors and staff to increase

the student’s English language proficiency and ensure their future academic success.

Free and Reduced Lunch Rates

The free and reduced lunch rate has increased in recent years. This is due to the real estate changes

within the neighborhood, the addition of four apartment complexes, and the current state of the

economy. For the 2011-2012 school year, 71.5% of Chimneyrock students receive free lunch or

reduced rate lunches.

Students Scheduled in Classes Without a Credentialed Teacher

All students receive instruction from a credentialed teacher in the regular, special education, and

specialist classrooms. An Educational Assistant operates the computer lab and students attend lab

twice a month for 50 minutes.

Attendance & Promotion Rates

Chimneyrock Elementary School’s attendance rate was 95.7% in 2010. Chimneyrock exceeded the

State goal of 93% in each year.


The promotion rate at Chimneyrock Elementary School was 99.5% in 2010. The majority of

students who have been retained were in Kindergarten.

Suspensions & Expulsions

The principal, assistant principals and teachers maintain discipline at Chimneyrock. Cafeteria,

playground, and school rules have been established and are provided to parents through the

Chimneyrock handbook. Classroom rules are established in each classroom and provided to

parents at the beginning of each school year. The Student-Parent Handbook describes the system’s

code of Acceptable Behavior and Discipline and is distributed to parents during registration.

Chimneyrock has noticed an increase in the number of suspensions. There have been 42

suspensions for the current year, and 68 in 2010. There was one expulsion at Chimneyrock for the

2010 year and one for the current year.

Retention Rate

The Retention Rate is 1% with most retentions occurring in Kindergarten due to parental requests

for their child’s lack of maturity or young age.

Transfer Rate

The transfer rate had been increasing over the years as concerns regarding annexation grew. With

the annexation to Memphis City Schools and the rezoning for the Riverwood subdivision transfers

are no longer an issue for Chimneyrock.

Dropout/Graduation Rate

Because of the grade structure of the school, the drop out rate and graduation rate are not

applicable.

COMMUNITY CHARACTERISTICS

Size of Community

Our student population resides in the Countrywood subdivision and areas east of the subdivision.

An overwhelming majority of our students live in the 38016 zip code. The current population of

the 38016 area is 49, 964 with 46% of households having children.

Demographic Breakdown of the Populous

The following table shows the breakdown of the 38016 zip code. The ethnic composition of the

community is 78.14% Caucasian, 12.07% African-American, 3.66% Hispanic, 5.34% Asian.

Average Income or Economic Level

Demographics for the area indicate a mostly white and black, middle class, some college-education

population. Most homes have both parents and the median age is in the mid 30’s. The ethnicity of

the school population is more diverse however. The following chart gives a breakdown of our

community’s demographics in 2008.


Population of 49, 964

White 78.14%

Black 12.07%

Hispanic 3.66%

Asian 5.34%

Native American <1%

Pacific Islander <1%

Male 48.75%

Female 51.25%

Median Age 34 Shelby County

AVG 34.5

Median Household Income $79,883 Shelby County

AVG $46,573

% of Family Households

68.06% Shelby County

AVG 56.85%

Avg Household size 2.42 Shelby County

AVG 2.57

% College or better 47.06% Shelby County

AVG 28.1%

% of Families with children 46.13% Shelby County

AVG 42.3%

% White Collar 87.81% Shelby County

AVG 63.4%

Chimneyrock ES has maintained a steady mobility rate until the city annexed the area and the

threat of annexation occurred. As a result, a number of families began to leave the area to move to

incorporated townships. The school grade span is K-5 and many families had been affiliated with

the school for a number of years with growing children.

The school became a part of Memphis City Schools in June of 2010 and with the annexation

experienced teachers due to retirement (3), transfers to other SCS schools, and the birth of their

own children with a desire to stay at home. Due to the system change the administration, faculty

and staff of the school has experienced a lot of personnel turnovers. Over the last seven years five

principals have been appointed to Chimneyrock.


Component 1b – Academic and Non-Academic Data Analysis/Synthesis

1.4: Variety of Academic and Non-Academic Assessment Measures

List Data Sources

TCAP Data (2011)

TCAP Writing Assessment (2011)

TVAAS Data (2011)

Formative Assessment Data (2011)

Pre-K Testing Data (Initial Brigance scores for 2011)

AIMSweb data for grades K-5 (Reading)

AIMSweb data for grades K-5 (Math)

Attendance Data (2010-11, 2011-12)


1.5: Data Collection and Analysis

Describe the data collection and analysis process used in determining your strengths and needs. TCAP Data (Grades 3-5)

Total School Percent of Students Scoring Proficient/Advanced 2010-2011

Reading/Language Arts 50.4%

Mathematics 46.9%

Third Grade 2010-2011 TCAP Data

Percent

Proficient/Advanced


Mathematics 52.4%

Science 42%

Social Studies 79%

The lowest percent of students scoring proficient/advanced in the reporting categories for

Reading/Language Arts:

Literature – 33%

The lowest percent of students scoring proficient/advanced in the reporting categories for Math:

Geometry and Measurement – 46%

Fourth Grade 2010-2011 TCAP Data

Percent

Proficient/Advanced


Mathematics 33.3%

Science 37%

Social Studies 83%




Informational Text – 39%



Fifth Grade 2010-2011 TCAP Data

Percent

Proficient/Advanced


Mathematics 57.8%

Science 42%

Social Studies 94%

Writing 94%



Logic – 48%



6.5%

23.1%

63.9%

4.1%1.9% 0

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

6 5 5 3 2 1

5th Grade Writing Scores

10-11


TVAAS Data

The 2011 Mean NCE gain for Chimneyrock:

4

th grade 5

th grade

Reading/Language Arts +0.9 +2.8

Math +1.2 +7.8

Science -3.2 -3.8

Social Studies -6.4 -0.9

In 4th

grade Reading/Language Arts, the 1st, 2

nd, 3

rd, and 4

th percentile cohorts had negative

growth while the 5th

percentile cohort experienced a growth of +3.8. 4th

grade Math showed

positive growth for the lowest three percentile cohorts, but negative growth for the highest two

percentile cohorts.

In 5th

grade, students in all percentile cohorts showed positive growth except the lowest cohort (-

2.8) for Reading/Language Arts. Students in 5th

grade Math showed growth in all percentile

cohorts, except the highest (-0.1).

Formative Assessments (Grades 3-5)

Students in 3rd

, 4th

, and 5th

grades were assessed three times last year using the district approved

formative assessment test in the areas of Reading, Language Arts, and Math. These assessments

are comprehensive and assess every tested skill on each grade level. The available reports from

this assessment provide mastery information every skill. Teachers meet in professional learning

communities for one-half day sessions to analyze results and determine strengths and

weaknesses. This information in turn is used to plan instruction and interventions.

3rd

Grade Test A

Prof/Adv

Reading 46.6%

Math 50.4%

Third Grade Reading strengths:

Literature – 81.5% o Setting, Characters, and Plot – 81%

Third Grade Reading weaknesses:

Writing/Research – 33.56% o Reference Sources – 20%

Third Grade Math strengths:

Data Analysis – 72.41% o Data Tables and Graphs – 77%


Third Grade Math weaknesses:

Math Processes – 57.24% o Appropriate Units/Tools – 36%

4th

Grade Test A

Prof/Adv

Reading 51.9%

Math 62.9%

Fourth Grade Reading strengths:

Logic – 88.15% o Sequence of events – 78%

Fourth Grade Reading weaknesses:

Information – 38.53% o Text Features – 49%

Fourth Grade Math strengths:

Math Processes – 84.44% o Correct Change – 79%

Fourth Grade Math weaknesses:

Geometry and Measurement – 49.62% o Identify Angles - 22%

5th

Grade Test A

Prof/Adv

Reading 54.9%

Math 58.6%

Fifth Grade Reading strengths:

Logic – 79.86% o Fact/Opinion and Reality/Fantasy – 74%

Fifth Grade Reading weaknesses:

Language and Vocabulary – 26.39% o Run-on Sentences – 24%

Fifth Grade Math strengths:

Data Analysis – 86.21% o Various Representations of Data – 81%

Fifth Grade Math weaknesses:

Math Processes – 49.65%


o Estimations of Fractions and Decimals – 41%

Brigance (Pre-K)

The Pre-K students are tested using the Brigance test at the beginning of the school year and at

the end of the year. This data is used to create an educational plan for the students. Students are

tested on gross motor skills, fine motor skills, self-help skills, speech and language, and general

knowledge.

Tested Skills Initial Average Score Highest possible score Percent

Personal Data 3.3 8 41.3%

Color Recognition 4.7 10 47%

Picture Vocabulary 3.8 8 47.5%

Visual Discrimination 0.25 10 2.5%

Visual Motor Skills 0.5 10 5%

Gross Motor Skills 1.9 5 38%

Rote Counting 3.6 5 72%

Identifies Body Parts 7.1 16 44.4%

Follows Verbal Directions 6 4.8 80%

Number Concepts 0.4 12 3.3%

Syntax and Fluency 5.25 10 52.5%

Pre-K students accepted into the program are scoring highest in rote counting and lowest in

visual discrimination.

AIMSweb (K-5)

In all grades, students are assessed three times each year using the AIMSweb benchmark

assessment system. The classroom teachers conference with the Instructional Facilitator about

the results. The scores are used to determine which students receive Tier 2 or Tier 3

intervention. Students scoring Below Basic are assigned to Tier 3 Intervention. Those students

scoring Basic are assigned to Tier 2 Intervention. It is up to the Instructional Facilitator and

Teacher, after analyzing other work samples, to determine if some Low Proficient students

require Tier 2 Intervention.

Kindergarten Letter Naming Oral Counting

Below Basic 13.0% 13%

Basic 9.8% 12.2%

Low Proficient 26.6% 15.3%

Proficient 21.6% 29.1%

Advanced 28.5% 30.0%


Kindergarten students were tested on Letter Naming Fluency for Reading and Oral Counting

Fluency for Mathematics.

1st Grade Letter Sound Number Identification

Below Basic 6% 7%

Basic 15% 20%

Low Proficient 26% 28%

Proficient 26% 20%

Advanced 27% 25%

1st Grade students were tested on Letter Sound Fluency for Reading and Number Identification

for Mathematics.

2nd

Grade Oral Reading M-CAP

Below Basic 14% 14%

Basic 14% 10%


Proficient 29% 38%

Advanced 21% 11%

2nd

Grade students were tested on Oral Reading Fluency and Mathematics Concepts and

Applications.

3rd

Grade Oral Reading Maze M-CAP

Below Basic 11% 15% 12%

Basic 17% 18% 24.6%

Low Proficient 25% 26% 30%

Proficient 22% 21% 18.6%

Advanced 25% 20% 14.6%

3rd

Grade students were tested on Oral Reading Fluency and MAZE Comprehension for Reading.

Students were tested on Mathematics Concept and Applications.

4th

Grade MAZE M-CAP

Below Basic 5% 13%

Basic 12.3% 7%


Proficient 29.1% 20%

Advanced 26.2% 35%


4th

Grade students were tested on the MAZE Comprehension test for Reading and Concepts and

Applications for Mathematics.

5th

Grade MAZE M-CAP

Below Basic 8.4% 10.5%

Basic 14.7% 12%

Low Proficient 12% 22.6%

Proficient 23.8% 24.7%

Advanced 40.7% 29.7%

5th

Grade students were tested on the MAZE Comprehension test for Reading and Concepts and

Applications for Mathematics.

Unit Skills Benchmark Test – Reading (Grades 1-5)

Students are assessed every six weeks in Reading using the Scott Foresman Unit Skills

Benchmark test. Grade-level professional learning communities meet with the Instructional

Facilitator to determine whole class strengths and weaknesses. This information is used to

determine which skills need to be re-taught from the previous six weeks’ curriculum through

whole group or small group instruction. This data allows for differentiated instruction to meet all

students’ needs.

First grade showed strength in Author’s Purpose, but scored low on forming plurals (with –es).

Second grade showed strength in using high frequency words, but scored low on sequencing

events in a story.

Third grade exhibited strength in subject and object pronouns, however, they scored low on

author’s purpose.

