Tennessee School Improvement Planning Process...
Transcript of Tennessee School Improvement Planning Process...
1 | P a g e
Tennessee School Improvement Planning Process (TSIPP)
SIP Templates
Highland Elementary School
Tennessee Department of Education
Commissioner Lana C. Seivers
August, 2007
Tennessee School Improvement Planning Process Templates – August, 2007 Page 2 of 89
Tennessee School Improvement Planning Process
(TSIPP)
Assurances with Signature of Principal
I certify that _______________HIGHLAND 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
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Component 1a - School Profile and Collaborative Process
TEMPLATE 1.1: SIP Leadership Team Composition
In the School Improvement process, six committees exist: a leadership team and five subcommittees. Establish a
subcommittee for each of the five components of the plan. The Leadership Team is composed of its chairperson, the
chairperson from each of the subcommittees, and representatives from each relevant stakeholder group and major
initiatives within the school. These stakeholders could include representatives from the following groups: teachers,
administrators, non-certified personnel, community, parents, and students. In high schools, be sure to represent
faculty from both the academic and the technical paths.
The Leadership Team provides guidance for the entire process. When you list the members of the Leadership
Team, be sure to indicate who is serving as the chairperson of this team.
TEMPLATE 1.1: SIP Leadership Team Composition (Rubric Indicator 1.1)
SIP Leadership Team
Member Name
Leader-
ship
Chair?
(Y/N)
Position Name of Subcommittee(s)
(when applicable)
Brenda R. Ottinger Y Principal
Jamie Chapman Media Specialist Component 1- Chairperson
Mendy Leonard Instructional Coordinator Component 2- Chairperson
Patricia Barnett Academic Coach Component 3- Chairperson
Julie Shelton 5th Grade Teacher Component 4- Chairperson
Joy Landers 2nd
Grade Teacher Component 5- Chairperson
Debbie Painter Parent
Linda Carter Paraprofessional
Tracy Painter 5th Grade Student
Kharel Buenrostro 4th Grade Student
Doug Carver Community
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Component 1a - School Profile and Collaborative Process
TEMPLATE 1.2: Subcommittee Formation and Operation
Subcommittees should represent various grade levels within the school and relevant stakeholders. It is desirable to
include stakeholders on subcommittees when possible. Stakeholders should be strategically assigned to appropriate
committees based on strength, skills and knowledge.
If there are guiding initiatives within your school, be sure to place those key faculty members involved in the initiatives
on the appropriate subcommittees. Subcommittees have the responsibility to monitor the development and
implementation, as appropriate, of the respective component so that the subcommittee chair can communicate the
progress to the SIP Leadership Team.
In completing the templates that name the members of the subcommittees, be sure to indicate each member’s position
wit hin the school or stakeholder group. Indicate which member serves as the subcommittee chair.
After each list of the members for a subcommittee, be sure to indicate the signatures for the subcommittee chairs are on
file and check the box to indicate assurance the subcommittee has met and minutes are on file.
TEMPLATE 1.2: Subcommittee Formation and Operation (Rubric Indicator 1.2)
Subcommittee for COMPONENT 1 School Profile and Collaborative Process
Member Name Position Chair
Jamie Chapman Media Specialist Y
Katie Raby 3rd
,4th
, and 5th
Grade Teacher
Judy Smith Instructional Assistant
Ellen Strozier Nurse
Sarah Adams Resource Teacher
Melissa Malinoski Parent
Kenny Gross Day Porter
Jill Renner Secretary/Bookkeeper
(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
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Subcommittee for COMPONENT 2 Beliefs, Mission and Vision
Member Name Position Chair
Mendy Leonard Instr. Coordinator/1st Grade Teacher Y
Donna Gregory Kindergarten Teacher
Judy Williams Kindergarten Teacher
Shelby Ricker Instructional Assistant
Trisha Wilhoit Art Specialist
Yvonne Hamilton Parent
Allynda Waldroup Parent
Sandy Seaton Cafeteria
James Jones Night Porter
(tab in last cell to create a new row as needed)
Component 2 Subcommittee has met to address critical
components of the SIP and minutes are on file. YES NO
Subcommittee 2 Chair Signature
Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and Organizational
Effectiveness
Member Name Position Chair
Patricia Barnett Academic Coach Y
Mendy Leonard 1st Grade Teacher
Joy Landers 2nd
Grade Teacher
Becky Nuttall Instructional Assistant
Kelly Jannett Music Specialist
Melissa Malinowski Parent
Crystal Oakes Parent
(tab in last cell to create a new row as needed)
Component 3 Subcommittee has met to address critical
components of the SIP and minutes are on file. YES NO
Subcommittee 3 Chair Signature
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Subcommittee for COMPONENT 4 Action Plan Development
Member Name Position Chair
Julie Shelton 5th
Grade Teacher Y
Susan Metcalfe Preschool Teacher
Kathy Munday Instructional Assistant
Scott Gaddy Instructional Assistant
Melissa Wise Parent
Gayleen Kelley Cafeteria Manager
Tim Minnick After School Coordinator
(tab in last cell to create a new row as needed)
Component 4 Subcommittee has met to address critical
components of the SIP and minutes are on file. YES NO
Subcommittee 4 Chair Signature
Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation
Member Name Position Chair
Sally Brown Guidance Counselor Y
Allison Weems 3rd
Grade Teacher
Linda Carter Special Education Assistant
Cody Baugh Physical Education Teacher
Woody Stubblefield Parent
Christy Moore Parent
(tab in last cell to create a new row as needed)
Component 5 Subcommittee has met to address critical
components of the SIP and minutes are on file. YES NO
Subcommittee 5 Chair Signature
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Component 1a - School Profile and Collaborative Process
TEMPLATE 1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis
TEMPLATE 1.3.1: Data Sources (Including surveys)
Use surveys to capture perceptual data. Administer some kind of survey to all shareholders with reasonable
frequency. Determine how often to administer your surveys by considering several factors:
Mobility of student families
Grade span served (if you serve only three grades, you could have a complete turnover of parents every
three years)
Change in leadership
Change in organizational practice.
A school will rarely have each of the surveys listed here, but at least one survey should be administered and
evaluated. Common survey types include: Title I Needs Assessment, Title I Parent Surveys, District school climate
surveys. Staff Development SACS Surveys (NSSE).
TEMPLATE 1.3.1: Data Sources (including surveys) (Rubric Indicator 1.3)
Data Source Relevant Findings
Student Enrollment Data Sheet Student and Parent Demographics – traditional families have increased
as a percentage of our population.
Monthly Attendance Summary
(Powerschool)
Student Attendance – we continue to have good attendance.
Other (Powerschool) Reports Student Ethnic Distribution – the ethnic distribution of our students has
remained relatively the same in recent years.
Grade Distribution – this has changed from year to year based on
numbers of students in each grade.
NSSE Surveys Students, Parents, Staff, and Support Staff Opinions - the majority of
stakeholders have a positive view of the school.
Greene County, TN Annual
Wage and Benefit Survey and
2007 Greene County
Partnership Directory
Community Data – our community has changed very little. Population
has increased slightly. We have lost some manufacturing jobs.
Annual Staff Attendance
Report
Staff Attendance – our staff attendance continues to be very good.
Title I Budget Title I Allocations – our Title I funding has increased.
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TEMPLATE 1.3.2: Narrative and Analysis of Relevant School and Community Data
Some of the factors to consider in this narrative and analysis might be historical background, facilities,
environmental and safety concerns, socio-economic factors, parent/guardian demographics, honors classes, unique
programs, parental support, school-business partnerships, major employers, and any other demographic factor
(school or community) of major impact, including major changes and/or events that have adversely impacted your
school..
TEMPLATE 1.3.2: School and Community Data (Rubric Indicator 1.3)
Narrative and analysis of relevant school and community factors:
I. Profile
This section contains the profile of Highland Year-Round Elementary School and the community in
which the school is located. The school history has been updated, current enrollment and student-parent
demographics are included, and the latest assessment results from various sources are in this section. This
section provides a clear picture of the social and academic status of our school.
A committee composed of a specialist, teachers, paraprofessionals and a parent completed
this section. The chairperson was Jamie Chapman, Media Specialist/Technology Leader. Other
members include Jill Renner, our school secretary; Judy Smith, paraprofessional in Kindergarten
and Third Grade; Kenny Gross, day porter; Katie Raby, Third Grade Teacher; Sarah Adams,
Special Education Teacher; Ellen Strozier, school nurse and Jean Kilgore, parent volunteer.
Larry G. Neas, our principal, provided assistance in the gathering and interpretation of the data.
The committee met on two occasions and corresponded via e-mail as necessary to organize the
completion of Section 1. Data were gathered from the student attendance records, TCAP scores,
fifth grade writing assessments, school report cards, and the results of the National Study of
School Evaluation surveys. Committee members gathered information and wrote parts of the
section. The group then met to share information and assemble these parts into one main
document. This section was approved by faculty/staff, School Improvement Team, and SIP
Leadership Team.
School Characteristics
Highland Year-Round School, situated on a commanding hill overlooking the town of Greeneville,
was the third elementary school established in Greeneville. It is currently the oldest elementary school
still in operation. Highland has undergone many changes and renovations since its beginning, as changes
in population and new strategies in education have triggered expansion and innovations. The last major
change at Highland has been the adoption of the year-round calendar in 1996.
Highland School opened its doors to students for the first time in the fall of 1933. In 1973, the school
accommodated 334 pupils in grades one through six. The site was too small, and the playground space
was limited. The next year, the sixth-grade classes moved to Greeneville Middle School in order to
eliminate the over-crowded conditions. Highland School was then reorganized as a K-5 school.
Preschool was added in the Fall of 2000, making Highland a PreK-5 school.
The following persons have served as principals of the school during Highland’s existence: (1) Mrs.
Louise Donaldson, (2) Mr. A.C. Duggins, (3) Mr. Roy Reynolds, (4) Mrs. Louise Chamberlain, (5) Mr.
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Terry Sams, (6) Dr. Brenda Thompson Smith Gulledge, (7) Mr. Larry G. Neas, (8) Brenda R. Ottinger.
The facilities of Highland school have undergone many changes over the years. In the summer of
1977, a complete renovation of Highland School took place. The following improvements were made:
(1) carpet installed in all classrooms and hallways, (2) new heating and cooling systems installed, (3)
metal doors with panic hardware installed at entrances, (4) fire alarm system installed, (5) parking lot
paved, and (6) furnace room remodeled to make a workroom and storage area for teachers. Another
major renovation was made before school started for the 1996-97 school year. New lighting was placed
in most classrooms, the interior of the building was painted, and new carpeting and tile were installed.
In the summer of 1996, Highland changed from the traditional school calendar to a year-round
calendar. The students still attend 180 days per year but are given breaks throughout the year instead of
the traditional long summer break.
In February 2001, Highland became the first elementary School of Promise in the Greeneville/Greene
County area. School of Promise is a part of America’s Promise, which was founded by General Colin
Powell. In the spring of 2001, a telephone network (TEKNET) was installed. This network allows
teachers to call from room to room for safety purposes and is expandable.
During the 2002-03 school year, a new heating and cooling system was installed. The system was
recommended by TVA to reduce electricity usage and to replace existing units that were in constant need
of repairs.
During the 2003-04 school year, the walls were painted in the rooms and hallways, a new lower
parking lot was added, new doors were installed to the boys and girls bathroom stalls, new security
cameras were added to the entrances of the school building and new side doors were installed. The school
replaced the air conditioner in the gymnasium. The cafeteria was updated with a new freezer, cooler and
an additional storage area. A new phone system was installed to provide each classroom with a phone.
The Greeneville Schools in Action (G.S.I.A.) our parent organization, provided funds for a new school
sign that was placed on the front playground. Improvements made during the 2007-2008 school year
include preliminary plans for a handicap ramp and installation of electronic locks at each entrance.
The environment provided to students is especially important if learning is to take place. Students
must feel safe in order to achieve. When asked (on the NSSE and the survey of Instructional &
Organizational Effectiveness) if Highland provided a safe and orderly environment, parents and teachers
agreed completely that we do. Almost all the students felt that they were safe at school.