Fourth grade students scored high on pronouns and antecedents, but scored low on compare and

contrast.

Fifth grade students scored high on setting, but scored low on subject-verb agreement.

Attendance Data (Total School)

Chimneyrock Elementary had an attendance rate of 95.2%. As of this 20-day attendance period,

Chimneyrock has an attendance rate of 97%.


1.6: Report Card Data Disaggregation

Report Card Data Disaggregation Chimneyrock Elementary met adequate yearly progress (AYP) last year in all 2010-2011 Detail

Report, Chimneyrock is only held accountable for the following subcategories: All, Black,

White, Economically Disadvantaged, and Special Education. As stated earlier, Chimneyrcok

Elementary is considered a new school since the merger with Memphis City Schools, as the state

issued the school a new state ID number.

In the area of Reading/Language Arts, 100% of All, Black, White, Economically Disadvantaged,

and Special Education students were tested. The proficient/advanced scores for all subgroups

are listed below.

3rd

Grade Gap Analysis All Black White Econ Disadv Special Ed

Reading/LA 35% 28% 43% 29% 36%

Mathematics 48% 37% 65% 39% 36%

Science 42% 27% 60% 25% 40%

Social Studies 79% 75% 85% 73% 56%

4th


Reading/LA 41% 30% 57% 26% 54%

Mathematics 30% 12% 59% 18% 54%

Science 37% 23% 61% 24% 23%

Social Studies 83% 78% 87% 82% 46%

5th


Reading/LA 52% 46% 67% 39% 50%

Mathematics 57% 51% 73% 53% 60%

Science 42% 35% 61% 30% 50%

Social Studies 94% 94% 97% 95% 40%

When evaluating the data of the current population, there were no achievement gaps between

male and female students in any subjects.

Chimneyrock ended the 2010-2011 school year with a 95.2% attendance rate, which exceeded

the NCLB requirement of 93%.


1.7: Narrative Synthesis of All Data

Narrative Synthesis of Data Reading/Language Arts Strengths

According to the TCAP, the strengths in Reading/Language Arts are in the Logic Reporting

Category. The formative assessment results showed strengths in the same reporting category,

also.

Reading/Language Arts Weaknesses

The weaknesses in Reading/Language Arts, according to the TCAP, are in the Literature

Reporting Category. The formative assessment showed weaknesses in the Language and

Vocabulary Reporting Category.

Mathematics Strengths

For Math, the TCAP revealed the Data Analysis reporting category as the strength. The

formative assessment analysis also found that the Data Analysis reporting category was the

strength.

Mathematics Weaknesses

The weakness for Math according to TCAP was the Geometry and Measurement Reporting

category. The weakness according to the formative assessment was the Math Processes

Reporting Category.

Science

The weakness for Science according to TCAP was Cells, Flow of Matter and Energy, and

Heredity. The strength for Science was Interdependence, Biodiversity, and Change.

Social Studies

Economics was a strength for the students of Chimneyrock according to the TCAP. The

weakness in Social Studies according to TCAP was Geography.


1.8: Prioritized List of Goal Targets

Prioritized List of Goal Targets 1) During the 2011-2012 school year, the percent of all students and student subgroups

(White, economically disadvantaged, African American, and students with disabilities)

scoring proficient or advanced on the TCAP Math assessment will meet or exceed the

state AMO goal of 60%

2) During the 2011-2012 school year, the percent of all students and student subgroups

(White, economically disadvantaged, African American, and students with disabilities)

scoring proficient or advanced on the TCAP RLA assessment will meet or exceed the

state AMO goal of 66%

3) During the 2011-2012 school year, the number of office referrals will decrease by 25%


TSIPP Component 2: Beliefs, Common Mission and Shared Vision


Component 2 – Beliefs, Common Mission and Shared Vision Template 2.1: Beliefs, Common Mission and Shared Vision (Rubric Indicators 2.1 and 2.2)

Beliefs

Building on a strong history of pride and excellence from our community, we believe that

students provided with a safe, supportive, and enriched learning environment will allow the

opportunity for students to achieve their highest potential intellectually, emotionally, physically,

and socially.

We believe students should be provided an environment that is conducive to learning and include

a culturally diverse curriculum that integrates the use of technology, the humanities, sciences,

mathematics and physical education.

Student instruction should be aligned with the state standards, reflecting individual learning

styles, is teacher monitored and data driven to allow students to exceed or reach proficiency of

state standards.

We strive to build students’ self-esteem and confidence by encouraging positive relationships

with peers and staff through character education leading students to become confident and self-

directed life-long learners.

We value commitment from administrators, teachers, staff and stakeholders who have a

partnership that actively participates in implementing a high quality educational program with

high expectations for all involved.

We believe commitment to continuous school improvement and staff development is imperative.

Common Mission

The mission of Chimneyrock Elementary is to prepare all students to be successful citizens and

workers of the 21st Century. A partnership of administration, teachers, students, and parents will

successfully educate our students to read with comprehension; write clearly; compute accurately;

think; reason; and use information to solve problems.


Shared Vision

The faculty and staff of Chimneyrock Elementary want to provide a safe, positive, inviting,

challenging and supportive environment that allows for multiple opportunities to develop

strengths and interests. Faculty and staff will effectively communicate and collaborate with

parents, students and the community to achieve high academic and behavior standards for

optimum life-long learning. All students will be challenged intellectually and inspired to become

productive citizens.


TSIPP Component 3: Curricular, Instructional, Assessment, Organizational

Effectiveness


3.1.a: Curricular Practices

Current

Curricular

Practices Curriculum is

prioritized and

mapped.

Formative

Assessment

aligned with

state

benchmarks

Teaching and

learning

materials are

correlated to the

state standards

and distributed to

staff

School

communicates a

shared vision of

what students

should know and

be able to do at

each grade level to

stakeholders

through a variety of

media formats

School uses the

Tennessee

Department of

Education state

approved standards

and provides

training to staff in

the use of the

standards.

School has

implemented a

grade appropriate

cohesive standards

based model for

literacy

School has

established

schoolwide student

achievement

benchmarks

Evidence of

Practice (State

in

definitive/tangib

le terms)

Mapped: All

teachers have

access to each

subject’s

Memphis City

Schools’

curriculum

guide through

Learning

Village

Prioritized: State

Performance

Indicators are

prioritized for

instruction

based on

formative

assessment test

data.

All students are

assessed three

times each year

in order to

assess progress

on state accomplishments and

performance

indicators.

Textbook

series are

aligned with

Tennessee

standards.

Teachers have

individual

classroom kits

composed of

teaching and

learning

materials.

All stakeholders

are invited to

monthly parent

meetings to

discuss grade

level

expectations.

Weekly grade-

level

newsletters are

sent to parents

to highlight

skills.

All teachers use

the State of

Tennessee

Curriculum

Standards

manual in grade

level

professional

learning

communities to

focus weekly on

using the

standards and

the data to drive

instruction.

All classrooms

adhere to the

Scott Foresman

core reading

curriculum. It is

a scientifically

research-based

program. It is

also correlated

to the state

standards as

outlined in the

State of

Tennessee

Curriculum

Standards.

Student

achievement

benchmarks are

established

according to the

No Child Left

Behind law for

grades 3-5.

Students in grades

K-2 have

established

benchmarks

according to

AIMS Web.

Benchmarks are

communicated to

all stakeholders as

well as posted in

the school.

Is the current

practice

research-based?

Yes Yes Yes Yes Yes Yes Yes


Is it a principle

& practice of

high-performing

schools?

Yes Yes Yes Yes Yes Yes Yes

Has the current

practice been

effective or

ineffective?

Effective Effective Ineffective Effective Effective Effective Effective

What data

source(s) do

you have that

support your

answer?

(identify all

applicable

sources)

Formative

Assessment

results

Unit Skills

Tests

TCAP

Assessment

Formative

Assessment

results

(Grades 3-5)

AIMS Web

results

(Grades K-2)

Check-out

logs

TCAP

Reading and

Math

Scores

Signed weekly

communication

folders

Grade level

Newsletters

Parent sign-in

sheets

Formative

Assessment

results

Unit Skills

Tests

TCAP

Assessment

Professional

Learning

Communities’

Agendas

Lesson plans

Requisitions for

supplemental

materials

Monthly

newsletters

Postings in

school lobby

and classrooms

Evidence of

effectiveness or

ineffectiveness

(State in terms

of quantifiable

improvement)

Students are

showing

improved test

scores as the

year progresses.

Teachers use

data to drive

instructional

decisions

Special

Education

teachers are

not provided

with all

supplemental

materials for

reading and

math series.

Students are

showing

improved test

scores as the

year progresses.

Students are

showing

improved test

scores as the

year progresses.

Students are

showing

improved test

scores as the

year progresses.

The state of

Tennessee

assigned

Chimneyrock

Elementary a new

state ID number

which caused us

to receive new

school status.

Therefore, 2010-

11 TCAP scores

will serve as

baseline.

Currently we are

in good standing

with the state of


Tennessee.

Evidence of

equitable school

support for this

practice

All grade level

professional

learning

communities

are scheduled

weekly in order

to plan for

prioritized

skills.

Administration

protects that

time from

interruptions.

All students,

including

special

education

students, are

assessed using

the formative

assessment.

All regular

classroom

teachers have

all teaching

materials and

supplements.

Special

Education

teachers have

to share

supplemental

materials.

All grade levels

provide

newsletters to

all parents.

Copies are

submitted to

principal for

review.

All teachers are

provided with

the State of

Tennessee

Curriculum

Standards. All

teachers are

required to use

the manual

during planning

and

Professional

Learning

Community

Meetings.

All teachers

submit lesson

plans to the

principal for

review to

ensure

compliance

with standards

coverage.

All students have

benchmarks in

every grade.

Benchmarks are

posted in

classrooms and

school lobby.

Next Step

(changes or

continuations)

All teachers

will continue to

use the

curriculum

guides for

planning

instruction. All

teachers will

continue to use

data to

prioritize state

performance

indicators.

Teachers will

receive

professional

development on

the proposed

formative

assessment

program for the

2011-12 school

year

Evaluate site-

based budget

to find

funding for

Special

Education

teachers to

have all

supplemental

materials.

Analyze

schedules for

reading and

math

instruction.

All teachers

will continue

weekly

newsletters and

monthly parent

meetings will

continue to

highlight skills.

All grade level

professional

learning

communities

will continue to

focus on skills

that are outlined

in the State of

Tennessee

Curriculum

Standards in

order to teach

skills better.

All teachers

will continue to

use the Scott

Foresman core

reading

program. All

teachers will

continue to

submit lesson

plans for

review. Any

new

supplemental

programs will

be evaluated to

Benchmarks will

continue to be

posted in every

classroom and

school lobby.


ensure

compliance

with

scientifically

research-based

and standards

coverage.


3.1.b: Curriculum Gap Analysis

Curriculum Gap Analysis - Narrative Response Required

“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER

RESOURCES?

TIME

We are currently allocating our time by utilizing weekly grade level meetings, faculty meetings,

and additional times as required based on our school’s curriculum needs. Weekly grade level

meetings give teachers the opportunity to enhance the quality of curriculum instruction by

prioritizing standards based on the needs of the students. Scheduling for support teachers is

utilized to ensure common planning time for grade level teachers. Faculty meetings are also

used to train staff on the use of standards. Teachers meet the required 90 minutes to cover

reading curriculum and 75 minutes to cover math curriculum. The remaining time is used to

cover Tier II intervention, science, social studies, and grammar/writing. Often times, the

writing curriculum is sacrificed.

MONEY

The Memphis City Schools district provides funding for the core programs that are

scientifically research based. Title I funding ($114,738.) provides support for literacy and math

for all grades, and a Instructional Facilitator. Title I monies are used to communicate

achievement benchmarks.

PERSONNEL

District funds pays for three reading interventionists. Title I pays for a Instructional Facilitator.

Scheduling for support teachers is utilized to ensure common planning time for teachers.

OTHER RESOURCES

We also have technical support from the district to assist with curriculum implementation which

includes a Literacy Coach, Math Coach, Science Coach Instructional Technology Coach,

Academic Superintendent, Academic Coordinator, and Title I Supervisor.


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

And OTHER RESOURCES?

TIME

Although we use our time effectively, our teachers still find it difficult to cover the curriculum,

as outlined by the state, especially as it relates to writing.

MONEY

The textbook funding needs to include supplemental materials such as leveled readers and

manipulatives for the special education teachers.

PERSONNEL

Current personnel resources are being used appropriately at this time.

OTHER RESOURCES

No other resources are needed at this time.


3.1.c: Curricular Summary Questions

Curriculum Summary Questions- Narrative Response Required What are our major challenges and how do we know. (These should be stated as curricular practice

challenges identified in the templates above that could be a cause of the prioritized needs identified in

component 1.)

Although the curriculum is prioritized for each grade level, lack of time continues to be a

challenge. As it relates to reading and math, it does not address the achievement gap between

black, white, or socioeconomic challenged sub groups and it is evidenced by the decrease in the

TCAP Assessment.

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

We use a formative assessment that is aligned with state standards three times each year to

assess students’ progress. Another strength of Chimneyrock is our use of a standards based

model for literacy. All materials purchased with District and Title I funds must be scientifically

research based. These are effective practices as evidenced by increases in TCAP scores.

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

We will analyze schedules again for time to cover reading and math standards. We will also

evaluate the reading and math curriculum for more opportunities to integrate a variety of

instructional methods to address the achievement gap.


3.2.a: Instructional Practices

Current Instructional

Practices Classroom instruction

is aligned with the

standards based

curriculum

Classroom

instruction is

aligned with the

assessments Teaching process is

data-driven

Teachers

incorporate a wide

range of research

based, student

centered teaching

strategies

Students are provided

with multiple

opportunities to receive

additional assistance to

improve their learning

beyond the initial

classroom instruction.

Classroom organization

and management

techniques support the

learning process

Evidence of Practice (State in

definitive/tangible terms)

Textbooks are

aligned with the

Tennessee

standards.

Teachers use

the State of

Tennessee

Curriculum

Standards while

planning. The

Memphis City

Schools’

curriculum

guides highlight

the standards to

be covered each

week.

All teachers

use TCAP

formatted

tests from the

test generator

that the

textbook

series offers

to create tests.

All teachers

also use the

Tennessee

Benchmark

tests from the

Reading

series.

Grade level

Professional

Learning

Communities

analyze data

and plan

based on the

results of

assessments.

Teachers

create small

groups for

instruction

based on the

data.

Workstations

are also

created based

on the data.

All grade

level teachers

use activities

from the

Florida Center

for Reading

Research

website to use

in reading

workstations

and small

group

instruction.

Teachers use

differentiated

instruction to

reach all

students at all

levels.

Teachers

incorporate

manipulative

and

All teachers use

small group,

guided instruction

for students that

are struggling.

Workstations are

used during the

reading and math

blocks to

reinforce skills.

Students that are

Tier II or Tier III

in reading are

involved in

Stanford LAW,

Headsprout and

Reading Plus.

Students that are

identified as Tier

II and Tier III in

math are assigned

to Stanford Math.

Students in grades

Every teacher

has his/her own

Classroom

Behavior Plan.

All teachers are

trained in

Responsive

Classroom

strategies. All

classrooms are

set-up as student-

centered and

friendly.


technology as

often as

possible.

3-5 that are

struggling in

reading and/or

math are offered

after-school

tutoring up to 4

days each week.

Is the current practice

research-based?

Yes Yes Yes Yes Yes Yes

Is it a principle & practice of

high-performing schools?


Has the current practice been

effective or ineffective?

Effective Effective Effective Effective Effective Effective

What data source(s) do you

have that support your

answer? (identify all

applicable sources)

Curriculum

Guides

Lesson plans

Textbooks

Lesson plans

Assessments

Lesson plans

Professional

Learning

Communities

Minutes

Lesson plans

Classroom

observations

Lesson plans

Intervention Plan

Attendance

Progress

Monitoring

Formative

assessment

results

Stanford Math

reports

Classroom

behavior plans

Classroom walk-

through

Evidence of effectiveness or

ineffectiveness (State in

terms of quantifiable

improvement)

The state of

Tennessee

assigned

Chimneyrock a

new state ID

number which

caused us to

receive new

The state of

Tennessee

assigned

Chimneyrock

a new state ID

number which

caused us to

receive new

The state of

Tennessee

assigned

Chimneyrock

a new state ID

number which

caused us to

receive new

The state of

Tennessee

assigned

Chimneyrock

a new state ID

number which

caused us to

receive new

The state of

Tennessee

assigned

Chimneyrock a

new state ID

number which

caused us to

receive new

Decrease in the

number of office

referrals


school status.

The 2010-11

TCAP scores

will serve as

baseline.

Currently we

are in good

standing with

the State of

Tennessee.

school status.

The 2010-11

TCAP scores

will serve as

baseline.

Currently we

are in good

standing with

the State of

Tennessee.

school status.

The 2010-11

TCAP scores

will serve as

baseline.

Currently we

are in good

standing with

the State of

Tennessee.

school status.

The 2010-11

TCAP scores

will serve as

baseline.

Currently we

are in good

standing with

the State of

Tennessee.

school status. The

2010-11 TCAP

scores will serve

as baseline.

Currently we are

in good standing

with the State of

Tennessee.

Evidence of equitable school

support for this practice

All teachers

have access to

all textbooks,

curriculum

guides and

Blueprint for

Learning

Manuals.

All teachers in

all grade

levels have

access to the

test generators

and

benchmark

tests.

All teachers

use data to

plan for

instruction.

All teachers

use effective

brain-based

strategies that

are student

centered to

teach

students.

Every teacher

offers small group

instruction and

workstations.

Every teacher

offers Stanford

LAW. Teachers

in grades 3-5 and

Special Education

teachers offer

Stanford Math.

Every student is

offered after-

school tutoring in

grades 3-5.

All teachers

incorporate

responsive

classroom

strategies. All

teachers are

required to

submit classroom

behavior plans.

All teachers

walk-through

with the

Academic

Support Team to

examine room

set-up.

Next Step (changes or

continuations)

All teachers

will continue to

use approved

texts, Blueprint

for Learning

Manuals, and

curriculum

All teachers

will continue

to use test

generators

and

benchmark

tests to assess

All teachers

will continue

to use data to

drive planning

for whole

group and

small group

All teachers

will continue

to incorporate

scientifically

research-

based

teaching

All interventions

will continue to

be offered as

described above.

The plan is to

expand the use of

Stanford Math to

During in-service

week for the

2011-2012

school year all

teachers will

revisit the

responsive


guides for

planning.

students’

progress on

standards.

instruction

and

workstations.

strategies.

The computer

lab needs to

be updated in

order to

incorporate all

technology

components.

include all

students in grades

1-5.

classroom

strategies that

need to be

strengthened.

Classroom

behavior plans

will be revised

and re-submitted.


3.2.b: Instructional Gap Analysis

Instructional Gap Analysis - Narrative Response Required


RESOURCES?

TIME

All grade level professional learning communities meet three times each week to align

assessments with instruction and analyze data in order to make instructional decisions. Faculty

meetings, twice each month, are devoted to each grade level sharing research based, student-

centered teaching strategies. This allows us to provide adequate and equitable time to all

teachers.

Students in Tier II and Tier III intervention for reading receive an additional 30 minutes of

instruction daily. Students in Tier II intervention for math receive an additional 20 minutes of

technology-based instruction daily. Students enrolled in extended learning and primetime

programs receive 90 minutes of additional instruction up to four times each week.

The district and regional office provides professional development to the all teachers. Title I

provides professional development to all teachers continuously during grade level professional

learning communities and faculty meetings based on a variety of data sources. Topics include

scientifically research based teaching strategies, data analysis, and assessments.

MONEY

District funds provide extended learning monies for a total of $9,357.60 for salaries. Title I and

prime time provide all the materials for after-school tutoring. Reading first provides the

funding for materials for reading intervention. Reading First and Title I fund all of the

professional development materials for teachers, paraprofessionals, and administrative staff.

PERSONNEL

Six teachers provide after-school tutoring for extended learning. Title I fund one Instructional

Facilitator who is responsible for professional development school-wide in all subject areas.

OTHER RESOURCES

Chimneyrock Elementary has a partnership with several community volunteers. This district

initiative provides for six tutors that come to the school during the school day and engage in

one-to-one tutoring with students struggling in reading or math. We also have technical support

from the district to assist with instructional strategies which includes a Literacy Coach, Math

Coach, Science Coach, Instructional Technology Coach, Academic Superintendent, Academic

Coordinator, and Title I Supervisor.




TIME

Most of our professional development activities focus in the area of reading and math

instruction. Since we have already identified writing as one of our goals for the upcoming year,

more professional development time needs to be spent addressing writing strategies that are

scientifically research based and effective for our population.

In addition to allotting more professional development time to reading and math, students need

to be allowed time to engage in reading and math strategies that they are learning.

MONEY

More money is going to have to be directed toward obtaining resources for students and

teachers to learn effective instructional strategies. The Title I budget must reflect funding

allowances in the area of materials and professional development.

PERSONNEL

The Instructional Facilitator will provide resources in the area of developing instructional

strategies with the teachers.

OTHER RESOURCES

We are in need of instructional materials to assist teachers with grade level common planning.

Instructional materials would enable the teachers to plan more effectively.


3.2.c: Instructional Summary Questions

Instructional Summary Questions- Narrative Response Required What are our major challenges and how do we know. (These should be stated as instructional practice


component 1.)

Our challenge would be to address achievement gap among black, white, and socio economic

students in the areas of reading and math. We know this because of the decrease in the TCAP

Reading and Math scores.

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

Our strength is in the area of using data to drive instruction. Teachers work very diligently with

the data in order to determine strengths and weaknesses for the students so they can make

instructional decisions.

Data driven instruction is evidence by the classroom observations, lesson plans, grade level

minutes, and TCAP scores.

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

Teachers will continue to review data and continue to incorporate reading and math strategies

that are scientifically research based. Upon ownership of these strategies teachers will utilize

the allotted time available to close achievement gaps.


3.3.a: Assessment Practices

Current Assessment

Practices Uses student assessments

that are aligned with the

Tennessee Department of

Education standards based

curriculum Assesses all

categories of students

Provides assessment

information to

communicate with

students, parents and

other appropriate

stakeholders

regarding student

learning

Ensures that the

appropriate

assessments are

used to guide

decisions relative

to student

achievement

Uses a wide range

of assessments,

CRT, NRT,

portfolio,

curriculum based

assessments, etc.

Provides

professional

development in

the appropriate

use of assessment

Evidence of Practice (State

in definitive/tangible

terms)

Teachers use

assessments from

the textbook series

which is aligned

with state

standards. Also,

the formative

assessments are

aligned with state

standards.

All students are

assessed. This

includes Black,

Students with

Disabilities

(SWD), and

Economically

Disadvantaged

(ED) students

as described by

the NCLB law.

Teachers use

weekly

communication

folders to

inform parents

of assessment

information.

All stakeholders

are notified at

the beginning of

the year of the

school’s AYP

status by letter.

The school’s

TCAP

information is

also posted

prominently in

the lobby.

Teachers meet

in grade level

Professional

Learning

Communities

to analyze test

data and plan

instruction

based on the

needs of the

students.

Teachers use

weekly

assessments,

six weeks

assessments,

AIMS Web,

and formative

assessments

to analyze

data in order

to plan for

instruction

(small group,

whole group,

workstations,

and

interventions).

The 2nd

Grade

TCAP is

norm-

referenced.

The TCAP in

grades 3-5 is

Grade level

professional

learning

communities

meet for ½

day

professional

development

to analyze

data and how

to use that

data to make

instructional

decisions.

The teachers

in K-3 receive

professional

development

in the use of

the AIMS

Web

assessment.


criterion

referenced.


research-based?


Is it a principle & practice

of high-performing

schools?


Has the current practice

been effective or

ineffective?