The school safety team conducts an annual survey each spring. From this survey the School Safety
policy is updated and procedures to improve the safety of our students and staff are developed and
implemented. The following processes or improvements have been established: developed a school
safety flip chart for each classroom that is reviewed each July at the opening staff in-service, changed
afternoon dismissal procedures using walkie talkies and assigning the same staff members to bus duty
each afternoon, updated bomb threat plan, and installed a surveillance-camera for the primary playground.
Our school safety chairperson meets with the System Safety Team to discuss ideas to improve school
safety. The system team also explores ways to secure funding for safety equipment and supplies. In the
Fall of 2007, a new security system was installed. This system includes cameras at all three entrances to
the building, as well as electronic locks on the west and south entrances that can be opened from the
office or with scannable cards for the staff to open the doors. During the 2007-2008 school year The
System Safety Team with the assistance of The Consolidated School Health Coordinator in completing a
total rewrite of the system safety procedures and manual.
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The grade distribution, as of April 2010, is the Preschool class has 18 children, the Kindergarten
classes have 24 children, the First grade classes have 23 children, the Second grade classes have 21
students, the Third grade classes have 25 children, the Fourth grade class has 24 children and the Fifth
grade class has 30 children.
The school year is based on a year-round calendar. The length of the school day is seven
hours (8:15-3:15). The length of the school year averages four 45-day terms for a total of 180
days.
There have been many positive results of moving to a year-round calendar from a traditional
calendar. First, staff attendance has improved. As you can see in the chart below, the number of
days staff members missed has been reduced almost 65 percent. The 1995-1996 school year was
the last year of the traditional calendar. The 1996-1997 school year was the first year of the
year-round calendar. The decrease in days missed by the staff results in cost savings due to the
decrease in the need for substitute teachers.
The 2007-2008 school year is our twelfth year on a year-round calendar. Many of our staff
members have been speakers and presenters at conferences relating to year-round education. These
presentations have resulted in increased visitors to our school.
Although our calendar differs significantly from that of the rest of the system, we do coordinate
our calendar with theirs so staff development days and major vacation days are the same for all schools.
Look at current expenditures The annual revenue from the Central Office comes from a variety of sources including local, state and
federal governments.
BEP Teacher Material & Supply Funds Classroom $1400.00
Pooled $1400.00
0
50
100
150 100.5
54
31 Days
Individual personal sick leave ( does not include maternity or extended sick leave)
Staff Absentee Rate
1995-1996
1996-1997
2006-2007
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Total $2,800.00
Instructional Materials/Supplies- K-5
ADM 1st Month 155 x $30 = $4,650.00
School Office- K-5
ADM 1st Month 155 x $1.00 = $ 155.00
Title V - Library $1,500.00
Furniture Allocation $310.00
Textbooks : Music (2005-2007) and Reading (2006-2007)
$16,628.00
Title I - School wide 2007-2008 Allocation
Personnel Total $164,455.00
Other Total $16,455.46
Total Allocation: $180,910.46
* Other includes contracted services, instructional supplies and materials, travel and staff
development Title I per pupil expenditure is $1,612.30 for 2007-2008
Staff Characteristics
The school staff consists of the principal, school secretary/bookkeeper, ten classroom teachers, one
part time art teacher and one part time music teacher, one physical education teacher, one special
education teacher, one school nurse/assistant, two part-time special education assistants, one
librarian/technical coordinator, a full time guidance counselor, one family resource coordinator, one
Spanish teacher, six educational assistants, two part-time speech therapists, part-time English Language
Learner teacher, part-time school psychologist, a part-time gifted, teacher, one enrichment coordinator,
two custodians, and two full time and two part time cafeteria workers. A Goals 2000 Grant, written
during the 1998-99 school year, initiated Highland’s pre-school program for four-year-old children in the
Highland School zone. The name of this program is the “Learn and Grow Academy.” The Greeneville
City Schools’ Board of Education no longer contracts custodial services from private cleaning groups.
This has enabled us to hire our own cleaning crew which consists of one full-time day porter and one full-
time evening porter. All professional staff are certified by the State of Tennessee. One hundred percent of
Highland’s staff is certified and highly qualified in the area in which they are teaching. The staff is 97%
Caucasian and 3% African-American, with 27% being male and 73% being female. At Highland we have
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0% teachers that are teaching courses outside their area of certification. Ninety-two percent of teachers
have 4 or more years experience teaching (NSSE, 2007). Within the highly qualified professional staff at
Highland, 71% hold advanced degrees, with 1% working toward an advanced degree. Recruitment of
highly qualified staff is done at the system level. The system’s curriculum specialist attends job fairs and
all job vacancies are posted locally with most also posted statewide and nationally.
Highland is organized into a general self-contained classroom organization. Class options
also include a multi-grade 1-2 and 4-5 organization. Each classroom teacher has a thirty-five
minute duty free lunch period, one hour of planning per day, one hour per week additional
planning while students attend library/guidance, and one hour per month for team planning. One
hour per term of team planning is with the School Support Team.
Enrollment averages 174 students at Highland Year-Round School. The student to teacher
ratio is 17:1 and the student to staff ratio is 7:1
Curriculum offerings at Highland include a variety of programs beginning with The Highland Learn
and Grow Academy which is an early intervention program for four-year-old children in the school zone.
This program was developed to help at-risk students become prepared for kindergarten and to assist with
the transition from Pre-K to K. The original funding was from a GOALS 2000 grant. The second year of
the program was funded by the school system and Title I. Through Spring 2007, the program was fully
funded by Title I. Beginning in the Fall of 2007, Highland’s preschool is fully funded by the Governor’s
Initiative.
During the 2001-2002 school year the staff of our preschool participated in an optional Three-
Star Evaluation conducted by the Tennessee Department of Education, Early Childhood
Division. The Highland “Learn and Grow Academy” received the Three-Star Award. The only
area for future focus was the development of a preschool age playground.
When asked if Highland has a high quality program, parents, teachers, students and support
staff responded overwhelmingly they believe it does (NSSE, 2007).
Highland has a wide variety of special curriculum offerings. Students attend 30 minutes of physical
education every day, 30 minutes of music or art everyday, 30 minutes of library classes per week, 30
minutes of guidance per week, one hour of Spanish per week, as well as classes for ELL, speech, gifted,
occupational therapy and special education for qualified students.
Technology is very important at Highland. Highland is part of the Greeneville City School System’s
Enterprise Network, which includes a WAN (Wide Area Network), a LAN (Local Area Network) with at
least five computers in each classroom, and Internet access in every classroom. With the implementation
of the Enterprise Network, Highland has a student to computer ratio of 2:1. Highland uses Compass
Learning as a comprehensive program, an Integrated Learning System (ILS) that provides practice in
Math, Reading, Spelling, English, Social Studies, Science and many other critical thinking areas. The
students work on Compass at least one time each day for an average of 30 minutes. Students have access
to the library’s electronic card catalogue (Winnebago Spectrum) in their classrooms on the LAN.
Another technology program used is Integrade Pro for report cards in grades 3-5. Attendance is recorded
in the Powerschool Program in the office. The cafeteria is also automated, using the Horizon program.
Students type in ID numbers to record eating breakfast or lunch and to pay for snacks. During the 2006-
2007 school year, a cart of laptops was placed in the library. In December 2006, each teacher received a
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tablet. All students are being tested by Renaissance Learning Products. Pre-K through second grade use
STAR Early Literacy, while first through fifth grades use STAR Reading, STAR Math and Accelerated
Reader Enterprise. In November 2007, wireless access points were installed throughout the building to
give wireless connectivity for the new teacher tablets and multiple laptops in use in the building. All
regular classrooms and the library have a wireless projector with the majority being mounted to the
ceiling. Computers provide Highland students the opportunity to better understand technology by
incorporating it into daily classroom activities
Highland’s After-School Enrichment Program is designed to provide students remedial and enrichment
activities. Some activities in which students participate are Spiffy (cooking/nutrition), YMCA swimming,
Drama Club, Tutoring (skill buddies) and crafts. Enrichment offers many opportunities to accentuate
classroom activities. Teachers on extended contract staff the program along with educational assistants
working on a flex schedule, volunteers from the community, parents, and local middle and high school
students. A GOALS 2000 grant was received during the 1996-1997 school year to begin this program. It
is currently being funded by the City of Greeneville, the Board of Education, Niswonger Grant, and Title
I. During the three-week breaks in Fall and Spring, we have a 3 to 5 day intersession program. Students
can attend classes half or all day for the entire week. Parents pay for these classes, but fees are minimal.
The offerings include art, music, science, social studies, and remedial work. The intersession program
gives the students extra time with instructors outside their regular classroom.
Our resource program currently serves a variety of students with various disabilities, including
learning disabled, mentally retarded, and functionally and developmentally delayed.
Highland has a full-time resource teacher and a two contracted, part-time resource assistants. Our
school system has a full-time psychologist, and he serves Highland at least one time per week, or more if
needed.
Some special education students are pulled to the resource classroom for individual and small group
instruction. Other special education students remain in the regular education classroom and receive extra
help as needed by resource personnel.
Our school has a school support team (SST) in which teachers as well as specialists meet once per
term to discuss needs and concerns of our students. A student must be presented to the SST before a
referral for testing is made. The SST suggests interventions for the teacher to use with the student. After
the teacher has used the suggestions offered by the support team and has sufficient documentation, then a
student can be referred for psychological testing. The classroom teacher usually does the referral for
testing. However, before a child can be evaluated, written permission from the parent or guardian must
be obtained. After parent or guardian permission is received, the resource teacher administers the
Woodcock-Johnson test and the school psychologist administers a complete psychological evaluation.
After the evaluation is complete, a meeting is held with the parent or guardian, the system school
psychologist, resource teacher, classroom teacher, guidance counselor, and the school principal. If the
child is determined to be eligible for special services, an IEP is developed with appropriate goals and
objectives.
Speech and language therapy services are provided as deemed appropriate for each individual
through the multidisciplinary team. Generally, students receive two sessions per week for thirty
minutes each, in a small group setting. Children with speech and language concerns are
identified through the /SST/. Pre-referral intervention strategies are suggested, explored, and
documented. Children that are distinguished as needing speech and language services as special
education are evaluated, and the special education procedures for individualized educational
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programs are followed.
The Speech Language Therapist (SLT) conducts a comprehensive assessment including formal and
descriptive assessment instruments. Standardized, comprehensive measures include The Clinical
Evaluation of Language Functioning 3rd
edition, the Oral and Written Language Scale, the Test of
Language Development, the Goldman-Fristoe Test of Articulation, and the Test for Auditory Processing
Disorders in Children-Revised edition. Descriptive measures include language samples, observations,
interviews, teacher input, and parent input. Documentation of adverse affects on educational performance
is included in the determination of services. The triennial reevaluation process is followed to evaluate
progress, determine needs, and to determine continued eligibility or dismissal criteria.
Annual grade level screenings are conducted for specific grade levels in accordance with the
system-wide Child Find plan, along with parent/teacher referrals. From these referrals students
are identified and referred for testing following the LEA Gifted Plan. Services are provided by a
properly endorsed teacher. These teachers provide services at Highland one day each week.
During student registration all families complete the Home Language Survey. Students
identified as non-English speaking are referred to the system ELL coordinator. An Idea
Proficiency Test (IPT) is given to identify students. This assessment includes reading, writing,
and oral language areas. Eligible students receive services according to a service plan. This plan
is administered by a properly endorsed teacher on a contracted, as needed, basis.
Unique programs for Highland include a vision and hearing screening that are conducted to
identify vision and hearing impairments that may interfere with academic and communicative
development. General education screening is part of the regular curriculum. The screening is a
pass-refer procedure to identify students who require further evaluation, other assessment, or
referral. Results are documented and recorded in student files. In addition to regular education,
all referrals to special education receive a vision and hearing screening.
Hearing screening is conducted under earphones in a quiet environment with minimal distractions for
1000, 2000, 4000 Hz at 20dB HL in each ear. Audiometers are calibrated according to ANSI
specifications regularly. Students in kindergarten, first, and third grade, as well as students in special
education, new to the system, and referrals are screened annually.
The screening for both near and far vision is a requirement by the State of Tennessee for all students at
three grade levels of school, kindergarten, second and fourth grade. Students in special education, those
new to the system, and other referrals are screened annually. New this year as part of our Wellness Plan
includes health screening for grades K, 2nd
, and 4th.
Through the School Support Team, referrals are made for occupational therapy and physical
therapy services. These related services are provided by contractual, certified personnel. An
individual treatment plan is developed and implemented for each child receiving these services.