Effective Effective Effective Effective Effective Effective




applicable sources)

Student

assessments

Lesson Plans

Formative

assessments

TCAP Data

Formative

assessments

AYP report

Posted TCAP

scores

AYP letter

Weekly folders

Grade level

minutes

PLC data

analysis

Lesson plans

Lesson plans Sign-in sheets

Grade level

minutes

Lesson plans

Evidence of effectiveness

or ineffectiveness (State in


improvement)

Mastery of

standards

Met AYP is all

subcategories

Signatures on

weekly folders

Increase in

TCAP scores

The state of

Tennessee

assigned

Chimneyrock

a new state ID

number which

caused us to

receive new

school status.

The 2010-11

TCAP scores

will serve as

baseline.

Currently we

are in good

standing with

the State of

The state of

Tennessee

assigned

Chimneyrock

a new state ID

number which

caused us to

receive new

school status.

The 2010-11

TCAP scores

will serve as

baseline.

Currently we

are in good

standing with

the State of

The state of

Tennessee

assigned

Chimneyrock

a new state ID

number which

caused us to

receive new

school status.

The 2010-11

TCAP scores

will serve as

baseline.

Currently we

are in good

standing with

the State of


Tennessee. Tennessee. Tennessee.

Evidence of equitable

school support for this

practice

All teachers use the

textbook

assessments and

formative

assessments.

All teachers

assess all

students in all

subjects.

All teachers use

the weekly

folders to

communicate

with all parents.

All stakeholders

are sent the

AYP letter.

All teachers

use data to

drive

decisions

about

instruction.

Teachers also

use the data to

differentiate

instruction as

needed.

All teachers at

all grade

levels analyze

and use all

available data

to make

decisions

regarding

student

achievement.

All teachers at

all grade

levels

participate in

professional

development

regarding data

analysis

several times

each school

year.


continuations)

All teachers will

continue to use the

assessments created

by the textbook

companies and the

formative

assessments

provided by the

district. Our school

needs to improve in

the assessment of

Science and Social

Studies skills.

All teachers

will continue to

assess all

students in all

subjects.

All teachers

will continue to

use weekly

folders. A letter

regarding AYP

status will

continue to be

sent.

All teachers

will continue

to use data to

make

decisions for

student

achievement.

All teachers at

all grade

levels will

continue to

analyze all

available data

to make

decisions

regarding

student

achievement.

All teachers

will continue

to receive

professional

development

on data

analysis and

the use of

assessments.

3.3.b: Assessment Gap Analysis

Assessment Gap Analysis – Narrative Response Required


RESOURCES?

TIME

Teachers spend their common planning time to align assessments with the standards.

Professional Learning Communities and faculty meetings are used to analyze test data that can

be used to guide instructional decisions for students. This allows us to provide adequate and

equitable time to all teachers.

MONEY

Title I provides funding for substitutes for teachers to attend ½ day sessions to analyze

assessment data. Teachers use this information to make decisions relative to student

achievement.

PERSONNEL

Title I funds the Instructional Facilitator to assist with analyzing test data and aligning the

assessments with the standards. District funds the Instructional Facilitator to assist with AIMS

Web assessments and analyzing that data to drive instruction. We also have technical support

from the district to assist with assessment strategies which includes a Literacy Coach, Math

Coach, Science Coach, Instructional Technology Coach, Academic Superintendent, Academic

Coordinator, and Title I Supervisor.

OTHER RESOURCES

The district provides for the formative assessment that is given three times each year. A

committee for the district is currently evaluating a new formative assessment.



TIME

Teachers need to receive professional development in assessing achievement gaps in reading

and math among sub groups. Unfortunately, not all students’ needs are being met in the area of

reading and math.


MONEY

Title I funding needs to allow for professional development in assessing reading and math as

well as materials for teachers to use as resources.

PERSONNEL


OTHER RESOURCES

The district needs to provide a new formative assessment for the upcoming school year.


3.3.c: Assessment Summary Questions

Assessment Summary Questions- Narrative Response Required What are our major challenges and how do we know. (These should be stated as assessment practice


component 1.)

Currently our major challenge is assessing the achievement gap in reading and math. Some

teachers continue to struggle with differentiating instruction based on the assessment data, and

properly meeting the needs of our lowest performing students. We know this is a weakness

because of the achievement gap in TCAP Scores.

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

Our teachers are very skilled in aligning assessments with the state standards. The teachers are

able to analyze the assessment data and determine strengths and weaknesses in order to drive

instruction. This is displayed through assessments that teachers use and the increase in TCAP

scores.

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

Teachers will engage in on-going professional development sessions related to assessing

achievement gaps in reading and math. Teachers will continue their on-going professional

development in the area of differentiating instruction based on assessment data.

3.4.a: Organizational Practices

Current

Organizational

Practices

School provides

continuous professional

development for school

leaders

School is organized to be

proactive in addressing

issues that might impede

teaching and learning

School is organized to

engage the parents and

community in providing

extended learning

opportunities for children.

Organizational practices

and processes promote the

effective time-on-task for

all students

School’s beliefs, mission

and shared vision define

the purpose and direction

for the school

Evidence of Practice (State

in definitive/tangible

terms)

The Principal and

Instructional

Facilitator are

required to attend

all District

professional

development

sessions at the

school as well as

at the state level.

All administrators

attend the faculty

professional

development

sessions held for

the teachers.

The Academic

Support Team

(Principal and

Instructional

Facilitator ) meets

weekly to discuss

problems and

solutions in order to

maintain the fidelity

of the instructional

day (i.e., behavior,

attendance, staffing

issues).

The Academic

Support Team (AST)

and Kindergarten

faculty have

developed a pre-

school transition

plan. With the help

of the 5th

grade

faculty, a middle

school transition plan

has also been created.

Parents are notified

of after-school

tutoring opportunities

through Extended

Learning and Prime

Time programs.

Several community

organizations

volunteer time to help

with tutoring and

mentoring through

the Prime Time

program. Parents are

also invited to

participate in Family

Math and Science

Activity Days that

meet after-school

twice each year.

The Academic

Support Team

monitors the

students’ time on

task. Teachers post

schedules that they

adhere to in order

to maintain

students’ time on

task. The principal

only makes

announcements at

the end of the day

to minimize

interruptions during

instructional time.

The school’s

beliefs, mission,

and vision are

posted in the

hallways and in

every classroom.

The Academic

Support Team

refers to the beliefs,

mission, and vision

when making

decisions. The

leadership council

reviews the beliefs,

mission, and vision

when making

decisions.



research-based?

Yes Yes Yes Yes Yes

Is it a principle & practice

of high-performing

schools?

Yes Yes Yes Yes Yes

Has the current practice

been effective or

ineffective?

Effective Effective Effective Effective Effective




applicable sources)

Professional

Development

sign-in sheets

Agendas for AST

meetings

Transition Plans for

pre-school and

middle school

After-school tutoring

rosters

Parent sign-in sheets

Class schedules

School Calendar

Agendas

Minutes

Evidence of effectiveness

or ineffectiveness (State in


improvement)

Increase in TCAP

scores

Fewer interruptions The state of

Tennessee assigned

Chimneyrock a new

state ID number

which caused us to

receive new school

status. The 2010-11

TCAP scores will

serve as baseline.

Currently we are in

good standing with

the State of

Tennessee.

Fewer interruptions Improved school

climate survey

scores

Evidence of equitable

school support for this

practice

All administrative

team members

(Principal,

PDSCC, Literacy

Leader, School

Counselor) must

participate in

Each of the AST

members is assigned

certain grade levels

that they are

responsible for

overseeing so all

teachers have

All grade levels

participate in Y-Care

before and after

school and Family

Math and Science

Activity Days. Only

grades 3-5 participate

The Academic

Support Team

observes all

teachers on all

grade levels. All

teachers are

required to post and

All teachers are

required to post

beliefs, mission,

and vision.


professional

development

activities.

administrative

support at all times.

in the Extended

Learning program.

follow current

schedules.


continuations)

All administrative

team members

will continue to

participate in

professional

development

activities.

The Academic

Support Team will

continue to function.

Transition plans will

be revisited for

revisions as

necessary.

All grade levels will

continue to

participate in Y-Care

before and after

school, Family Math

and Science Activity

Days. A Family

Reading Activity Day

needs to be included

next year.

The Academic

Support Team

needs to discuss

school-wide events

being planned to

determine its

impact on students’

time on task.

All teachers will

continue to post

beliefs, mission,

and vision

statements. These

will also be posted

in the main lobby.

The Academic

Support Team and

Leadership Council

will continue to

refer to the beliefs,

mission, and vision

when making

decisions.


3.4.b: Organizational Gap Analysis

Organizational Gap Analysis – Narrative Response Required


RESOURCES?

TIME

The Academic Support Team meets every Monday morning to address issues that may impede

teaching and students’ time on task. Faculty meetings are used to discuss organizational

expectations. The Academic Support Team represents all of the teachers on all of the grade

levels when making organizational decisions.

MONEY

District and Title I provide on-going professional development for administrative staff.

PERSONNEL

The Academic Support Team (Principal, Instructional Facilitator, and School Counselor) helps

with the organizational practices to maintain the fidelity of the instructional time. The

Leadership Council (Teachers, Parents, Staff) evaluates organizational practices also. We also

have technical support from the district to assist with organizational strategies which includes a

Literacy Coach, Math Coach, Science Coach Instructional Technology Coach, Academic

Superintendent, Academic Coordinator, and Title I Supervisor.

Chimneyrock Elementary School has the following strategies in place to attract high

quality, highly qualified teachers:

Support for uncertified personnel to gain certification

Collaboration with colleges and universities

On-going professional development

Mentoring program

Participation in new teacher recruitment fairs

OTHER RESOURCES

As mentioned earlier, the school improvement plan is used as the primary guide to direct our

time, money, personnel, and other resources. For example, when fund raising money is

collected, organizational procedures, like the Leadership Council deciding where monies should

be directed, are in place to ensure the best use of all available resources.




TIME

The Academic Support Team needs to meet regularly every Monday morning regardless of

other school events. Fewer events need to be scheduled during the reading or math instructional

blocks. All events that are being planned need to be approved by the Academic Support Team

to maintain the students’ time on task.

MONEY

No additional funds are required at this time for organizational practices in order to meet the

needs of all students.

PERSONNEL


OTHER RESOURCES

No other resources are needed at this time.


3.4.c: Organization Summary Questions

Organization Summary Questions- Narrative Response Required What are our major challenges and how do we know. (These should be stated as organizational practice


component 1.)

Lack of coordination and communication of all events interferes with time on task for students

and teachers. A few activities have been scheduled during reading and math times during the

current school year.

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

The Academic Support Team will address the lack of coordination and communication through

consistent Monday morning meetings to make school wide decisions on events.

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

Our administrative staff is very proactive in addressing issues that may impede teaching and

learning (i.e., behavior problems, attendance concerns, and staffing issues). There are fewer

classroom interruptions related to behavior problems, make-up work, and lack of substitutes.


TSIPP Component 4: Action Plan


GOAL 1 – Action Plan Development

Template 4.1 – (Rubric Indicator 4.1) Revised DATE: 10/01/11

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

Goal

During the 2011-2012 school year, the percent of all students and student subgroups (White,

economically disadvantaged, African American, and students with disabilities) scoring proficient

or advanced on the TCAP Math assessment will meet or exceed the state AMO goal of 60%

Which need(s) does this Goal address? This goal addresses the new AMO goal for Math.

How is this Goal linked to the system’s Five-Year Plan?

This goal is linked to goal one of our District Master Plan, which seeks to create academically

challenging, safe, supportive and effective learning environments.

This goal is linked to goal five of our District Master Plan, which seeks to establish high levels

of accountability for academic and fiscal performance throughout the system.

ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2) IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)

Section B – Descriptively list the action you plan to take to ensure you will

be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and

include professional development, technology, communication, and parent

and community involvement initiatives within the action steps of each goal.

Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources,

evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)

Timeline Person(s)

Responsible

Required

Resources

Projected Cost(s)

& Funding Sources Evaluation Strategy

Performance Results /

Outcomes

Action

Step

The school will provide a scientifically

research-based math program with a

developmental design to the students

on a daily basis.

August

2011 –

May

2012

T. Cooper,

principal;

S. Cotton

and C.

Andrews,

Asst

Principals,

C.