Highland was the first elementary School of Promise in Greeneville and Greene County. As a School
of Promise, Highland students interact with caring adults, have access to safe places and structured
activities during and after school hours, and participate in community service projects. Highland Year-
Round Elementary School was the first elementary school in Greeneville and Greene County to become a
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School of Promise. This program is an initiative of America’s Promise, begun by former Secretary of
State, Colin Powell. This initiative is a vehicle for mobilizing a community effort in promoting and
fostering the development of youth. The goal of America’s Promise is to connect youth to five
fundamental resources they need to succeed:
Ongoing Relationships with Caring Adults
Safe Places and Structured Activities
Healthy Start for a Healthy Community
Marketable Skills through Effective Education
Opportunities to Serve
Highland is also very involved with Tusculum College in providing placements for practicum students
and student teachers. Each August, Tusculum students and staff and Highland students and staff celebrate
Nettie Fowler McCormick Day by doing a community service-learning project.
Using the National Study of School Evaluation (NSSE, 2007) survey, when asked if parents were
involved in their child’s education, we received differing opinions. Almost all parents and teachers felt
like they were actively involved in their child’s education. A majority of the community members and
students responding to the survey felt that parents are not involved in their child’s education.
Parents/guardians are always welcome at our school. Our School Improvement Team is composed of
the principal, instructional coordinator, an educational assistant, a school specialist, students, and five
parents. This group functions as the school’s major decision-making body. These include decisions
concerning budget requests, fundraisers, program assessments, school policies, and program reviews.
The School Improvement Team meets once per month.
The school calendar designates time after school during the second term, for parent-teacher
conferences. This is in addition to other times when teachers provide parents with progress reports during
Support Team Meetings, IEP Meetings, telephone contacts, weekly progress reports, home visits, and
parent organization meetings (G.S.I.A.). Parent-School Compacts are distributed at the beginning of each
school year. This is an agreement between the home and school to work together for the academic and
social success of the child.
Parent Nights are held each term, one for all parents, one for parents of primary students, one for
parents of intermediate students and the final one is our annual art show. At Parent Night, parents come
to school and attend some of the classes their children attend. Childcare is provided.
The first formal partnership agreement in Greeneville and Greene County was signed between
Highland and Bank of America. Highland has the longest business/education partnership in Greeneville
with Bank of America. Bank of America provides 5th graders with a banking unit, displays artwork, and
volunteers in the Lunch Buddy Program. Wal-Mart is another Partner in Education and sponsors drawing
and essay contests. They also provide various volunteers and co-sponsor the Fun Festival for Education.
They also participate in and provide recognitions for perfect attendance and character education virtues.
Other partnership activities include providing Lunch Buddies, tutoring, and judges for contests. New
partnerships for the 2007-2008 include Zaxbys and the Greeneville Fire Department.
.
Through the Greeneville-Greene County Partnership Office, TCBY is a system-wide partner in
education. TCBY rewards students for exhibiting character education virtues and rewards the class with
the best attendance each term. Highland displays banners of all sponsors in our gym, invites partners to
Tennessee School Improvement Planning Process Templates – August, 2007 Page 16 of 89
participate in programs and activities, and advertises these partnerships.
Student Characteristics
Highland has an average of 174 students enrolled. The ethnic composition for the school year 2007-
2008 was approximately 76% Caucasian, 20% African-American, and 4% Hispanic- American. The
school population is 53% male to 47% female. English proficiency is 96.8%. The attendance rate is
96.0% as of 12/05/07. In the 2006-07 school year there was a 0.02% retention rate. The number of
students transferred to our school last year was 40 and the number of students that withdrew was 30. This
high transiency rate represents challenges to our educational delivery. There are students from many
socioeconomic backgrounds attending Highland this year (2007-2008). The majority of our students come
from a lower socioeconomic background. A large government-housing complex for low-income families
is located in Highland’s school zone. A new income-based housing unit was completed in our school
zone in the summer of 2007.
Parent or Guardian Demographics
The ethnicity of Highland’s parent population was determined by the NSSE surveys completed in
November, 2007. Responses to this survey were 14% African-American, 2.3% Hispanic, 72.1% White
and 11.6% gave no response.
The 2007-2008 demographics of our parents are varied. Highland is home to families. Of those 120
families, 53% are single-parent families, 42% are traditional (mother/father), and 5% grandparents.
According to the NSSE surveys, under highest level of education, only 4.7% did not graduate high
school. Parents saying they only completed high school, were 20.9%. 25.6% of parents said they had
attended college. Parents with some form of degree (Associates, Bachelors or Masters) were 32.6%. 75%
of the families at Highland School are employed, with 24% having only the mother working, 15% having
only the father working, 34% having both parents working, and 2% have a grandparent working.
91.00%
92.00%
93.00%
94.00%
95.00%
96.00%
97.00%
Prior to YRE
1st Year of YRE
11th Year of YRE
Student Attendance Rate
(95-96) (96-97) (06-07)
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Community Characteristics
Highland is located in Greeneville, Tennessee which is part of Greene County. The area population of
Greene County is approximately 65,318 residents with 15,383 residing in the city limits. The
demographic break down of the populous is 96.8% White, 2.1% Black, .2% American Indian, 0.0%
Eskimo Aleutian, .3% are Asian, Multi Race .5%, and 1.6% are Hispanic. The average income level for
the populous of Greene County is $24,275, median household income $30,382, and median family
income is $40,900 according to the most recent census which was districted 2003.
In Greene County there are three private schools: Greene County Christian School, Greeneville
Adventist Academy, and Towering Oaks Christian School.
The major employers of Greene County are Greene Valley Developmental Center which is a state
facility for the mentally disabled that has approximately 1,400 employees, Wal-Mart Distribution Center
which is a general merchandise facility that has approximately 1,100 employees, Plus Mark, Inc. which
produces gift wrap with around 1,100 employees, Greene County School System service which provide
of education with about 1,000 employees, DTR-Tennessee which produces automotive parts and employs
around 950, Laughlin Memorial Hospital which is a medical care facility that employs approximately
700, and John Deere Power Products which produce lawn mowers and employs around 650, Eco Quest
International which produces air/water purifiers employees around 540, Parker-Hannifin which produces
steering gears and employs approximately 450, Greeneville City School System a service of education
that employs around 400, and Takoma Regional Hospital a medical center that employs around 400.
The Niswonger Performing Arts Center provides a beautiful state of the art facility where the children
in Greeneville and Greene County are given the opportunity to perform for the community. This facility
is an addition to our fine arts program and enhances the children’s creativity by offering special programs
for the children such as plays, musicals, and concerts.
The Greeneville Parks and Recreation Department of Greeneville offers a wide variety of sports and
seasonal activities for the children in our area.
Component 1b – Academic and Non-Academic Data Analysis/Synthesis TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures
Tennessee School Improvement Planning Process Templates – August, 2007 Page 18 of 89
Refer to Component 1 Academic/Nonacademic Helpful Hints.
TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures (Rubric Indicator 1.4)
List Data Sources
Academic Assessment
ThinkLink
TCAP
State Writing Test
Unit Tests
Star Reading and Math
Star Early Literacy
School Report Card
Midterm Reports (4 1/2 Weeks)
Student Report Cards (9 Weeks)
Write From the Beginning Rubrics
Non-Academic Assessment
Attendance
School Support Teams
NSSE Opinion Inventories
Spring Parent School Survey
School Report Card
TEMPLATE 1.5: Data Collection and Analysis
Describe the data collection and analysis process used in determining your strengths and needs. Collection refers to
the types of data gathered. Analysis would be the process used for the full review of all data gathered.
TEMPLATE 1.5: Data Collection and Analysis (Rubric Indicator 1.5)
Describe the data collection and analysis process used in determining your strengths and needs. In this section the data collection and processes used in determining strengths and areas to strengthen
are described. Several assessment measures provide data on academic and nonacademic performance.
The data gathered from these measures helps guide instruction for teachers and staff.
Each summer the Principal and Instructional Coordinator gather all available data to begin developing
the school’s annual Data Analysis Project. The Data Analysis Project includes the following areas:
overall current year results, trends- (cohort, grade, teacher, comparison to system and state, comparison to
school expectations), disaggregated by – (subject, test strand, gender, race, etc.), summary of findings,
strengths, identified area for improvement, students below expectations, plan for identified students,
interventions/remediation, plans for high ability students, role of professional development and next steps.
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This is a school-wide approach to analyze the growth of students using all assessment sources. This
project includes students in PreK-2nd
and 3rd
-5th. Data sources include TCAP scores, midterm reports,
nine week report cards, ThinkLink (grades 3-5) assessment, Star Reading (grades 2-5), Star Math (Grades
K-5), and Star Early Literacy (grades PreK-2). The principal and teachers review this data and make
necessary academic adjustment in program offerings based on this documentation. These adjustments
include both remediation and enrichment opportunities. This work begins during the first term with an
entire day (Data Day) set aside to review, interpret, and set the course for the school year.
Students in grades 3-5 are assessed in September, December, and February using the ThinkLink
Predictive Assessment Series. These results are analyzed by the individual teachers and the intermediate
team after each testing to determine areas of need. Students are grouped for remediation and enrichment
based on the results of these tests.
Fifth grade students take the State Writing Assessment in February. Fourth grade students participate
in the system pre-writing test in April to determine areas of need for teachers intervention prior to the
state test. Instruction in writing is based on the Write From the Beginning Program which is used in
kindergarten through fifth grade.
Students in Pre K-2nd
grade are assessed at the beginning of each school year and every 4 1/2 weeks
throughout the school year using the Star Early Literacy or Star Reading Assessments. These results are
analyzed by individual teachers and the primary team after each testing cycle to determine areas of need.
From these results students are regrouped and instructed on skills needing strengthening.
The school system has purchased the Star Math program. All students in grades K-5 have been
assessed. The system Star Math team has not established a testing frequency for this assessment.
Non-academic data results are used in a variety of ways. The annual State Report Card is reviewed
and this information is added to the school’s Data Analysis Project. This is usually completed in October
or November after the release of the Report Card. This information is then presented and discussed at the
first School Improvement Team and faculty meeting after receiving the information. This information is
compared to the previous year’s report and School Improvement Plan goals and objectives. These results
are then posted on the school’s website.
Other non-academic assessment results, such as attendance and student and staff NSSE and Spring
Parent Survey results are reviewed and compared to the previous year’s results and School Improvement
Plan goals and objectives.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 20 of 89
TEMPLATE 1.6: Report Card Data Disaggregation
Provide narrative analysis of disaggregated Report Card data. Disaggregation is the separating of data into pieces
for a detailed review. The results would focus on what you learn about the individual data pieces.
TEMPLATE 1.6: Report Card Data Disaggregation (Rubric Indicator 1.6)
Report Card Data Disaggregation Due to our small population, we do not have many areas where data disaggregation is possible. We do
have disaggregated information in regard to Title I School Wide Project, Economically Disadvantaged,
Gender, and Ethnicity. Highland School is a Title I School Wide Program, therefore all data reflects
economically disadvantaged students. This disaggregated information is available on TCAP
achievement reports from grades 3-5 in the subject areas of reading/language arts, math, science, and
social studies.
Race/Ethnicity
In analyzing 2007 TCAP disaggregated data regarding race/ethnicity, because of small student
enrollment numbers, no disaggregate data were available for Asian/ Pacific Islanders, African Americans,
Hispanics, and Native Americans. Math results 2007 indicate that the African American population’s
three year proficiency rate was 87% as compared to the states 79% proficiency rate and the white
subgroup’s rate of 85%. The White subgroup outscored the African American 2007 percent advanced
56% to 36%. This is a single year comparison. Both subgroups outscored the state’s single year results.
Reading/Language results, 2007, show the opposite results from the above Math scores. The White
subgroups, three year-average, scored 87% proficient/advanced compared to the African American
subgroup score of 85%. The African American average is one percent above the state three year average
and the White subgroup score is six percent below state average.
No significant trend can be established for the two subgroups relative to Math and Reading/Language
Arts.
Gender
In analyzing 2007 data regarding gender, there were not enough females in the fifth grade for
disaggregation. This was also the trend using 2005 data. In grades three and four where limited data
were available, males at the fourth grade level scored lower in proficiency than females in all academic
areas, Reading/ Language Arts, Math, Science, and Social Studies.