Brewer,

Facilitator;

Classroom

Teachers

enVision core

mathematics

program

District

textbook

funds for

Math Practice

books,

consumable

textbooks

Classroom

observations;

MCS Formative

Assessment

scores

At least 60% of

students will

achieve proficient

or advanced on

the TCAP Math

assessment.

Action

Step

All teachers will implement Calendar

Math daily.

August

2011 –

May

Principal,

Assistant

Principals,

Calendar

Math Teacher

Kits

Replacement

Calendar

Math Kits

Classroom

observations;

MCS Formative

At least 60% of

students will

achieve proficient


2012 Classroom

Teachers,

Math

Specialists

($300 ea.) Assessment

scores

or advanced on

the TCAP Math

assessment.

Action

Step

Teachers will participate in on-going

professional development sessions provided by the Instructional

Facilitator related to scientifically

research based instructional strategies,

analyzing data, and using data to make

instructional decisions. Teachers and

Administrators will attend workshops

and conferences focused on math.

August

2011 –

May

2012

Principal,

Assistant

Principals,

Classroom

Teachers,

Math

Specialists

Formative

Assessment

Data; weekly

tests; progress

monitoring;

substitutes

Title I funding

for substitutes

($1000);

Instructional

Facilitator

($65,000)

Professional

Development

sign-in sheets

At least 60% of

students will

achieve proficient

or advanced on

the TCAP Math

assessment.

Action

Step

All students will participate in small,

flexible math groups to target

weaknesses on skills determined by the

data analysis two times each week.

September

2011 –

May 2012

T. Cooper,

principal;

C.

Brewer,

Facilitator;

Classroom

Teachers

Student

manipulative

kits;

cardstock,

laminating

film, white

boards, dry

erase markers,

folders, timers

Title I funds

for materials

and supplies

($2500)

Classroom

observations;

lesson plans;

MCS Formative

Assessments

(Grades 3-5);

AIMSweb Math

Benchmark tests

(Grades K-3)

At least 60% of

students will

achieve proficient

or advanced on

the TCAP Math

assessment.

Action

Step

All students will participate two to

three times weekly in workstations to

reinforce skills previously taught.

September

2011 –

May 2012

T. Cooper,

principal;

C.

Brewer,

Facilitator;

Classroom

Teachers

Cardstock,

laminating

film, white

boards, dry

erase markers,

pocket folders,

timers, pencils,

markers,

Velcro, copy

paper and

notebook

paper,

Title I funds

for materials

and supplies

($2500)

Classroom

observations;

lesson plans;

MCS Formative

Assessments

(Grades 3-5);

At least 60% of

students will

achieve proficient

or advanced on

the TCAP Math

assessment


construction

paper, Ziploc

bags, paper

plates, sentence

strips, index

cards, manilla

folders,

calculators,

Versatiles

Action

Step

All economically disadvantaged

students, especially African

american students, will have the

opportunity to participate in before

or after-school tutoring (Grades 3-5)

two to three times each week.

October

2011 –

April

2012

T. Cooper,

principal;

C.Brewer,

Facilitator;

Extended

Contract

Teachers

TCAP Coach

Practice

Books

Extended

Contract

funds

($9357);

TCAP Coach

books (Title I-

$1500)

Classroom

Observations;

Tutoring rosters;

Attendance sheets

The percent of

economically

disadvantaged

students,

especially African

American

Students, scoring

proficient or

advanced will

increase by 10%.

Action

Step

Students in Tier II will receive

intervention daily in addition to the 90

minutes of core math instruction.

September

2011 –

May

2012

T. Cooper,

principal;

C.Brewer,

Facilitator;

Classroom

Teachers

Student

licenses for

Stanford

Math;

AIMSweb

benchmark

tests; progress

monitoring

District funds

Usage reports

from Stanford

Math

100% of Tier II

students (Grades

2-5) will use

Stanford Math

daily for 20

minutes.

Action

Step

All students and their

parents/guardians will be invited to

participate in a Family Math/Science

Night once each year.

April

2012

T. Cooper,

principal;

C.

Brewer,

Facilitator;

Classroom

Teachers

Door prizes;

and

Refreshments

Title I funds

($200) Sign-in sheets

There will be a

15% increase in

the number of

parents in

attendance.


Action

Step

All teachers will provide weekly

communication to all parents

regarding their students’ progress and

opportunities for involvement.

August

2011 –

May

2012

T. Cooper,

principal;

C.

Brewer,

Facilitator;

Classroom

Teachers

Nicky

Folders;

Monthly

Calendars;

Progress

reports;

graded

papers; copy

paper

Title I funds

($1000)

Signed Nicky

Folders

100% of all

weekly folders

will be signed and

returned.

Action

Step

All students will be instructed in the

area of visual arts once each week in

order to support math skills instruction.

August

201–

May

2012

T. Cooper,

principal;

Art

teachers

Art Teachers BEP 2.0 funds

($65,000 x 2)

Art Support

Schedule, report

card grades

At least 60% of

students will

achieve proficient

/advanced on the

TCAP Math

Action

Step

All students, without IEPs, will have a

Response to Intervention Plan –

Academic in order to monitor students’

progress and will be updated three

times per semester.

Septemb

er 2011

– May

2011

T.Cooper,

principal;

C.Brewer,

Facilitator;

Guidance

Counselor,

Classroom

Teachers

EdPlan

website and

training

District Funds Heads Up Reports

100% of students

will have green

on the Heads-up

reports





Goal

During the 2011-2012 school year, the percent of all students and student subgroups (White,

economically disadvantaged, African American, and students with disabilities) scoring proficient

or advanced on the TCAP RLA assessment will meet or exceed the state AMO goal of 66%

Which need(s) does this Goal address? This goal addresses the new AMO goal for Reading/Language Arts.

How is this Goal linked to the system’s Five-Year Plan?

This goal is linked to goal one of our District Master Plan, which seeks to create academically


This goal is linked to goal five of our District Master Plan, which seeks to establish high levels

of accountability for academic and fiscal performance throughout the system.



be able to progress toward your goal. Action steps are strategies and

interventions which should be scientifically based where possible and include professional development, technology, communication, and parent




Timeline Person(s)

Responsible

Required

Resources

Projected Cost(s)



Outcomes

Action

Step

Classroom teachers in grades 3-5 will

use Discovery Education Assessment

data to identify proficiency levels to

differentiate instruction to enhance

student performance in Reading.

August

2011 -

May

2012

Principal,

Assistant,

Principal,

Classroom

Teachers

Discovery

Education

Assessment

Data

District funds

Analyze

Discovery

Education

Assessment Data

three times per

year

At least 66% of

students will

achieve proficient

or advanced on

the TCAP RLA

assessment.

Action

Step

Teachers will participate in on-going

professional development sessions

provided by the Instructional

Facilitator related to scientifically

research based instructional strategies,

vocabulary, analyzing data, and using

data to make instructional decisions.

Teachers and Administrators will

attend workshops and conferences

focused on Reading.

August

2011 –

May

2012

Principal,

Assistant

Principals,

Classroom

Teachers,

Facilitator

RLA

Coaches

Formative

Assessment

Data; weekly

tests; progress

monitoring;

substitutes

Title I funding

for substitutes

($1000);

Instructional

Facilitator

($65,000)

Professional

Development

sign-in sheets

At least 66% of

students will

achieve proficient

or advanced on

the TCAP RLA

assessment.


Action

Step

Students in the subgroups of African

American and/or Economically

Disadvantaged that are scoring basic

on the formative assessments will be

involved in before or after-school

tutoring to improve RLA performance

November

2011-

May

2012

Discovery

probes,

Reading plus,

TCAP Coach

books

Extended

Contract

funds

($9357);

District funds;

Title I

($1000)

Attendance

rosters

At least 66% of

students will

achieve proficient

or advanced on

the TCAP RLA

assessment.

Action

Step

All students will participate in small,

flexible reading groups to target

weaknesses on skills determined by the

data analysis two times each week.

September

2011 –

May 2012

T. Cooper,

principal;

C.

Brewer,

Facilitator;

Classroom

Teachers

Student

manipulative

kits;

cardstock,

laminating

film, white

boards, dry

erase markers,

folders, timers

Title I funds

for materials

and supplies

($2500)

Classroom

observations;

lesson plans;

MCS Formative

Assessments

(Grades 3-5);

AIMSweb

Reading

Benchmark tests

(Grades K-3)

At least 66% of

students will

achieve proficient

or advanced on

the TCAP RLA

assessment.

Action

Step

All students will participate four to five

times weekly in workstations to

reinforce skills previously taught.

September

2011 –

May 2012

T. Cooper,

principal;

C.

Brewer,

Facilitator;

Classroom

Teachers

Cardstock,

laminating

film, white

boards, dry

erase markers,

pocket folders,

timers, pencils,

markers,

Velcro, copy

paper and

notebook

paper,

construction

paper, Ziploc

bags, paper

plates, sentence

strips, index

cards, manilla

Title I funds

for materials

and supplies

($2500)

Classroom

observations;

lesson plans;

MCS Formative

Assessments

(Grades 3-5);

common weekly

assessments

At least 66% of

students will

achieve proficient

or advanced on

the TCAP RLA

assessment


folders,

calculators,

Versatiles

Action

Step

Students in Tier 2/Tier 3 will receive

intervention daily in addition to the 90

minutes of core Reading instruction.

September

2011 –

May

2012

T. Cooper,

principal;

C.Brewer,

Facilitator;

Classroom

Teachers

Student

licenses for

Headsprout;

Reading Plus;

Sidewalks;

AIMSweb

benchmark

tests; progress

monitoring

District funds; Interventonists

(x3) Usage reports

100% of Tier 2

and 3 students

(Grades K-5) will

receive

intervention.

Action

Step

All students and their

parents/guardians will be invited to

participate in a Family Reading Night

once each year.

November

2011

T. Cooper,

principal;

C.

Brewer,

Facilitator;

Classroom

Teachers

Door prizes;

and

Refreshments

Title I funds

($200) Sign-in sheets

There will be a

15% increase in

the number of

parents in

attendance.

Action

Step

All teachers will provide weekly

communication to all parents

regarding their students’ progress and

opportunities for involvement.

August

2011 –

May

2012

T. Cooper,

principal;

C.

Brewer,

Facilitator;

Classroom

Teachers

Nicky

Folders;

Monthly

Calendars;

Progress

reports;

graded

papers; copy

paper

Title I funds

($1000)

Signed Nicky

Folders

100% of all

weekly folders

will be signed and

returned.

Action

Step

All students will be instructed in the

area of visual arts once each week in

order to support reading skills

instruction.

August

2011–

May

2012

T. Cooper,

principal;

Art

teachers

Art Teachers BEP 2.0 funds

($65,000 x 2)

Art Support

Schedule, report

card grades

At least 66% of

students will

achieve proficient

/advanced on the

TCAP RLA


Assessment

Action

Step



Academic in order to monitor students’


times per semester.

Septemb

er 2011

– May

2011

T.Cooper,

principal;

C.Brewer,

Facilitator;

Guidance

Counselor,

Classroom

Teachers

EdPlan

website and

training


100% of students

will have green

on the Heads-up

reports





Goal During the 2011-2012 school year, the number of office referrals will decrease by 25%.

Which need(s) does this Goal address? Discipline problems

How is this Goal linked to the system’s Five-Year Plan? This goal is linked to goal one of our District Master Plan, which seeks to create academically




be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and

include professional development, technology, communication, and parent




Timeline Person(s)

Responsible

Required

Resources

Projected Cost(s)



Outcomes

Action

Step



Behavior in order to monitor students’


times per semester.

September 2011 –

May

2011

T.Cooper,

principal;

C.Brewer,

Facilitator;

Guidance

Counselor,

Classroom

Teachers

EdPlan

website and

training


100% of students

that are referred

to the office will

have a behavior

screening

Action

Step

All teachers will implement the

Schoolwide PBIS plan, including the

flowchart for dealing with problem

behaviors

September 2011 –

May

2011

T.Cooper,

principal;

Assistant

Principals;

C.Brewer,

Facilitator;

Guidance

Counselor,

Classroom

Teachers

Schoolwide

PBIS Plan None PBIS reports

25% decrease in

the number of

office referrals


Action

Step

All teachers will participate in ongoing

professional development focused on

classroom management strategies and

the responsive classroom initiative.