Females outscored males in percent advanced at the third and fourth grade levels in all subject areas.
More males than females are scoring non-proficient at the fourth grade level.
Caution must be used with the above information in establishing trends due to the small number tested.
Special Education/LEP/Gifted
Disaggregated information for these categories is not available. The number of students tested is too
small to calculate progress or trends. In reviewing individual student reports for the Special Education
population, the majority of the 4th grade Special Education students were non-proficient in all subject
areas except science. In grades 3 and 5 the majority of our Special Education students scored proficient
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Report Card Data Disaggregation in all areas.
In 2007 we had one LEP student in the fourth grade. This student scored below proficient in all areas
except math.
During the 2007 testing period we had one fourth grader and one fifth grader as gifted. Both of these
scored advanced in all areas.
Growth Differences
According to the growth differences among the different achievers groups, the only comparison can be
made with fifth grade Math. This is the report giving any comparison data for the 2007 testing year. This
report shows that our fifth grade high achiever group made slight improvement over the previous Cohort
groups. Previous Cohort lowest achieving students indicated the highest gains at the fifth grade level.
Fourth grade middle to high achievers, previous Cohort group, made the greatest gains for Math.
Fourth grade middle to high achieve previous Cohort group is making positive gains while low to
middle achievers are making negative gains in Reading/Language Arts. All fifth grade
Reading/Language Arts previous Cohort scores indicate positive gains, with the middle to high achievers
making the greatest gains.
Social Studies fourth grade previous Cohort scores indicate negative gains with the exception of the
middle achievers. Fifth grade previous Cohort scores indicate positive gains in the low to middle group
and negative gains at the low and high levels.
Science previous Cohort scores at the fourth grade level indicate positive gains from middle low to
high achievers. Fifth grade scores were opposite with all scores in the negative range. The lowest area
indicated zero gain.
This data further substantiates the difficulty in using these scores due to low numbers of students and
not enough scores to compare.
Economically Disadvantaged
Highland Elementary School is a Title I Schoolwide Project school. According to the School Report
Card, 86.6% of the students were considered economically disadvantaged. Federal AYP standards were
met in this subgroup and “<45 fewer than 45 students not reported” for Reading/Language Arts and Math.
Data from the School Report Card for Reading/Language Arts and Math for this subgroup does not
indicate any trend when comparing this group with all students. The Math 2007 scores for percent
proficient/advanced three year average were 88% for all students and economically disadvantaged. The
economically disadvantaged percent proficient/ advanced for the state was 83% Reading/Language Arts
scores were 87% for all students and 88% for economically disadvantaged. The state’s economically
disadvantaged percent was 85%.
TEMPLATE 1.7: Narrative Synthesis of All Data
Give a narrative synthesis of all data. Synthesis would be the blending of the data reviews to give the big picture.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 22 of 89
TEMPLATE 1.7: Narrative Synthesis of All Data (Rubric Indicator 1.7)
% NSSE Surveys (National Study of School Evaluation) 2007 of all stakeholders (parents, teachers,
support staff, students, and community) were analyzed. In the area of Quality of Instructional Program,
an overall average score of 91.3% from all stakeholder groups strongly agreed or agreed that our
instructional program is of high quality.
Areas of Strength
Curriculum based on clearly defined learning standards
Teachers using a variety of teaching strategies and learning
Teachers challenge students to do their best
Areas of Need
Students seeing a relationship between what they are studying and their everyday lives
Teaching of career or vocational choices
Teaching health education
In the area of Support for Students Learning, an overall average score of 87.1% strongly agree or
agree that students receive adequate support for learning.
Areas of Strength
Student access to a variety of resources
Student access to a variety of resources including technology
Communication with parents
Area of Need
School facilities are not adequate to support students’ learning needs
In the area of School Climate/Environment for Learning, 89.55% strongly agree or agree that the
environment is conducive for learning.
Areas of Strength
Cheating is strongly discouraged at our school
School provides a safe and orderly environment for learning
Substance abuse is not a problem at our school
Areas of Need
Provide an environment free from bullying
Students respectful of school and community property
In the area of Parent/ Students/ Community/ School Relationships, 90.5% strongly agreed or agreed
that relationships are positive.
Areas of Strength
School rules are clearly communicated
Stakeholders feel welcome at the school
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%
Area of Need
Continue to involve community members and all stakeholders in decision making
On the Parent/ community surveys in the area of Resource Management, 83% strongly agreed or
agreed that the school makes effective use of available resources.
Areas of Strength
School and grounds are clean and well maintained
Tax dollars spent on our school are a wise investment for our community
Area of Need
Adequate time, space, and facilities for student activities
In the area of School Organization and Administration, the teachers and support staff approved the
direction of the school. This question was the highest scoring item on the NSSE survey by the teachers
with an average score of 96.9%.
Areas of Strength
School is committed to continued improvement with focus on student learning
Uses data and research to make informed decisions
Opinions of support staff are considered when decisions are made that affect them
Area of Need
Support staff salaries
2006-2007 Spring Parent Program Evaluation Survey
Families at Highland School are given the opportunity to evaluate our program annually. The Spring
2007 Program evaluation return rate was 80.7%, and the evaluation survey indicated the following:
Areas of Strength
Year-round academic calendar
Clean and well maintained building
Preschool Program
Area of Need
Current size of building
TCAP Achievement Test Data
Overall the achievement test results from Spring 2007 for all students were not as positive as desired,
especially with Science. We are beginning to experience a downward trend in this subject. The third
grade scores experienced some growth. Fourth grade scores, regular education students, showed gains
and fifth grade scores, all students, continued to be our top scoring grade. Fourth grade has the highest
number of special education students. This subgroup is not making gains and will be a focus for
improvement. Gains in the area of social studies have increased.
(Cohort, grade, and teacher trends follow.) Our third grade students in 2005-2006 had the lowest
Tennessee School Improvement Planning Process Templates – August, 2007 Page 24 of 89
% scores school-wide. This is also the class with the greatest number of special education students. This
group, our current fifth graders, continues to experience low scores. Third grade scores indicate slight
growth in all areas except science. We had two beginning teachers with these students last year.
In comparison to other schools in our system, reading at the fifth grade level was the only area our
students scored above the system. We had 100% proficiency rate compared to the system’s 99%
proficiency.
On comparison to State scores: third grade math scores were at the same level as the state, 89%.
Fourth grade: science above state percentage with an 86% proficiency rate. Fifth grade Math, Reading,
and Social Studies were at or above state proficiency.
In comparison to school expectation of 90% proficient, third and fourth grades all subjects were below
90%. In fifth grade only Math and Reading were above the 90% school expectation.
Disaggregated by Subject Area
Areas of Need (in rank order-high need to low need)
2006 2007
Reading/Language Arts Science
Social Studies Social Studies
Science Reading/Language Arts
Math Math
Disaggregated by Test Strand
(Below are the lowest scoring strands common to each grade level.)
Math:
Real-World Problems and Problem Solving
Reading/Language Arts:
Writing/Organization
Vocabulary
Science:
Matter
Life Cycles and Biological Change
Space, Weather, Climate
Social Studies:
Geography
Disaggregated by Gender/Race/Graduation Path/Other
Due to our small population and number of students tested, we do not receive adequate information to
fully use this information.
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% Gender: Data that we have indicates that female test scores are slightly higher than males at the third and
fourth grades. In fifth grade we did not have enough females to report. We cannot establish a trend from
this data.
Race: No significant trend can be established between the African American and white subgroups.
Disaggregated by NCLB Subgroups
Basically, all subgroups, with sufficient data, met AYP goals. Economically disadvantaged scores are
the same as our entire school population.
TCAP Achievement Score Area of Strength
Math proficiency
Positive trends being established with regular education students in Reading and Language
Arts
Social Studies scores are slightly improving
TCAP Achievement Score Area of Need
Focus on needs of Special Education students at all grade levels
Science proficiency scores have decreased for the past two years
School Report Card
Areas of Strength
Math proficiency continues to be the major strength at our school. Reading and Language Arts
proficiency is beginning to show a positive trend. Social Studies proficiency is experiencing some
improvement.
On the 2007 School Report Card math achievement and value-added scores continued to be an A.
Achievement scores for Reading/Language Arts and Social Studies improved from a C to B. Value added
Reading/Language Arts score was again an A. In 2005 the value-added Reading score was a D. Social
Studies value-added scores over the last three tested years were D in 2005, B in 2006, and A in 2007. Our
science scores in achievement continues to score a B and Science value-added score was an A. All of the
above scores represented three year averages.
Areas of Need
Fifth grade writing scores again reported an average score of 3.8 (B) the same as the 2006 score.
The review of data from the past two to three years indicates that Science scores are on a downward
trend. While Social Studies made a slight growth, data shows more work is still needed in this area.
Reading value added scores for 2005-2006 experienced a -1 gain, and in 2006-2007 a -0.4 gain was
indicated. These were single year scores. Even though our three year average was an A in value added
and B in academic achievement, improvement is needed.
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TEMPLATE 1.8: Prioritized List of Goal Targets List in priority order your goal targets. The goals for Component 4 (Action Plan) will be derived from this
prioritized list of goal targets. Prioritized goals would identify the most critical areas of need and where your wok
would start.
TEMPLATE 1.8: Prioritized List of Goal Targets (Rubric Indicator 1.8)
Prioritized List of Goal Targets According to the 2007 Highland Elementary School Report Card all No Child Left Behind (NCLB)
benchmarks and Adequate Yearly Progress (AYP) scores were met. Our NCLB status is in Good
Standing. This includes percent tested and percent proficient/advanced for Math and Reading/Language
Arts, writing scores, and attendance rate. Our attendance rate for 2007 was 96 percent.
Goal Targets
Implement RTI program in grades K-5
Science proficiency at all grade levels
Continue upward trends in Reading/ Language Arts and Social Studies
Increase writing proficiency at the fifth grade level
Maintain focus on special education population
School facilities
Maintain current staffing
Reinstate full-time guidance counselor
Upgrade and replace technology as needed
Health education
Career or vocational awareness
Focus on the education and understanding of bullying
Continue stakeholders involvement in all areas of the school
Addendum to Highland School Improvement Plan-Component 1
Due to the downturn in the economy and closure of many factories in Greeneville, the
unemployment rate is 14.3%. We have seen an increase of students on free and reduced
lunch by 1%. Our current free and reduced percentage is 76.83%.
Because of cuts in personnel, Bank of America is not an active partner at this time.
A new housing unit has opened in our district and we have seen a slight increase in students
since 2007. Mobility of students continues to be an issue.
2007-2008 2008-2009 2009-2010
Number of students 171 164 165
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% White 77.5 73.5 70%
% Africian
American
17.0 20.9 19%
% Hispanic 5.5 5.6 11%
% Native American
%Asian
%Other
%Male 55% 59% 57%
% Female 45% 41% 43%
% Economically
Disadvantaged
75.97 76.83 86.6%
% Special
Education
15.78% 14.63% 21%
Number of ELL
Students
8 6 4%
Transfer Rate
(Mobility)
Dropped 46,
Enrolled 47
Dropped 56,
Enrolled 52
Dropped 62,
Enrolled 45
Attendance 96% 96.2% 95.9%
Drop-out Rate NA NA NA
Graduation Rate NA NA NA
Based on an analysis of our latest data from the school report card, parent surveys, and ’08
T-CAP tests, our list of goal targets remains basically the same. We have changed the
priority of some goal targets to better match our action plans. Three new goal targets
include maintaining current staffing and reinstating a full-time guidance counselor and
upgrading and replacing technology as needed. Facilities issues are on hold pending
economic considerations. Some repairs are scheduled on the roof.