October 2011 –

May

2011

T.Cooper,

principal;

Assistant

Principals;

C.Brewer,

Facilitator;

Guidance

Counselor,

Classroom

Teachers

PBIS reports PD Materials

($500) PD sign-in sheets

25% decrease in

the number of

office referrals

Action

Step Teachers will use classroom incentives

to encourage positive behavior

September 2011 –

May

2011

T.Cooper,

principal;

Assistant

Principals;

Guidance

Counselor,

Classroom

Teachers

Incentives PBIS funds

($100) PBIS reports

25% decrease in

the number of

office referrals

Action

Step

In order to address referrals from the

cafeteria, more staff and volunteers

will be monitoring student behavior.

Classes with no behavior incidents will

receive a reward.

November 2011 –

May

2011

T.Cooper,

principal;

Assistant

Principals;

Guidance

Counselor,

Volunteers

Volunteers,

incentives

PBIS funds

($500) PBIS reports

25% decrease in

the number of

office referrals

Action

Step

In order to address referrals from the

buses and the cafeteria, students will

participate in No Bullying and

Character Education classes

August 2011 –

May

2011

Guidance

Counselor,

Classroom

Teachers

Curricula District funds PBIS reports

25% decrease in

the number of

office referrals


TSIPP Component 5: The School Improvement Plan and Process Evaluation


Component 5 – The School Improvement Plan and Process Evaluation 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 TSIPP and its process are supported by the faculty organizational structure of the school.

This committee structure includes the Principal’s Advisory Council, SACS Committees, and

Grade Level Teams. This team provides exemplary communication and feedback regarding

TSIPP implementation for monitoring and needed adjustments throughout the school year. At the

beginning of the school year, teachers are assigned to committees with specific job

responsibilities including leadership. These strategies are used to communicate, implement,

debrief and evaluate/monitor school plans and action steps.

Evidence of Alignment of Data and Goals – Narrative response required

What evidence do we have that proves alignment between our data and our goals?

A number of data systems such as TCAP Disaggregated Data, State Report Card, and TVAAS

along with a number of assessment instruments such as Discovery Education Assessment and

AIMSweb are used throughout the year to assess student growth and the merit of academic

programs. According to the information provided by such data, Chimneyrock is able to identify

areas of strengths and areas to strengthen. After analyzing the assessment data, the goals were

written as areas to strengthen. The areas we identified are addressed in our prioritized goals

along with the action steps that will be taken and evaluated for the upcoming school years.

Evidence of Communication with All Stakeholders – Narrative response required

Communication is provided to all stakeholders in a variety of ways. A number of instruments

are used to implement communication: Class newsletters, parent meetings, Parent Teacher

Conferences, principal call-outs, PTA Newsletters, phone calls, E-mails, and notes are used to

communicate with parents. Power Teacher provides immediate access to grades and attendance.

Our website also provides additional information. Faculty e-mails, notices, and announcements

are used to communicate with the faculty. When necessary, local businesses are contacted to

help disseminate information concerning school - wide needs such as registration, etc. A series of

surveys are conducted to provide feedback from all stakeholders. There are on-line surveys that

provide input and suggestions. Parents may also contact the school via e-mail, letter, or phone.

Staff will be debriefed in meaning and content of these assessments. Monitoring will be

ongoing through the School Improvement Team and adjustments made on recommendation of

the Leadership Council.

Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals – Narrative

response required


Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals – Narrative

response required

What evidence do we have that shows our beliefs, shared vision and mission in Component 2 align with

our goals in Component 4?

Our shared beliefs and mission incorporate the expectations for our students to meet or exceed

all standards of NCLB, demonstrate competency in problem solving skills, and to increase

student achievement in environments that are conducive to learning and diverse in curriculum.

Using these standards our prioritized goals have been identified to improve performance. Using

these beliefs Chimneyrock shares, along with the identified prioritized goals, actions steps have

been designed to carry out, or exceed our beliefs and shared vision. Using such assessments as,

Discovery Education, common weekly assessments, and Unit Tests, and providing varied

enrichment opportunities, we are carrying out the mission, vision, and beliefs of Chimneyrock

Elementary.

Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and

Organization – Narrative response required

What evidence do we have that shows our action steps in Component 4 align with our analyses of the

areas of curriculum, instruction, assessment and organization in Component 3?

Our goals and action steps, as defined in Component 4, were identified based on the strengths

and weaknesses from our Prioritized List of Target Goals. In turn, these goals from Component 1

were used to create our action steps in Component 4. Component 3 presents a detailed analysis

of the types of curriculum, instruction, organization, and assessment used at Chimneyrock

Elementary to provide the data for Component 4.

Suggestions for the Process – Narrative response required

What suggestions do we have for improving our planning process?

To improve our planning process our School Leadership Team along with our administration

will implement strategies to communicate, debrief, evaluate and monitor our action steps. These

strategies include deliberating at monthly meetings over general concerns, evaluating current

practices, and identifying current strategies in place. Once ideas are communicated, the School

Leadership Council will then delegate new findings to the Administrative Team and then to the

Grade Level Teams. Each committee will then in turn provide any feedback regarding further

action step implementation, or TSIP adjustments.


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?

Process to begin implementation of the action steps:

School committees and responsible parties will review the goals and action steps of the

School Improvement Plan, determine their responsibilities, and develop an

implementation calendar due to the principal before the beginning of the 2010-2011

school term.

The professional development plan will be created and used to help teachers develop and

enhance knowledge, attitudes and skills relating to the goals and action steps in

Component 4

Grade level meetings and planning days will be scheduled to allow for common planning

times and data-analysis of formative assessments, benchmark tests, and weekly tests

Data analysis results will be used to determine intervention plans

Evidence of the Use of Data – Narrative response required

What is the plan for the use of data?

The teachers at Chimneyrock Elementary pride themselves in the use of data to drive instruction.

With the help of the Instructional Facilitator, teachers analyze data constantly in order to make

the best decisions for student achievement. The following are the data sources and how that data

information is used to make instructional decisions:

AIMSweb – This formative assessment for K-2 students is used to determine which

students receive Tier 2 and Tier 3 intervention for reading. AIMSweb is administered

three times each year (August, January, and April). This assessment also has a progress

monitoring component that allows the teachers to track improvements or plan for

modifications if improvements are not made. The progress monitoring checks are

administered every 10 days for Tier 2 students, and every 5 days for Tier 3 students.

Reading Benchmark Tests – The Reading Benchmark tests are used to determine initial

student placement in flexible reading groups. Once the formative assessment data and

weekly test data is available the teacher is able to make more informed decisions

regarding group placement. This assessment is given the first week of school and then at

the end of every six weeks.

Formative Assessments – This district made assessment for students in grades 3, 4, and 5

is used to determine progress towards mastery of student performance indicators that

students are tested on for TCAP in Reading, Language Arts, and Math. Teachers use the

data from these assessments to plan for small group instruction, workstations, re-

teaching, and whole group instruction. Through the data analysis, teachers are able to

determine which skills the whole class is struggling with or which skills only a few

students may need help with. The teachers are also able to determine which skills the

whole class has mastered so that limited, valuable instructional time is spent wisely.

Common Weekly Assessments– These skill based tests are used to track students’

progress on skills that are taught weekly. Teachers use this information when planning


for small group instruction and workstation activities.

Writing Assessments – Students in fifth grade will be assessed twice (October and

January) using the district made writing formative assessment.

Teachers meet three times for ½ day professional development sessions to analyze formative

assessment data (AIMSweb and district formative assessments). These sessions are used to

determine grade level strengths and weaknesses, classroom strengths and weaknesses, and

individual student’s strengths and weaknesses. Once the strengths and weaknesses are

determined the teachers plan for whole group or small group instruction and workstations.

Teachers also meet for 45 minutes up to three times each week to analyze weekly test grades and

plan for re-teaching and small group instruction.

TEMPLATE 5.3: Monitoring and Adjusting Evaluation (Rubric Indicator 5.3)

Evidence of Monitoring Dates – Narrative response required

What are the calendar dates (Nov/Dec and May/June) when the School Leadership Team will meet to sustain the

Tennessee School Improvement Planning Process? Identify the person(s) responsible for monitoring and the role

they will play in the monitoring process.

Monitoring Plan Person(s) Responsible Monitoring Dates

The entire school’s

faculty and staff will

review the school

improvement plan

and come to

consensus prior to

submitting the

document.

SIP Leadership Team:

Tonya Cooper, Principal

C. Brewer, Instructional Facilitator

Courtney Vickers, Teacher

Johna Williams, SpEd Teacher

Jamie Kennedy, Teacher

Suzanne Williams, School Counselor

Lynn Grayson, Parent

Juliet Colanero, Financial Secretary

Diara Clark, Interventionist

Jan Nixon, Teacher

Ron Coe, Community Stakeholder

Sheila Velasquez, Teacher’s Assistant

Gail Brown, Parent

November 2011

Data analysis of

2010-2011 TCAP

data

T. Cooper, principal


Grade Level Chairpersons

July 2011

Review Action Plan

and Monitoring Dates

during in-service









August 2011




Jan Nixon, Teacher



Gail Brown, Parent

Data analysis of

formative

assessments

(DIBELS for K-2;

Reading, Language

Arts, and Math for 3-

5)


Classroom Teachers

September 2011

December 2011

March 2012

Revise action steps as

needed based on data

analysis











Jan Nixon, Teacher



Gail Brown, Parent

September 2011

December 2011

March 2012

Data analysis of

2011-2012 TCAP

data

T. Cooper, principal


July 2012

Any time that the SIP Leadership team meets, C. Brewer, Instructional Facilitator, will be

responsible for communicating the time and location of the meeting to all members.


Evidence of a Process for Monitoring Plan – Narrative response required

What will be the process that the School Leadership Team will use to review the analysis of the data from the

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

The principal and the Instructional Facilitator will meet during the summer to analyze TCAP

data. Teachers will meet three times each year after the formative assessments are scored.

Teachers meet for ½ day professional development sessions to analyze the formative assessment

data (AIMSweb and district formative assessment). These sessions are used to determine grade

level strengths and weaknesses, classroom strengths and weaknesses, and individual student’s

strengths and weaknesses. The teachers and Instructional Facilitator then submit this

information to the School Leadership Council after each session. The team reviews the data

analysis to determine if revisions need to be made to the action steps in order for students to meet

the goals. The School Leadership Team would then present the recommendations to the SIP

Leadership Team for review. Adjustments will be made after the SIP Leadership team

determines the best revised action steps.

Evidence of a Process for Adjusting Plan – Narrative response required

What will be the process that the School Leadership Team will use for adjusting our plan (person(s)

responsible, timeline, actions steps, resources, evaluation strategies) when needed?

The SIP Leadership Team, involving all stakeholders, will meet a minimum of three times per

year to compare updated data and our action plan. The team will review, discuss, and come to a

consensus regarding recommended changes based on our current needs as determined by the data

from the TCAP and formative assessments. The SIP Leadership Team will meet in September,

December, and March (more if the data determines it necessary). C. Brewer, Instructional

Facilitator, will be responsible for communicating the time and location of the meeting to all

members. She will present all data analysis and conclusions to date. After changes are made to

the plan, the revised SIP will be presented to all stakeholders.

Evidence of a Plan for Communicating to All Stakeholders – Narrative response required

How will the School Leadership Team communicate success/adjustments of the plan to stakeholders and

solicit ongoing input from stakeholders?

C. Brewer, Instructional Facilitator, will be responsible for assigning someone to take minutes

during the SIP Leadership Team meetings. The minutes will be distributed to all faculty and

staff, as well as the school leadership team. The School Improvement Plan will be available for

viewing on the school website. Whenever revisions are made to the school improvement plan,

the school website will be updated and all stakeholders will receive written notification that

changes have been made.

All stakeholders will take part in an annual school climate survey in order to offer input.

Stakeholders will also have available to them a form in the office in which they can submit input

in writing for the SIP Leadership Team to review.


Title I Addendum


Assurance Page

I, Tonya D. Cooper, principal of Chimneyrock Elementary, give assurance that this Title I

Schoolwide Plan was developed during a one-year period with parents and other members of the

community. This plan is available to the local educational agency, parents, and the public.

The intent and purpose of each federal categorical program is included. When appropriate there

is coordination with programs under Reading First, Early Reading First, Even Start, Carl D.

Perkins Vocational Act, and Head Start.

____________________________________ November 15, 2011

Principal Signature Date

High Priority Schools Only

_________________________ School is on the “High Priority”list. Therefore, I understand that

I must not spend less than 10% of the Title I funds for professional development.

____________________________________ ____________

Principal Signature Date


Chimneyrock Elementary

No Child Left Behind

2011-2012 Family Engagement Plan

Parental Involvement provides active participation of parents in the education of their

child/children. Our Parental Involvement policy at Chimneyrock Elementary was prepared

jointly with our parents. Our goal is to prepare parents to be knowledgeable of the skills and

information needed to help their children to be successful in school.

Chimneyrock Elementary School pledges to eliminate barriers to parental involvement in

the following ways:

1. Consistently acknowledge and greet parents in a friendly and welcome manner, by office staff, when

visiting the school.

2. Provide meetings at various times that allow all parents to participate.

3. Clarify terms using simple and direct language.

4. Have written materials printed in English and Spanish.

5. Provide interpreter services when necessary.

6. Provide website information and e-mail addresses.

7. Express ideas, concerns, and suggestions and to receive a timely response.

8. Continue to have daily dialogue throughout the school to ensure success for all students (Staff and Support

Staff).

9. Develop jointly with parents a school/parent compact and engagement plan.

10. Parents are provided an opportunity to communicate concerns/problems with the principal by submitting

suggestions, concerns, and problems in the Parents’ Box located in the office.

Chimneyrock Elementary School will encourage parents to become meaningfully involved

and promote the capacity for strong parental involvement in the following ways:

1. To participate on the Site-based Decision Making Council, PTO, Room Parents, Watch D.O.G.S. (Dads of

Great Students), ThinkShow! Student Exhibition Jurors Council, and Parent-Teacher conferences.

2. To attend and participate in conferences, workshops, and instructional activities to educate parents on the

curriculum and assessments surrounding their children’s education.

3. Conduct regular and flexible parent meetings to keep parents informed of current events and issues, timely

progress reports, and conduct parent/teacher conferences to discuss their child’s progress.

4. Convene an annual meeting at flexible times and invite all parents. During this annual meeting, Title I and

NCLB programs, activities, and curriculum will be explained.

5. Provide Family Literacy and family services to improve parents’ ability to help with their child’s education.

6. Provide an information board of current events with a monthly calendar to inform parents of school

activities; receive notices and communication timely, in order to respond and/or participate.

7. Provide a Parent/Student Handbook covering school rules, policies, and procedures.

8. Parents will participate in revising the Family Engagement Plan and the Home/School Compact; sign and

receive a copy of both at the beginning of the school year.

9. Utilize partnerships with community organizations, adopters, and businesses.

10. Utilize Parent Resource Center to coordinate and integrate parent involvement programs and activities.

11. Inform parents of curriculum, academic assessments, and proficiency levels

July 2011


Pre-School Action Plan

Chimneyrock Elementary houses an on-campus Pre-K program. The following activities have

been planned to ensure its success, increase parental involvement and assist these students as

they transition to Kindergarten.

Action Steps

Timeline

Required Resources

Person(s)

Responsible

Parent Involvement

1. Use approved

curriculum to teach

pre-school skills.

Begin

8/11

End

5/12

MCS Instructional

Maps

Teacher Created

Activities

Ms. Elam,

preschool teacher

Parents will help

students with

homework.

Parents will borrow

materials from the

Lending Library to

help reinforce skills.

2. Conduct

regularly

scheduled parent

meetings.

Begin

8/11

End

5/12

Speaker/Consultant

Informational

Pamphlets

Door Prizes

Ms. Elam,

Preschool Teacher

Principal,

Tonya D. Cooper

Parents are required

to attend monthly

parent meetings.

3. Conduct

Collaborative

meetings with

Kindergarten and

Preschool

Teachers

Begin

8/11

End

5/12

Kindergarten

Teachers

(Ms. Cooper,

Ms. Hardwick, Mrs.

McClure, Mrs.

Hall)

Ms. Elam,

Preschool teacher

Kindergarten

Teachers

(Ms. Cooper,

Ms. Hardwick,

Mrs. McClure,

Mrs. Hall)

Ms. Elam,

Preschool teacher

Parents will receive a

monthly newsletter

of planned pre-

school activities.

Feedback from

parents will be

encouraged.

4. Provide

parents with a

brochure and

checklist of

Kindergarten

expectations.

Begin

4/12

End

5/12

Kindergarten skills

checklist

Kindergarten

Brochure

Ms. Elam,

Preschool Teacher

Mrs. Brewer,

Instructional

Facilitator

Parents will be

informed about

Kindergarten

expectations and

skills.

5. Attend

Professional

Development

workshops with

Daycare

Directors

Begin

1/12

End

4/12

Pre-K Prerequisite

Skills Assessment

Form

Informational

Pamphlets and

brochures

MCS and TDOE

Head Start

Directors

Principal Cooper

Preschool Teacher

Preschool Parent

Parent representative

will be invited to

attend professional

development

workshops.

6. Pre-school

students will

spend a “Day in

Kindergarten”

one at a time.

Begin

4/12

End

5/12

Kindergarten

teachers

Kindergarten

classrooms

Supplies and

Pre-School

Teacher

Kindergarten

Teachers

Parents will be

notified when their

child will spend a

day with the

Kindergarten class.


activities

7. Update

website with

Pre-K

information

2/12 School Website

Instructional

Facilitator

Parents and

stakeholders may

read information

about the

Chimneyrock

preschool program

and may download

registration forms

and activities for

students to complete.

8. Conduct early

registration for

PreK students

living in the

Chimneyrock

Elementary

district.

3/12 Registration

materials

Students birth

certificates/SS#

Proof of residence

Chimneyrock

Elementary Office

Personnel

Preschool Parents

Preschool Teacher

Parents will be able

to register

preschoolers during

the Spring semester,

obtain supplies, and

meet Kindergarten

teachers before the

school year begins.


2011 – 2012

Professional Development Plan

School:


Principal:

Tonya Cooper

PD Budget:

$3024

Date:

September 30, 2011

Academic Supt:

Kevin McCarthy

PDSCC:

Cynthia Brewer

Professional Development Plan Overview Based on an extensive review of student data, teacher data and school data, our school identified and prioritized measurable goals by subgroups

in our School Improvement Plan as follows:

Goal 1: During the 2011-2012 school year, the percent of all students scoring proficient or advanced on the TCAP Math assessment will

increase to the AMO goal of 60%.

Goal 2: During the 2011-2012 school year, the percent of all students scoring proficient or advanced on the TCAP Reading/Language Arts

assessment will increase to the AMO goal of 66%.

Goal 3: During the 2011-2012 school year, the percent of office referrals for all students will decrease by 25%.

The Professional Development Plan has goals that will provide teachers with the knowledge, skills, attitudes, behaviors and resources to meet

our identified objectives:

Goal 1: Increase all students’, Caucasian students’, African American students’, economically disadvantaged students’, and students’ with

disabilities math skills


disabilities reading skills

Goal 3: Decrease all students’ office referrals.

Action Plans The following plans describe our professional learning activities/events, the content, process and context we plan for each, our implementation

timeline, expected outcomes, data sources used to evaluate effectiveness and the budget commitment required.



disabilities math skills

Content: What will be learned?

Small group math instruction and math

workstations

Differentiated Instruction

Process: What effective processes will be used?

Presentations by regional district and school staff

Coaching and modeling

Teachscape Videos

Context: What aspects of our learning

environment will support this goal?

Whole faculty PD

PLC – Grade levels

Classroom visits by teachers

Professional Learning

Activities/Events Presenters/Leaders

Implementation

Timeline

Expected

Outcomes

What data sources will

you use to evaluate

effectiveness? (i.e., teacher

data, student data)

$3024 Total

PD Budget

Balance Regional Math Coach to present to

whole faculty on the math block:

Calendar Math

Technology support

Math Lesson Structure

Small Group Instruction

Workstations

in order to meet the higher proficiency

cut scores in Math

Teachers (Grades K-3) will review

using the AimsWeb system to monitor

progress on Benchmark scores for all

students.

Marcia White

District Staff

Instructional

Facilitator

Grade Chairpersons

October,

November,

January (1 hour

each topic = 5

hours)

September,

January, April (2

hours)

1) Increase frequency

of small group

instruction and

workstations in math

2) Increase in use of

calculators during

instruction and

workstations

3) Increase in

performance on

formative

assessments and

TCAP

4) Consistent use of

Stanford Math for

Tier II intervention

Teachers will learn

how to use/interpret

the AIMSweb

benchmark reports

Lesson plans

PLC minutes and

agenda

Classroom

observations

Students’ scores on

Formative

Assessments and

TCAP

Stanford Math

reports

Benchmark results

Data analysis

$0

$0


Teachers will learn to analyze data from

Formative Assessments.

Instructional

Facilitator

½ day session after

each Formative

Assessment

(10 hours)

Teachers use

Formative

Assessment data to

drive instruction

Formative

Assessment results

Workstation and

small group lesson

plans

½ day subs for

teachers in

grades 3-5

(7 subs x 1.5

days x $96 x3

sessions=$3024

Grade level teams will model

differentiated small group lessons and

workstation activities to the whole

faculty for math

Grade level teams will learn strategies

for implementing technology integration

successfully into the math and science

block by using the Pasco SPARK

systems

Grade level PLCs will study gender-

equitable teaching methods and

techniques

Grade Level Teams

Instructional

Facilitator

Instructional

Facilitator

Instructional

Facilitator

District Math Coach

October,

November,

December

(6 hours)

September (3

hours)

October,

November,

December (3

hours)

All small group and

workstation activities

will be differentiated

to three levels for

math

Teachers will

integrate technology

into math and

science lessons at

least two times each

month

Teachers will use

gender-equitable

practices in the

classroom more

frequently

Whole faculty PD

agendas

Lesson plans

Hotlists Webquests Lesson Plans Classroom

observations

PLC minutes

Classroom

observations

Lesson plans

$0

$0

$0

All faculty in grades 3-5 will be trained

on the use of the Classroom

Performance Systems for use during the

Math/Science block for quick

assessments.

Instructional

Facilitator

December (2

hours)

Teachers will use

CPS assessments in

the class to assess

SPIs more frequently

and use results to

drive instruction

Lesson plans CPS reports Classroom

observations

$0

All teachers will learn to use Stanford

Math Browser features and assignments.

They will review reports to monitor

progress of students.

EPGY Staff

Instructional

Facilitator

October

November (2

hours)

Teachers will use the

Stanford Math

reports to assist with

data driven

instruction and

Stanford Math Reports

Lesson plans Classroom

observations

Balance=$3024


decision making

All teachers will receive on-going

professional development on the TEM

rubric and support for receiving

acceptable scores for evaluations

Principal, Assistant

Principal,

Instructional

Facilitator, District

Staff

August,

September,

October,

November,

December

Teachers will be

trained on the new

evaluation system

and how to interpret

the evaluation rubric.

Teachers will be

offered professional

development per

their professional

growth plans as

needed.

Professional Groth Plans

PLC Minutes Avatar transcripts

$0



disabilities reading skills


Scientifically research based best practices

in reading instruction


Presentations by school staff

Examining student work

Coaching and Modeling

Teachscape Videos



PLCs – Grade levels

Study Groups

Whole Faculty Professional Development



Implementation

Timeline

Expected

Outcomes

What data sources will you

use to evaluate


data, student data)

Total

PD Budget

Balance

Teacher leaders to present to whole

faculty on the reading block:

Whole group lessons

Technology support

Social Studies Integration

Small Group Instruction

Workstations

.

All teachers will review using the

AimsWeb system to progress monitor

Tier II and Tier III students in reading

Follow up with grade level PLCs

Administrative and

Grade Level Teams;

Regional Coaches

Instructional

Facilitator

PDSCC

Grade Level PLCs

Beginning August

2011: Weekly at

PLCs, twice

monthly at whole

faculty

professional

development

sessions

(6 hours)

October,

November,

December (2

hours)

Bi-monthly at PLC

meetings

(30 minutes twice

per month=8

hours)

Teachers will learn

better planning and

integration strategies.