State Report Card/Value Added Update Academic Achievement scores for Highland have basically continued at the same
level, except for the area of Social Studies. Social Studies fell from a B to a C for the 2008
testing cycle. In 2005 and 2006 Highland also received a score of a C but had brought that
up to a B in 2007. Math continues receiving the score of an A during the last three testing
years. Reading/Language Arts received another B and Science also received a B. Highland
did not fare as well as the system, as the Greeneville City Schools received all A’s in all
categories this year as well as the previous two years. State scores were somewhat better
than Highland also as the state scored A’s in Math and Reading/Language Arts and B’s in
Science and Social Studies.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 28 of 89
Value Added scores remained all A’s in all testing categories for the 2008 testing
year. Highland has received all A’s for the past three years in Math and
Reading/Language Arts. In both Science and Social Studies, Highland received B’s in 2006
and has brought them up to A’s in 2007 and 2008. Highland scores were somewhat better
than the system in some areas. In Math and Social Studies, the system received C’s. The
system received a B in Science and an A in Reading/Language Arts. The worry for the
upcoming year is that Highland will be losing favorable gain scores in most all subject
areas. We will lose a score of 14.1 in fourth grade math and 5.9 in fifth grade math. The
fifth grade Reading/Language Arts gains score which will be dropped is 8.6. However, fifth
grade gains have been very positive over the last three years. Hopefully gains scores for the
upcoming year will be comparable. Reading/Writing scores for Highland again have the
average of 3.8. Highland has received this score of 3.8 for the past three years. This is a
positive for Highland staying consistent for the past three years. Our hope will be to move
closer to the state average of 4.1.
State and Federal programs are consolidated and integrated in the school program.
Federal Programs:
Title I Schoolwide Program-Academic success of all students
Title II-A Professional Development
II-D Technology Professional Development
IDEA Funds-Special Education personnel and supplies
Title III ESL-Professional development and materials
Title IV-TEAMS kit-anti-bullying, relationship building
Title V Library materials, dropout liason
Title VI Parenting Fair, parent involvement
State Programs:
Family Resource Center-family and student support
Extended Contract-Afterschool program
Coordinated School Health
DARE-Drug abuse prevention program
BEP-Basic Education Funding Formula
Preschool-Transition from PK to K
Looking at our 2009-2010 demographics, we have seen an increase in our Hispanic
population, percent economically disadvantaged, and percent of special education students.
The rest of the data remains basically the same. Mobility of students continues to be an
issue.
As mentioned above, we have noticed an increase in our Hispanic population (up to 11%
from 5.6 % in 2008-2009). There has also been a slight decrease in our African American
population (down to 19% from 20.9% in 2008-2009). A Diversity Team has been
established system-wide to ensure that our minority population achieves at the highest
academic levels. The Diversity Team will make a presentation to our faculty at our faculty
retreat in July, 2010. One of our faculty members is fluent in Spanish and works closely
Tennessee School Improvement Planning Process Templates – August, 2007 Page 29 of 89
with our parents and faculty to translate forms and notes and also help with parent-teacher
conferences as needed.
Due to the economy in the Greeneville area, the unemployment rate as of April 2010 has
risen 15.9%. We have also seen an increase of students on free and reduced lunch by 10%.
Our current free and reduced percentage is 86.6%.
A full-time guidance counselor was reinstated at the beginning of the school year.
Due to cuts in state funding, the After School Program has changed from five days a week
to four days a week (Monday –Thursday). Our Intersession program, which is held during
our fall and spring breaks, has been changed from five days to three days.
Although Angelia Rodriquez still works closely with Highland, the Family Resource
Program has been moved to another location.
Tier II of RTI has been implemented in grades 3-5. Teachers, specialists, and assistants
have participated in trainings for this program.
In 2010, all teachers received a new laptop or tablet. Older computers were refurbished for
use in the school. In addition, our school received a Portable Virtual Classroom. Each
student at Highland has had the opportunity to go on at least one virtual field trip this
school year.
Repairs to our roof have been made.
Tusculum College Women’s Basketball Team has become a “Partner in Education” with
our school. The team has assisted in several programs and fundraisers for our school. They
have also participated in outdoor activities and provided individual tutoring for some
intermediate students.
State Report Card/Value Added Update
Major changes have been implemented for calculating Report Card scores. The
baseline year for comparing student achievement has been reset using 2008-2009 test
scores. A new grade scale is being used therefore we cannot compare last year’s scores to
previous years’ scores. In Math, we received a D, Reading/Language Arts received a C,
Social Studies received a D, and Science received a C. In writing, we received a score of 3.8.
Value Added scores for the school year are Reading/Language Arts a score of D,
Math a score of F, Science a score of D, and for Social Studies the value added score was
the highest for the school remaining constant at a B.
All areas of academic achievement are below annual goals. Of particular concern is
Math both on academic achievement and value added. Based on this data, our goal targets
will remain basically the same with more emphasis in Math.
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Component 2 – Beliefs, Common Mission and Shared Vision
TEMPLATE 2.1: Beliefs, Common Mission and Shared Vision Use Template 2.1 to articulate your Beliefs, Common Mission and Shared Vision
Template 2.1: Beliefs, Common Mission and Shared Vision (Rubric Indicators 2.1 and 2.2)
Beliefs
1. Our school will foster a love for learning by supporting and challenging the academic goals of
each child.
2. Students will learn skills to achieve proficiency and beyond through a quality educational
program consisting of technology, various teaching strategies, experiences, and high expectations.
3. Collaboration and communication within a school, system, and community are essential to
making data derived decisions to help with student success.
4. Policies and procedures are aligned to maintain a focus on achievement within a safe
environment.
Common Mission
Shared Vision
Highland Year Round School will be a learning community where;
learning is productive,
achievement gains are evident, and
people are valued.
No updates to Component 2
No updates to Component 2
Tennessee School Improvement Planning Process Templates – August, 2007 Page 31 of 89
TEMPLATE 3.1.a: Curricular Practices
Template 3.1.a: Curricular Practices (Rubric Indicators 3.1 and 3.2)
Current Curricular Practices Curriculum
Development Curriculum Mapping
Textbook-Supported
Curriculum
Evidence of Practice (State in
definitive/tangible terms)
Curricula have been
developed system-
wide for the four
core areas. Teachers
from Highland
participated over a
period of five years
to develop, publish,
and implement these
curricula in the areas
of reading/ language
arts, math, social
studies, and science.
Monitoring is in
place for enhancing
the quality of
curriculum and
instruction through
principal walk-
through evaluations
and support from
Instructional
Coordinator.
K-5 Curriculum
Maps are developed
and revised on a
continuous basis.
Teaching and
learning materials to
support these maps
are correlated to
State standards.
Maps are posted on
the website to
communicate to
stakeholders what
students should
know and be able to
do at each grade
level. Benchmarks
for learning that
correlate with SPI’s
are noted on the
maps. The
Instructional
Coordinator
provides support for
Reliance on
textbooks for
content and pacing
varies with
experience of
teachers.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 32 of 89
the curriculum
mapping process.
Is the current practice research-based?
Yes
Yes
Yes
The most recent
adoption, Scott
Foresman’s Reading
Street, provides a
research based
literacy program.
Upcoming textbook
adoptions will be
evaluated for
research-based
programs.
Is it a principle & practice of high-
performing schools?
Yes
90/90/90 Douglas
Reeves Clear
Curriculum Sources
Yes
McREL- Curriculum
Mapping provides a
guaranteed and
viable curriculum
Yes
National Reading
Panel Report, Center
for the improvement
of Early Reading
Achievement By
operating on a “what
works” basis
(phonemic
awareness, phonics,
vocabulary, fluency,
and comprehension),
scientific evidence
can help build a
foundation for
Tennessee School Improvement Planning Process Templates – August, 2007 Page 33 of 89
instructional
practice.
Has the current practice been effective
or ineffective?
Effective
Effective
Effective
What data source(s) do you have that
support your answer? (identify all
applicable sources)
TCAP
TCAP
TCAP
Evidence of effectiveness or
ineffectiveness (State in terms of
quantifiable improvement)
State Report Card
Academic
Achievement Scores
07: A- Math, B’s-
Reading/
Language Arts,
Social Studies,
Science, and
Writing. All NCE 3
year average scores
have increased in
2006 and 2007 as
compared to scores
in 2005. Value
Added Scores 07:
All A’s
Value Added Scores
increased from B’s
to A’s in Science
and Social Studies in
2007 and remained
constant as A’s in
Reading/ Language
Arts and Math.
State Report Card
Academic
Achievement Scores
07: A- Math, B’s-
Reading/
Language Arts,
Social Studies,
Science, and
Writing. All NCE 3
year average scores
have increased in
2006 and 2007 as
compared to scores
in 2005. Value
Added Scores 07:
All A’s
Value Added Scores
increased from B’s
to A’s in Science
and Social Studies in
2007 and remained
constant as A’s in
Reading/ Language,
Arts, and Math.
State Report Card
Academic
Achievement Scores
07: A- Math, B’s-
Reading/
Language Arts,
Social Studies,
Science, and
Writing. All NCE 3
year average scores
have increased in
2006 and 2007 as
compared to scores
in 2005. Value
Added Scores 07:
All A’s
Value Added Scores
increased from B’s
to A’s in Science
and Social Studies in
2007 and remained
constant as A’s in
Reading/ Language
Arts and Math.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 34 of 89
Evidence of equitable school support
for this practice
Representatives
from Highland on all
curricular
development teams,
all teachers received
curriculum
documents and
training.
Maps developed for
every subject and
grade level using
system-developed
curriculum as basis.
All maps correlated
with State Standards.
All teachers
provided text and
ancillary materials.
Texts are current and
are replaced on a
six-year rotation.
Professional
development is
provided as new
texts are adopted.
Next Step (changes or continuations)
Continue to review
and revise core
curricula on a
regular basis. We
are beginning to
prioritize curriculum
standards through
system-wide grade
level meetings.
Continue to review
and revise all
curriculum maps on
a regular basis. This
will be a major point
as the State updates
curriculum standards
(example – science
update 2008).
Continue
collaborative
planning times for
the development of
lesson designs and
evaluations using
textbooks as only
one resource.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 35 of 89
TEMPLATE 3.1.b: Curriculum Gap Analysis
Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we
have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy,
or the gap, between the current state – “What Is” –which is identified in your practices – and the desired future state
– “What Ought To Be” – which is found in the rubric. Completing Template 3.1.b (the gap analysis) should help
school team members discover “What Ought To Be.”
Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy
questions relative to curricular practices, also to be recorded in Template 3.1.b.
Template 3.1.b: Curriculum Gap Analysis
Curriculum Gap Analysis – Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality curricular practices?)
1. Current use of : TIME
Teachers meet monthly for an hour as the Primary or Intermediate Team. Part of the
focus of these meetings is to address curricular issues. In addition, grade level teachers
and looping teachers (1-2, 4-5) have common planning times daily to dialogue about the
delivery of the curriculum. Curricular issues are also the focus of system-wide
professional development days.
In addition, Highland’s year round calendar impacts the use of time. Because the
students have shorter breaks, less time is needed to review concepts taught. Thus the
teachers have more time to introduce new subject matter.
2. Current use of: MONEY
In order to provide time for teachers to meet to work on curricular issues and curriculum
mapping, assistants cover for teachers in the regular classrooms. These assistants are
paid through general purpose and federal funds.
Teachers who work during the summers on system level curriculum teams are paid
stipends. The Instructional Coordinator, along with the principal leads curriculum work
at the school level. IC’s are given release time daily to direct curriculum and instruction
duties. Supplements are paid to the IC’s as well as to the instructional assistant who fills
in during release time.
3. Current use of: PERSONNEL
Teaching and administrative personnel are allocated based on enrollment. Since
Highland is a Title I school, additional personnel and resources are provided to support
at-risk populations. Two Special Education assistants are working on a contracted basis
with inclusion classrooms. Highland has an instructional coordinator to lead, along with
the principal, curriculum and instruction initiatives. Instructional assistants work on a
flex schedule to staff the After School Program. Teachers on extended contract staff the
Intersession Program. The Intersession Program allows extended opportunities for
curriculum delivery.
4. Current use of: OTHER RESOURCES
Tennessee School Improvement Planning Process Templates – August, 2007 Page 36 of 89
Each school is provided equally with textbooks and materials, curriculum documents,
and time and resources for curriculum mapping. In addition, since Highland is a Title I
school, additional money is available for extra personnel and resources to support the
curriculum. A grant from the Niswonger Educational Foundation provides additional
personnel for our After School Program to serve at-risk population.
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality curricular practices?)
1. What ought to be: TIME
As the state revises curriculum standards, teachers will need additional time to update
and revise their curriculum maps. In addition, grade level teams will be looking at the
curriculum during professional learning days in 08-09 to begin the process of narrowing
the curriculum.
Another area of focus should be allocating time to examine curriculum as it relates to
our special education population and the new RTI initiative.