Teachers will learn

how to use/interpret

the progress

monitoring tools

1) Instructional

Facilitator will share

information from

classroom

observations

Lesson plans

Formative

Assessment

Classroom

observations

Progress monitoring reports

Benchmark Tests

Lesson plans

Agendas

Classroom

observations

$0

$0

$0


Teachers will learn to analyze data from

Formative Assessments

Instructional

Facilitator

October, January,

and March (4

hours)

Teachers will learn

how to interpret the

formative assessment

data and use the

information to drive

instruction

PLC minutes and

agendas

Formative

assessment results

$0

All teachers will have the opportunity to

visit other classrooms that use

workstations and small group instruction

with the highest quality and fidelity

Principal

Instructional

Facilitator

Partnering Schools

September,

December, March

(1 hour each)

Teachers will learn

how to implement

and manage small

group instruction and

workstations

appropriately

Meeting Agendas Meeting minutes Presentations

before the grade level PLCs and whole faculty

$0

Teachers in Grades K-2 will learn how

to implement Headsprout Early Reading

correctly

Regional Staff

Instructional

Facilitator

September, and

October (2 hours)

Teachers will use

Headsprout Early

Reading as an

intervention in 2nd

grade, just on time

instruction for 1st

grade, and

Enrichment for

Kindergarten

PLC Agendas PLC Minutes Headsprout

Reports Benchmark scores

$0

Teachers in Grade 3 will learn how to

implement Headsprout comprehension

correctly.

Regional Staff

Instructional

Facilitator

September, and

October (3 hours)

Teachers will use

Headsprout

Comprehension as

just in time

instruction for 3rd

graders

PLC Agendas PLC Minutes Headsprout

Reports Benchmark scores

$0

Teachers will learn how to use the

EPGY LA&W program and Reading

Plus as interventions with Tier II

students in grades 3-5

EPGY staff

Instructional

Facilitator

October,

December, and

February (3 hours)

Teachers will use the

EPGY LA&W and

Reading Plus reports

to assist with data

driven instruction and

decision making

Agendas PLC Minutes LA&W results Reading Plus

reports

$0


Teachers in grades K-2 will become

familiar with Destination Reading and

use it regularly for whole group

instruction and intervention

Destinations Staff

Instructional

Facilitator

September,

December (2

hours)

Teachers will use

Destination Reading

as a supplemental

tool for Reading

whole group

instruction as well as

an alternative Tier II

intervention

Agendas PLC Minutes Destination

Reading Reports

$0

All teachers will receive on-going

professional development on the TEM

rubric and support for receiving

acceptable scores for evaluations

Principal, Assistant

Principal,

Instructional

Facilitator, District

Staff

August,

September,

October,

November,

December

Teachers will be

trained on the new

evaluation system

and how to interpret

the evaluation rubric.

Teachers will be

offered professional

development per their

professional growth

plans as needed.

Professional Groth Plans

PLC Minutes Avatar transcripts

$0


Goal 3: Decrease all students’ office referrals


Scientifically research based best practices

in PBIS


Presentations by school staff

Book study

Video presentations



PLCs – Grade levels

Study Groups

Whole Faculty Professional Development



Implementation

Timeline

Expected

Outcomes

What data sources will you

use to evaluate


data, student data)

$0 Total

PD Budget

Balance Teachers will create schedules and plans

for implementing routines and

procedures in the classroom.

Responsive

Classroom Team

Guidance Counselors

Instructional

Facilitator

District Staff

August (2 hours) Teachers will use

routines and

procedures from Day

1 as a way to

maintain a controlled

classroom

Classroom

observations

Schedules for

practicing routines

and procedures

$0

Teachers will attend district and regional

PD sessions on Classroom Management

District and Regional

Staff

September,

February (3 hours)

Teachers will have a

greater variety of

classroom

management

strategies to use

Classroom

observations

SMS reports

$0

All teachers will receive initial training

in the Responsive Classroom movement.

Responsive

Classroom Team

Guidance Counselors

Instructional

Facilitator

District Staff

August,

September,

December,

January, April

(6 hours)

Teachers will use

Morning Meetings

with Morning

Messages as the

initial benchmark in

the training

Classroom Observations

Morning messages

$0


SCHOOLWIDE ACADEMIC INTERVENTION PLAN Directions: Complete the form to articulate the programs, models, and strategies which clearly define your school’s intervention plan. What

strategies have you incorporated in your school improvement plan to ensure that students experiencing difficulties are identified on a timely

basis? How do you provide additional support to these students? These activities should provide students with additional services that increase

the amount and quality of instructional time.

SCHOOL: Chimneyrock Elementary SCHOOL YEAR: 2011-2012

Effective Programs, Models, and Strategies (Ex. Differentiated instruction, Voyager, Stanford Math, Course

Recovery, Classroom Libraries, Thinking Maps, ACT/SAT Prep, cooperative learning, STAR, etc.)

Extended Day/Year

(Before, during, after school, summer, year round, STAR, SES)

Identify the name of the extended day/year program, date & time. Ex. After-school tutoring or Homework Center, Saturday School

Home-School Connection

Ex. Community Volunteers

List the name of the organization, church, adopter,

parent/community group.

90 minute uninterrupted Reading block Program Name Date & Time

90 minute Math and Science block Increase TCAP

Achievement after-

school tutoring

Beginning 11/11

Monday, Tuesday,

Thursday 3:30 – 5:00

Parent and Community Volunteers

Small group differentiated instruction

(Reading and Math)

District sponsored

Summer School for

intervention and

promotion

Beginning 6/11

Monday-Friday

8:00 – 12:00

PTA

Workstation activities with cooperative

learning (Reading and Math)

Memphis Literacy

Corp

Beginning 3/11

Monday-Friday

Bailey’s Bookhouse/Destination Reading for

Pre-K to 2nd

grade (enrichment/intervention)

Classroom libraries (various levels, fiction

and non-fiction)

Discovery Education’s formative assessments

(3 times/year) in grades 3-5

AIMSweb Reading Benchmark for grades K-

5 (3 times/year)

Headsprout (all 1st grade students;

intervention for struggling 2nd

/3rd

grade

students)


Headsprout Comprehension (all 3rd

grade

students)

Scott Foresman (Tier II-Reading) grades K-5

Reading Plus (Tier II Reading) grades 4-5

My Sidewalks (Tier III-Reading) for grades

K-3

AIMSweb Progress Monitoring (every 5-10

days) for Tier II/Tier III students in grades K-

5

AIMSweb Math Benchmark for grades K-5 (3

times/year)

Stanford Math (Tier II/Tier III-Math) for

grades 2-5


Teacher Mentoring Program

There are currently 8 teachers that meet the requirements for needing a mentor. In addition, through principal, assistant principal and

instructional facilitator observations, if a teacher is determined to need mentoring in order to grow professionally the following plan will take

place.

Action Steps

Timeline

Required Resources

Person(s) Responsible

1. Identify, set goals, purpose, and methods of observation to provide feedback to mentor and mentee.

2. Mentor will provide guided

instruction for planning lessons,

classroom management, teacher

evaluations, and professional

development.

3. Weekly meetings will be conducted

to discuss issues, concerns, and

successes.

4. Mid-year evaluation will be

conducted to make modifications

and adjustments.

5. End of year evaluation conducted to

assess program effectiveness.

Start date:

August 2011

Start Date:

August 2011

Start Date:

October 2011

January 2012

May 2012

Evaluation Instrument

Monthly paperwork

Evaluation Instrument

T. Cooper, Principal

S. Cotton and C. Andrews, Asst

Principals

C. Brewer, Instructional Facilitator,

Mentor Coordinator

Mentor Teacher

T. Cooper, Principal

S. Cotton and C. Andrews, Asst

Principals

C. Brewer, Instructional Facilitator,

Mentor Coordinator

Mentor Teacher

Mentor Teachers and Proteges

Assistant Principals, Mentor

Coordinator, and Mentor Teachers

C. Brewer


Technical Assistance Report

In order to ensure effective implementation of the Memphis City Schools’ curriculum and

initiatives, Chimneyrock Elementary receives technical assistance from the following:

Dr. Geralyn Seals, Title I Supervisor

Kevin McCarthy, Northeast Region Academic Superintendent

Terry Brown, Academic Director

Dr. Angela Nichols, Academic Coordinator

Terri Arnett, Regional Literacy Specialist

Terry NeSmith, Regional Instructional Facilitator

Will Williams, Regional Science Coach

Anthony Coleman, Regional Math Coach

Marcia White, Curriculum Specialist – Math

Instructional Technology Specialists


List of State and Federal Programs

List all State educational programs and other Federal programs that are consolidated in this plan.

1. Title I Funds

2. Site-Based Budget –Memphis City Schools

3. Free and Reduced Lunch Program

4. PBIS Incentives

5. Race to the Top Pre-School Program

6. Raising the Bar New Teacher Mentor Program

7. Raising TCAP Achievement Scores After-School Tutoring Program-Extended Contract

Chimneyrock Elementary School No Child Left Behind Parent-Teacher Compact


2011-2012

The compact has been jointly developed and agreed upon by the staff, parents, and students of Chimneyrock

Elementary School in order to develop a partnership to help our children achieve the State’s high standards. We will

share the responsibility for improving academic achievement.

School’s Responsibility

I, the undersigned partner in the education of children at Chimneyrock Elementary School, commit to the following:

Providing a safe environment that encourages positive communication between the teacher, parent, and

student

Stressing to teachers the importance of providing regular homework assignments to reinforce classroom

instruction

Monitoring and rewarding the attendance of students and teachers

Providing parent activities to support the instructional program and enhance student academic achievement

Providing a high-quality curriculum and instruction to all students

Giving parents reasonable access to staff in order to volunteer, participate, and observe in their child’s

classroom

Holding semi-annual parent-teacher conferences to discuss the student’s achievement

Principal’s Signature ___________________________________________________

Teacher’s Agreement

I, the undersigned partner in the education of children at Chimneyrock Elementary School, commit to the following:

Providing weekly progress reports and communication regarding student progress

Providing homework that reinforces skills taught in the classroom

Providing a welcoming, developmentally appropriate atmosphere that is conducive to learning

Providing ongoing communication with parents through Wednesday folders and weekly newsletters

Continuing to strive to meet and accommodate the needs of each student

Focusing on skills to promote academic growth

Dedicating our time to receiving professional development to gain knowledge which will ensure student

achievement

Teacher’s Signature ____________________________________________________

Student’s Agreement

I will strive to do the following to the best of my ability:

Wear uniforms everyday

Follow the student’s rules of conduct

Complete and return homework assignments

Come to school everyday, on time, with the supplies needed for class work

Attend school daily and complete all assignments

Student’s Signature _____________________________________________________

Parent’s Agreement

I, the undersigned partner in the education of my child, commit to the following:

Getting my child(ren) to school everyday and on time, dressed in a uniform

Reviewing my child’s homework and other papers on a regular basis

Providing a place to study in a safe and loving environment and encouraging my child’s efforts

Working cooperatively with the school to maintain proper discipline

Providing supplies and necessary materials for school

Returning report cards and attending parent-teacher conferences

Parent’s Signature ____________________________________________________

July 2011



8601 Chimneyrock Blvd

Cordova, TN 38016

(901) 416-2067 office

(901) 416-3791 fax

August 18, 2011

To Parents, Stakeholders, And All Community Members:

As you know, our school and district are dedicated to ensuring that our students succeed.

The federal No Child Left Behind Act of 2001 (NCLB) sets standards for our students to meet

every year in Reading, Language Arts, Writing, Mathematics, and attendance.

The state of Tennessee released the changes in the cut scores required to meet proficiency

for this year. Chimneyrock Elementary remains in “Good Standing” status with the state.

Let’s renew our commitment to our students to maintain this status and help our students

continue to show improvement. I am firmly committed to achieving our goal of success for

every child, and I recognize that we must continually improve. As always, I welcome your

comments, suggestions, and involvement in our school.

Sincerely,

Tonya Cooper,

Principal


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