2. What ought to be: MONEY
Continue to provide funds for follow-up training on curricular initiatives. Increase
funding to replace two instructional assistant positions eliminated in 07-08 due to
reallocation of Title I funding. The reinstatement of these assistants would make it
easier for classes to be covered while teachers meet to work on curriculum. Also, these
additional assistants would work in the After School Program to serve students who
need remediation.
Investigate funding options to support Response to Intervention (RTI) and skill
development programs for at-risk population.
3. What ought to be: PERSONNEL
Continue to use two contracted Special Education assistants in inclusion classrooms.
Reinstate instructional assistant positions eliminated in 07-08 to provide additional
persons for After School Program and to work with small groups of at-risk students.
Investigate funding options to provide additional personnel for RTI initiative.
4. What ought to be: OTHER RESOURCES
Continue to provide teachers with textbooks, ancillary materials, and professional
learning activities to support curricular initiatives. Continue to explore funding options
to provide additional resources as needed to support new state curriculum standards,
especially in the areas of science and social studies.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
We insure equity through all teachers participating in system-wide initiatives including
curriculum development and curriculum mapping. All teachers also participate in professional
learning activities to support these initiatives. Teachers are given released time from the
classroom to maintain up-to-date curriculum maps and plan and implement curricular
initiatives.
Adequacy of the curriculum is insured as teachers update curriculum maps to reflect
Tennessee School Improvement Planning Process Templates – August, 2007 Page 37 of 89
changing state standards. Teachers will also begin the process in 08-09 of prioritizing the
curriculum for each grade level.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in
being effective with all their students?
Since we are Title I School-wide Program, funds and resources are targeted to meet the
needs of all students. This is evidenced by two special education assistants working in
contracted positions with students in intermediate grade inclusion classes. This allows the
curriculum to be modified to meet the needs of this population. Our ELL teacher and low pupil
teacher ratio further allow direct intervention to deliver curriculum in a form for all students to
be successful.
Based on the data, are we accurately meeting the needs of all students in our school?
After a review of all data and 2007 T-CAP scores, we realized a need for more grade-
level instruction for SPED students. We are providing this through modifications to the
curriculum by SPED assistants within inclusion classrooms. We will continue to examine
curricula to provide all students with the necessary tools for success.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 38 of 89
TEMPLATE 3.1.c: Curricular Summary Questions
The following summary questions are related to curriculum. They are designed as a culminating activity for your
self-analysis, focus questions discussions, and findings, regarding this area.
Template 3.1.c: Curricular Summary Questions (Rubric Indicator 3.2)
Curriculum Summary Questions- Narrative Response Required What are our major 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.)
Major Challenges:
Our curriculum is extremely broad. T-CAP test results identified a need for modifications
of the curriculum for at-risk students. Teachers also need increased time to work on curricular
issues as State Standards are revised.
How we know:
State Standards are changing in 08-09, and this will require considerable time to revise
curriculum maps to reflect these changes. From analysis of T-CAP scores, we have identified
our at-risk and transient population students as needing more modifications. Our broad
curriculum has made it hard to identify school and grade level benchmarks in major academic
areas.
Curriculum Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
Major Strengths:
A major strength in the curriculum area is our process for continuous improvement of
curriculum maps. Maps are updated and revised as State Standards change and as the needs of
our students change. Our curriculum is based on defined Tennessee Department of Education
State approved standards. Curriculum offerings are clearly articulated at different grade levels
to avoid gaps and overlaps. Teachers have scheduled times to collaborate on curricular issues.
How we know:
Teachers color coded maps to ensure that all State Standards are included.
Teachers have scheduled time for team planning (primary or intermediate grades) to
work on curricular issues.
We are seeing positive trends in T-CAP scores in reading/language arts, social studies,
and math.
The highest area on the NSSE Survey of Instructional and Organizational Effectiveness
was “Ensures Effective Implementation and Articulation of the Curriculum”, 100% exemplary
or fully functioning. On the NSSE Teachers Opinion Inventory, 100% strongly agreed or
agreed that “the curriculum at our school is based on clearly defined learning standards.”
Tennessee School Improvement Planning Process Templates – August, 2007 Page 39 of 89
Curriculum Summary Questions- Narrative Response Required How will we address our challenges?
The system calendar for 08-09 will include one professional development day per month. One
focus of these professional development days will be to prioritize and narrow the focus of the
curriculum. Continue team planning time and grade level common planning times at the school
level to establish curriculum benchmarks. Continue to use Instructional Coordinator to direct
curriculum initiatives. Investigate professional learning opportunities for all staff including
resource and instructional paraprofessionals to work with at-risk students.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 40 of 89
TEMPLATE 3.2.a: Instructional Practices
Template 3.2.a: Instructional Practices (Rubric Indicators 3.3 and 3.4)
Current Instructional
Practices Thinking Maps
Write From
the Beginning
Use of
Technology
Reading
Development
Skills
Development
Evidence of Practice (State in
definitive/tangible terms)
Thinking Maps
adopted system-
wide in 2001-
2002. All
teachers trained
in use of
Thinking Maps.
Each teacher
received a
notebook and
training and
teachers have
developed
additional
notebooks of
samples used in
the classrooms.
Follow-up
occurs on a
regular basis.
Trained trainers
in our school.
Write From
the Beginning
is our
extension of
Thinking
Maps.
Students use
maps to aid
the writing
process. Each
teacher
received
notebooks,
initial
training, and
follow-up
training.
Trained
trainer in our
school.
Each teacher
has a Gateway
tablet
computer and
LCD projector,
a least five
student stations
in each room,
wireless
internet access
for student use.
Laptop carts
with 25
computers
housed in the
library for
checkout by
teachers.
Computer lab
with 10
computer
stations
available for
large group
Highland had a
school-wide
emphasis on
vocabulary
during 2006-07
school year.
Teachers
developed word
walls and
students kept
vocabulary
journals.
Teachers also
attended
professional
development
based on
Marzano’s
Building
Academic
Vocabulary and
Bick’s Bringing
Words to Life.
Teachers
Teachers
participated in a
Data Day and
analyzed
individual
student scores
on TCAP tests.
Teachers also
administer
quarterly tests
of STAR
Reading and
STAR Math,
and
intermediate
teachers (grades
3-5) administer
ThinkLink tests
in reading and
math. From the
on-going
analysis of
these
assessments,
Tennessee School Improvement Planning Process Templates – August, 2007 Page 41 of 89
and training.
Software and
programming:
United
Streaming,
Nettrekker DI,
Thinking Maps
Software, web
pages software,
instructional
software
(Compass,
Thinklink, Star
Reading and
Star Math, and
AR).
participated in a
vocabulary
book study on
Bringing
Words to Life.
A part-time
reading
specialist
continues to
work with
primary
teachers every
other week on
elements of
teaching
reading.
Teachers
attended two
city-wide
inservices on
reading
development.
We adopted a
new reading
series, Reading
Street, by Scott
Foresman. All
teachers
attended in-
service training
on the
components of
this series.
teachers
identify specific
skills needed by
students and
group the
students for
special
instruction. The
teachers have
“Fab Friday”
skills classes
incorporating a
wide range of
research based,
student centered
teaching
strategies.
These strategies
ensure we are
teaching the
established
curriculum and
assuring that
students master
skills as outline
in the
curriculum and
as measured on
TCAP.
The “Fab
Friday” sessions
are activity
oriented and
Tennessee School Improvement Planning Process Templates – August, 2007 Page 42 of 89
also
incorporated
higher order
thinking skills.
Through using
instructional
assistants and
teachers to
direct
“Fab Friday”
sessions, groups
remain small
and can meet
different
learning needs
styles of diverse
populations.
These skill
groupings are
across grade
levels.
Is the current practice research-
based?
Yes
Yes
Yes
Yes
Yes
Is it a principle & practice of
high-performing schools?
Yes
Marzano-
Classroom
Instruction That
Works.
Yes
90/90/90
Douglas
Reeves-
Focus on non-
fiction
writing.
Yes
McREL-
Technology in
schools can
increase
student
achievement.
Yes
Florida Center
for Reading
Research-
Professional
development in
essential
components of
Yes
90/90/90
Douglas
Reeves- Strong
emphasis on
data driven
decision
making.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 43 of 89
reading is a
critical part of a
school’s
reading
program.
Has the current practice been
effective or ineffective?
Effective
Effective
Effective
Effective
Effective
What data source(s) do you have
that support your answer?
(identify all applicable sources)
TCAP
TCAP
Writing
TCAP
TCAP, STAR
Assessments,
ThinkLink
TCAP, STAR
Reading and
Math,
ThinkLink
Evidence of effectiveness or
ineffectiveness (State in terms of
quantifiable improvement)
State Report
Card Academic
Achievement
Scores 07: A-
Math, B’s-
Reading/
Language Arts,
Social Studies,
Science, and
Writing. All
NCE 3 year
average scores
have increased
in 2006 and
2007 as
compared to
scores in 2005.
Value Added
Scores 07: All
A’s.
Value Added
State Report
Card Writing
Score: 3.8 B.
Writing
scores remain
constant at 3.8
B from 2006
testing.
State Report
Card
Academic
Achievement
Scores 07: A-
Math, B’s-
Reading/
Language Arts,
Social Studies,
Science, and
Writing. All
NCE 3 year
average scores
have increased
in 2006 and
2007 as
compared to
scores in 2005.
Value Added
Scores 07: All
A’s
State Report
Card Academic
Achievement
Score 2007,
Reading/
Language Arts-
B. This is an
increase from
2006 score of
C. Value
Added Score
2007
Reading/Langu
age Arts- A.
Remains
constant from
2006.
Yet to be
determined.
Instructional
practice
instituted in
2007-08 school
year. STAR
Reading and
Math tests
given at end of
9 weeks period
indicate
progress from
initial testing.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 44 of 89
Scores
increased from
B’s and A’s in
Science and
Social Studies
in 2007 and
remained
constant as A’s
in Reading/
Language Arts
and Math.
Value Added
Scores
increased from
B’s and A’s in
Science and
Social Studies
in 2007 and
remained
constant as A’s
in Reading/
Language Arts
and Math.
Evidence of equitable school
support for this practice
All teachers
received
notebooks,
initial training,
and follow-up
training.
Trained trainers
in our school.
Each teacher
received
manuals,
initial
training, and
follow-up
training.
Trained
trainer in our
school.
All teachers
provided with
notebook
computer and
LCD projector.
Training in use
of technology
provided to all
teachers.
All teachers
participated in
professional
development
activities and
have new
reading series.
Part-time
reading
specialist works
with all teachers
on components
of teaching
reading.
All teachers
administer same
tests to all
students. All
students
participate in
skills
development
groups.
Students not
needing
remediation
participate in
enrichment
sessions.
Next Step (changes or
continuations)
Continue to use
Thinking Maps
as instructional
tools and as
means of
communication.
Continue to
use Write
From the
Beginning as
method to
teach writing
Continue to
provide
training as
needed in ways
to integrate
technology in
Continue
emphasis on
vocabulary and
reading
development.
Continue to
Continue “Fab
Friday” skills
sessions and
monitor
effectiveness.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 45 of 89
Encourage other
teachers to
become trained
trainers.
process.
Encourage
other teachers
to become
trained
trainers.
classrooms.
Provide
training to
instructional
assistants.
develop plans
for RTI with
implementation
for K-2 in 2008-
09.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 46 of 89
TEMPLATE 3.2.b: Instructional Gap Analysis
Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we have resources. Priority needs can be identified
through a Gap Analysis. The process will identify the discrepancy, or the gap, between the current state – “What Is” –which is identified in your practices – and
the desired future state – “What Ought To Be” – which is found in the rubric. Completing Template 3.2.b (the gap analysis) should help school team members
discover “What Ought To Be.”
Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to instructional practices, also to
be recorded in Template 3.2.b.
Template 3.2.b: Instructional Gap Analysis
Instructional Gap Analysis - Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?)
5. Current use of TIME:
Teachers have uninterrupted blocks of time for the presentation of core curriculum.
This curriculum is aligned with the Tennessee State Standards. Teachers spend time
collaborating with grade level, primary or intermediate teams, at the school level and
system-wide grade level teams. This collaborative time allows for data analysis and
using this data to support instruction. Time is spent updating curriculum maps to reflect
changes in State Standards. Time is also spent in professional learning activities.
Teachers utilize various instructional strategies to actively engage students in their
learning. These include the use of Thinking Maps, technology, hands-on science and
math activities, and centers. Teachers spend time differentiating instruction for diverse
learners. Learning opportunities and tutoring are offered in the After School program to
allow multiple opportunities for students to succeed.
6. Current use of Money:
Each teacher received a Gateway tablet computer and LCD projector to enhance
instruction. Each classroom has at least five student computer stations and wireless
internet access. Money was also spent for twenty-five laptop computers that can be
Tennessee School Improvement Planning Process Templates – August, 2007 Page 47 of 89
checked out of the library for classroom use. Software purchased includes Nettrekker
DI, Thinking Maps, Compass, and United Streaming. Assessments purchased include
ThinkLink, STAR Early Literacy, and STAR Reading and math.
Teachers are given $100 from BEP funds and the GSIA parent group also gives teachers
$100 to spend on instructional materials for each classroom.
Money is spent for professional learning activities such as our vocabulary emphasis in
06-07. Teachers participated in a book study and implemented journals, word walls, and
other techniques to enhance vocabulary development.
Social Studies maps and globes were purchased to support our School Improvement
goal to increase Social Studies scores.
Extended Contract money and a grant from the Niswonger Foundation help pay salaries
for teachers working in the After School and Intersession programs.
7. Current use of PERSONNEL:
Paraprofessionals work on a flex schedule to help staff our After School Program.
Paraprofessionals are assigned to multiple classrooms to assist with instruction and
remediation with small groups of students.
Two contracted Special Education assistants work in intermediate inclusion classrooms
to modify instruction and assessments with at-risk students. A part-time reading
specialist works with primary teachers on reading instruction. New teachers participate
in extra professional development activities throughout the years and have two mentors
(the Instructional Coordinator and a teacher in their grade level or specialty area) to
provide extra help and support.
System-wide personnel provide support for ELL, gifted, and speech.
We have an Instructional Coordinator who is given time each day to work on curriculum
and instruction initiatives.
8. Current use of OTHER RESOURCES:
Teachers have received training in the use of Thinking Maps and Write From the
Beginning. Both of these programs are used to enhance instruction.
Teachers are analyzing data from formative and summative assessments and are using
this data for flexible groupings of students for skills development and remediation.
These “Fab Friday” skills sessions are activity based to engage the students in their
learning.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 48 of 89
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?)
9. What ought to be- TIME:
Continue to protect uninterrupted blocks of time for instruction. Increase collaborative
time for teachers to analyze data and revise curriculum maps to support instructional
decisions. Increase time for professional learning activities especially in the areas of
implementing RTI and working with at-risk subgroups. Provide time for grade level
meetings to allow teachers to set benchmarks to determine proficiency.
10. What ought to be- MONEY:
Continue to provide funds to support the use of technology for instructional purposes.
Increase funding for professional learning activities directly related to instructional
needs such as RTI implementation and working with at-risk subgroups.
Allocate funds to reinstitute two paraprofessional positions. This would allow more
students to be served in the After School and Intersession programs and would provide
additional assistance during the regular day for remediation.
Continue to provide transportation services for the After School Program so at-risk
students can attend remediation sessions.
Investigate other funding sources to provide additional teachers for the After School and
Intersession programs.
11. What ought to be- PERSONNEL:
There is a need for two additional paraprofessionals to work as instructional assistants.
These instructional assistants would help the regular classroom teachers to meet the
needs of at-risk subgroups and would also work in the After School Program. This
would allow our After School Program to serve more students.
Continue the contracted Special Education assistants to work in inclusion classrooms.
Continue the mentoring program to support new teachers.
Continue the Instructional Coordinator to assist with curriculum and instruction
initiatives.
Provide professional learning activities for paraprofessionals to help them provide
instruction to at-risk subgroups.
Add additional personnel to support the implementation of RTI.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 49 of 89
12. What ought to be- OTHER RESOURCES:
Continue to use Thinking Maps and Write From the Beginning. Provide follow-up
training in both programs for teachers and instructional assistants.
Provide resources to support School Improvement Plan goals.
Provide resources to support changes in the Tennessee State Standards.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
All teachers were provided with notebook computers and LCD projectors to use for
instruction and have access to the same software and assessment packages. All teachers
received manuals and training in Thinking Maps and Write From the Beginning. All teachers
attend professional learning activities supporting instruction. All teachers have time to
collaborate on instructional initiatives.
Adequacy is achieved through providing professional development and follow-up on
instructional programs. We need to reinstitute two para-professional positions to have adequate
numbers of instructional assistants to work with at-risk subgroups and serve all children
wanting to participate in the After School and Intersession programs.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in
being effective with all their students?
Since we are a Title I School, funds and resources are targeted to help teachers be
effective with all students. Data analysis suggested that our Special Education population was
not progressing as well as other student populations. We have hired two Special Education
assistants on a contracted basis to help with modifications in inclusion classrooms. Professional
Tennessee School Improvement Planning Process Templates – August, 2007 Page 50 of 89
development for teachers is related to school goals. There is a need for professional
development for paraprofessionals in instructional initiatives.
Based on the data, are we accurately meeting the needs of all students in our school?
The After School Program, tutoring sessions, Fab Friday skills sessions, use of
technology, and Thinking Maps and Write From the Beginning are allowing us to meet the
instructional needs of all our students. Flexible use of assistants, Special Education assistants in
inclusion classrooms, and system provided programs in ELL, speech, and gifted further help us
meet instructional needs. Implementation of the RTI initiative for primary grades in 08-09 will
further help all children succeed.
TEMPLATE 3.2.c: Instructional Summary Questions
The following summary questions are related to instruction. They are designed as a culminating activity for your self-analysis, focus questions discussions, and
findings, regarding this area.
Template 3.2.c: Instructional Summary Questions (Rubric Indicator 3.4)
Instructional Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
Major Strengths:
One of our major strengths in instruction is the technology component. Each teacher has
a tablet computer and LCD projector. Teachers utilize this technology for active engagement
by the students in the learning process. The Professional Development Center located in
Greeneville provides our teachers with exposure to speakers recognized as experts in their
fields. The Thinking Maps and Write From the Beginning programs provide students with non-
linguistic representations to aid the learning process and structure for effective writing. A part-
time reading specialist is working with our primary teachers on the components of reading.
Students are provided with multiple opportunities to succeed through differentiated instruction
Tennessee School Improvement Planning Process Templates – August, 2007 Page 51 of 89
Instructional Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as instructional
practice challenges identified in the templates above that could be a cause of the prioritized
needs identified in component 1.)
Major Challenges:
Instructional challenges include meeting the needs of diverse students, ELL, SPED,
transient, and at-risk. Another challenge is the implementation of the RTI program in the
primary grades during the ’08-09 school year. Our biggest instructional challenge is facilities
needs. We lack space for conferencing and small group remedial instruction, programs
provided by the system (Speech, Gifted, Spanish) must share space with the computer lab and
TV broadcast site. Special Education and guidance share a room making it difficult to have
individual counseling sessions. Our Family Resource Coordinator and ASP director share a
small office space on the stage area that is also the teacher workroom. Physical Education
shares space with the cafeteria, and art and music share a classroom.
in Fab Friday skills sessions, through high school peer tutors, and in our After School program.
Our ELL program provides support for students from diverse cultural backgrounds.
Use of assistants, differentiated instruction, active learning in centers, and modification of
assignments help at-risk learners succeed.
How we know:
We have Thinking Maps and Write From the Beginning trainers on our staff. These
persons can help new teachers with implementation of these programs as well as provide
support to other teachers. We also have a teacher participating in the SREB (Southern Regional
Education Board) program.
Teachers use data from T-CAP, STAR Reading and Math, and ThinkLink to drive
instruction.
On the NSSE Survey of Instructional and Organizational Effectiveness, 100% of the
respondents said that our instruction “actively engages students in learning and expands
instructional support for student learning.” Also on the NSEE Teacher Opinion survey, 100%
of the respondents said, “teachers use a variety of learning activities and teaching strategies, and
our school offers learning opportunities that support the full range of student abilities.”
Tennessee School Improvement Planning Process Templates – August, 2007 Page 52 of 89
How we know:
According to the NSSE Teacher Opinion Survey, 58% disagree or strongly disagree that
our school’s facilities are adequate to support students’ learning needs. The Support Staff
inventory shows 64% disagreeing or strongly disagreeing in this area of adequacy of facilities.
Our RTI plan is just being formulated and will begin in the ’08-09 school year. This plan
will require additional instructional materials and staff for implementation.
Current formative assessments (STAR) indicate a gap in performance by ELL and other
subgroups.
Instructional Summary Questions- Narrative Response Required
How will we address our challenges?
A system-wide committee is formulating the RTI plan. We have representatives from our
school on this committee.
The Board of Education is developing a facilities plan for the system that will address our
facilities needs.
Continue to refine our Fab Friday skills sessions. Use individual assessments to differentiate
instruction in these sessions to meet the needs of subgroups. Continue to use two contracted
Special Education positions in inclusion classrooms in intermediate grades.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 53 of 89
TEMPLATE 3.3.a: Assessment Practices
Template 3.3.a: Assessment Practices (Rubric Indicators 3.5 and 3.6)
Current Assessment
Practices
Summative
Assessment
(Standardized)
TCAP, TCAP
Writing
Formative
Assessment:
ThinkLink
(Predictive
Assessment Series)
Formative
Assessment: STAR
Early Literacy
Formative
Assessment: STAR
Reading with AR
Enterprise and
STAR Math
Evidence of Practice (State in
definitive/tangible terms)
State mandated
TCAP tests are
administrated to
students in grades 2-
5. Students in grade
5 take the TCAP
Writing test.
Students in grades
3-5 take the
ThinkLink test in
September,
December, and
February. The
September and
December tests are
administered on-
line and the
February test is
paper-and-pencil as
preparation for
TCAP. Teachers
receive detailed
reports for
Reading/Language
Arts and Math.
These reports are
analyzed to adjust
instruction.
ThinkLink is
correlated to TCAP.
Teachers in pre-K-
2nd
grade
administer the
STAR Early
Literacy on-line
assessment of the
five components of
reading. This on-
going assessment
provides teachers
with information on
skills development
which the teachers
use for flexible
groupings for
instruction.
Teachers in grades
3-5 administer the
STAR Reading and
STAR Math on-line
assessment.
In addition,
students participate
in the Accelerated
Reading Program
by reading and
taking on-line tests
for books read in
their zone of
proximal
development.
These on-going
assessments
provide teachers
with information on
skills development
which the teachers
use for flexible
groupings for
Tennessee School Improvement Planning Process Templates – August, 2007 Page 54 of 89
instruction.
Is the current practice research-
based?
Yes
Yes
Yes
Yes
Is it a principle & practice of
high-performing schools?
Yes
90/90/90 Douglas
Reaves- Data driven
decision making.
Yes
90/90/90 Douglas
Reaves- Data
driven decision
making.
Yes
90/90/90 Douglas
Reaves- Data
driven decision
making.
Yes
90/90/90 Douglas
Reaves- Data
driven decision
making.
Has the current practice been
effective or ineffective?
Effective
Effective
Yet to be
determined. This
assessment was
begun during the
second semester of
06-07.
Yet to be
determined. This
assessment was
begun during the
second semester of
06-07.
What data source(s) do you have
that support your answer?
(identify all applicable sources)
TCAP, TCAP
Writing
TCAP Star Early Literacy
Reports, TCAP
STAR Reading and
Math Reports,
TCAP
Evidence of effectiveness or
ineffectiveness (State in terms of
quantifiable improvement)
State Report Card
Academic
Achievement Scores
2007: A-Math, B’s-
Reading/ Language
Arts, Social Studies,
Science, and
Writing; Value
added: all A’s.
Increased in
Reading/Language
Arts, and Social
State Report Card
Academic
Achievement Score
2007: A-Math, B-
Reading/ Language
Arts. All NCE 3-
year average scores
have increased in
2006 and 2007 as
compared to scores
in 2005. Value
Added Scores 07:
Yet to be
determined.
Instructional
practice begun
during second
semester of 06-07.
STAR Early
Literacy tests given
at the end of each
nine-weeks period
indicate progress
from initial testing.
Yet to be
determined. This
assessment was
begun during the
second semester of
06-07. STAR
Reading and Math
tests given at the
end of each nine-
week period
indicate progress
from initial testing.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 55 of 89
Studies from 2006
testing; Writing
Scores remain
constant at 3.8- No
change from 2006
testing.
All A’s. Value
Added Scores
remained constant
as A’s in
Reading/Language
Arts and Math.
Evidence of equitable school
support for this practice
Data is analyzed by
grade level and by
teacher. Each
student’s scores are
analyzed to identify
areas of need.
Installation of
Viewpoint software
has aided in this
analysis of skills.
All students in
grades 3-5 are
tested using
ThinkLink.
Teachers use the
reports for flexible
grouping to provide
instruction for areas
of need.
All students in
grades pre-K -2 are
tested using STAR
Early Literacy. All
teachers received
professional
development in the
use of STAR Early
Literacy.
All students in
grades 3 through 5
are tested using
STAR Reading and
STAR Math. All
teachers received
training in the use
of STAR Reading
and STAR Math.
Parents receive
reports each nine
weeks to document
progress in reading
and math.
Next Step (changes or
continuations)
Continue to analyze
data to identify
flexible groups for
skills areas needing
remediation.
Continue to use
ThinkLink and
analyze results for
instructional
purposes.
Continue to
monitor use of
STAR Early
Literacy as an
assessment tool for
flexible groupings
and to vary
instruction based on
needs. Work with
system reading
specialist to
interpret test results
and effectiveness.
Continue to
monitor use of
STAR Reading and
STAR Math as an
assessment tool for
flexible groupings
and to vary
instruction based on
needs. Continue to
communicate
assessment results
to stakeholders.
56 | P a g e
TEMPLATE 3.3.b: Assessment Gap Analysis
Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we
have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy,
or the gap, between the current state – “What Is” –Which is identified in your practices and – and the desired future
state – “What Ought To Be” – which is found in the rubric. Completing Template 3.3.b (the gap analysis) should
help school team members discover “What Ought To Be.”
Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy
questions relative to assessment practices, also to be recorded in Template 3.3.b.
Template 3.3.b: Assessment Gap Analysis
Assessment Gap Analysis – Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality assessment practices?)
13. Current use of TIME:
At the beginning of the 07-08 school year, teachers attended professional development
on the Viewpoint (data warehouse) program. This program allows teachers to access
information about each child’s performance on the T-CAP test. Teachers spend time
analyzing this data during “Data Day”, a professional development day early in the
school year. This analysis is used to direct instruction for the coming year. The
Assistant Director for Instruction prepares additional reports of standardized tests results
for use by the principal and instructional coordinator.
Time is also spent administering and analyzing formative assessments. The ThinkLink
Predictive Assessment Series is administered three times a year to grades 3-5. This
assessment is administered on-line in September and December and the students take a
paper copy in February. Reports furnish teachers with data on individual and class
performance and offer suggestions for remediation. The ThinkLink assessments are
aligned with the state standards. Other formative assessments used are STAR Early
Literacy, STAR Reading, and STAR Math. These assessments are given each block and
results are used to individualize instruction for each student. Teachers also spend time
discussing assessment options for reading. A part-time reading specialist has been
working with primary teachers on reading assessments. Teachers spend time discussing
assessment results during team planning sessions. These on-going assessments are used
to group students for Fab Friday skill sessions. Individual assessment results are also
considered during School Support Team meetings at which time at-risk students are
referred for further interventions.
14. Current use of MONEY:
The system purchase of Viewpoint (data/ warehouse) allows teachers quick access to
important data to drive instruction. ThinkLink tests are purchased through Title I funds.
STAR Early Literacy, STAR Reading, and STAR Math are funded through local funds.
Money was also spent to hire a part-time reading specialist to provide professional
development on reading assessments. Two contracted Special Education assistants are
Tennessee School Improvement Planning Process Templates – August, 2007 Page 57 of 89
providing modifications of assessments in inclusion classrooms for at-risk students.
15. Current use of PERSONNEL:
Our school has an instructional coordinator who is given release time each day to work
on curriculum and instruction initiatives, including assessment issues. Teachers meet on
a regular basis to collaborate and analyze assessments to plan instruction. Primary
teachers meet with the part-time reading specialist for professional development on
reading assessments. Two Special Education instructional assistants provide
modification of assessments for at-risk students in inclusion classrooms. A system
transition team is working on common grading practices between 5th
and 6th
grades.
16. Current use of OTHER RESOURCES:
Teachers were provided with training in the use of Viewpoint (data warehouse).
Teachers also have a Data Day early in the school year to analyze data from summative
assessments to plan instruction. Teachers receive professional development in the use
of STAR Early Literacy, STAR Reading, and STAR Math.
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality assessment practices?)
17. What ought to be- TIME:
Continue to use formative and summative assessments to address students’ needs.
Continue to provide time for teachers to collaborate on assessment results and use these
results to plan instruction. Provide professional development on reading assessments to
support RTI.
18. What ought to be- MONEY:
Continue to provide funds for ThinkLink, STAR Early Literacy, STAR Reading, and
STAR Math formative assessments.
Provide funds to reinstate two instructional assistant positions. These assistants would
cover classes to allow teachers more time to collaborate on assessment results to plan
instruction. Provide funds to support assessments for RTI.
19. What ought to be- PERSONNEL:
Continue current practices of the instructional coordinator, collaboration by teachers on
data analysis, instructional assistants to modify assessments with at-risk subgroups, and
professional development on assessments by the reading specialist. Provide funding for
additional instructional assistants. Provide funding for personnel to support
implementation of RTI.
20. What ought to be- OTHER RESOURCES:
Continue to provide follow-up training in the use of data from summative and formative
assessments. Investigate other reading assessments to support the implementation of
RTI.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 58 of 89
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
Equity is achieved as all teachers have access to Viewpoint (data warehouse). All teachers use
STAR Early Literacy, STAR Reading, and STAR Math assessments and teachers in grades 3-5
use ThinkLink to monitor student achievement of state standards. All teachers participate in
Data Day to analyze summative test results, note areas of need, and plan for instruction to
address these needs.
We feel that current summative and formative assessments are adequate to determine areas of
need and to drive instruction to meet these needs.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in
being effective with all their students?
There is a need for additional instructional assistants to provide modifications of assessments
with at-risk students. These additional assistants could cover classes to give teachers additional
time to analyze assessments and plan instruction.
Additional funds and resources will be needed to implement the RTI program in 08-09.
Based on the data, are we accurately meeting the needs of all students in our school?
Based on an analysis of T-CAP data, our Special Education subgroup is not progressing as well
as expected. We are addressing this need through inclusion classrooms, Special Education
assistants to modify instruction and assessments for these students, and Fab Friday skills
sessions.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 59 of 89
TEMPLATE 3.3.c: Assessment Summary Questions
The following summary questions are related to assessment. They are designed as a culminating activity for your
self-analysis, focus questions discussions, and findings, regarding this area.
Template 3.3.c: Assessment Summary Questions (Rubric Indicator 3.6)
Assessment Summary Questions- Narrative Response Required What are our major challenges and how do we know. (These should be stated as assessment
practice challenges identified in the templates above that could be a cause of the prioritized
needs identified in component 1.)
Major Challenges:
Assessment data (TCAP, ThinkLink, STAR) indicates a need for modification with at-
risk subgroups. Teachers need additional time to analyze data effectively, to look at student
work samples, and to become familiar with the assessments for our new reading series.
We need to use more assessment data in the support team process to identify children for
additional services. Additional professional learning days are needed for teachers in methods of
assessment.
How do we know:
TCAP results indicate subgroups, especially special education students, are not
performing at expected levels. On the NSSE Survey of Instructional and Organizational
Effectiveness, the lowest areas were “collects a comprehensive and representative sample of
student achievement” (48% evidence of progress or low level of development) and “develops
Assessment Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
Major Strengths:
Our major strength is the use of data for instructional purposes. Teachers analyze TCAP
data during a “Data Day” early in the school year. This formative data analysis, along with a
variety of summative assessments (ThinkLink, STAR Early Literacy, and STAR Reading, and
STAR Math) provides an on-going record of student learning that teachers use to plan
instruction.
Results of assessments are communicated with stake holders through weekly folders,
mid-term and nine-week reports, and parent reports from STAR Early Literacy, STAR Reading,
and STAR Math. Instruction for Fab Friday skills sessions is planned based on assessment
data.
A part-time reading specialist is working with primary teachers on reading assessments.
How do we know:
On the NSSE Survey of Instructional and Organizational Effectiveness, respondents said
that our school “clearly defines the expectations for student learning to be assessed” (100%
exemplary or fully functioning). This survey also found that our school “establishes the
purpose for the assessments” (100% exemplary or fully functioning).
ThinkLink and STAR reports show positive gains. The reading specialist works bi-weekly with
primary teachers on reading assessments.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 60 of 89
fair assessments and avoids bias and distortion (30% evidence of progress or low level of
development).
Assessment Summary Questions- Narrative Response Required How will we address our challenges?
We need additional support personnel to modify assessments and provide small group
instruction with at-risk subgroups.
Our new professional learning days scheduled for 08-09 include one day / month for
professional development.
Continue the part-time reading specialist to work with primary teachers on reading
assessments.
61 | P a g e
TEMPLATE 3.4.a: Organizational Practices
Template 3.4.a: Organizational Practices (Rubric Indicators 3.7and 3.8)
Current
Organizationa
l Practices
Extra Time
and
Assistance
Flexible
Skills
Groupings
4th
-5th
Departmentalization
Primary and
Intermediate
Looping
Inclusion/
Mainstreaming
SPED Students
Common
Planning
Time
Extended
Learning
Opportunities
Evidence of
Practice (State in
definitive/tangible
terms)
Highland
provides an
after school
program that
includes
tutoring
opportunities.
Bus service is
provided for
students who
need
transportation.
Students are
identified for
after- school
assistance
based on
grades,
teacher
referral, and
test scores.
During the
first week of
our year-
Following an
analysis of
TCAP tests
results,
ThinkLink
assessments,
and STAR
Early
Literacy,
Reading and
Math reports,
students are
grouped for
an extra hour
per week of
skills
instruction.
These skills
groupings are
across grade
levels to
meet the
needs of
individual
Fourth and Fifth
grades are
departmentalized for
instruction in
writing, math, and
science. This
departmentalization
was done to make it
easier for the
students to transition
from elementary to
middle school.
Departmentalization
was also begun to
capitalize on areas of
expertise as
evidenced by past
test scores.
Teachers and
students in
grades 1st-2
nd
and 4th
-5th
loop so the
students and
teachers
remain
together for
two years.
This allows
for a seamless
delivery of
curriculum
and allows for
differentiated
instruction to
meet
individual
needs of
students.
Special
education
students in
grades 2nd
through 5th
are
mainstreamed in
regular education
classes in core
academic areas.
Special
education
assistants are
placed in these
classrooms to
provide
modification for
SPED students
as needed.
SPED students
were previously
served in pull-
out programs
and were not
receiving
Primary and
intermediate
teachers have
common
planning
times. During
these sessions
teachers
analyze data
and group
students for
skills
development
groups.
Teachers also
collaborate on
units of study
to meet state
standards.
Through the
Family
Resource
Center and the
After School
Program,
parents and the
community
provide
extended
learning
opportunities
for children.
These include
Boy and Girl
Scouts,
nutrition
classes
(SPIFFY),
wellness
opportunities
(swimming-
YMCA), and
enrichment
Tennessee School Improvement Planning Process Templates – August, 2007 Page 62 of 89
round
calendar
breaks in
spring and
fall, an
intersession
program also
offers
remedial
opportunities
for students.
students. instruction on
grade level
standards. This
new practice is
intended to
provide this
grade level
instruction.
activities
(drama
classes).
Parents are
also provided
with extended
learning
opportunities
through Parent
Night
activities.
Is the current
practice research-
based?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Is it a principle &
practice of high-
performing
schools?
Yes
McREL
Endorses
After School
Programs.
Yes
McREL
Schools
should
provide high-
quality
education to
all students.
Yes
McREL 90/90/90
Douglas Reeves
Focus on
Achievement.
Yes
McREL
Schools
should
provide high-
quality
education to
all students.
Yes
McREL Schools
should provide
high-quality
education to all
students.
Yes
McREL
Common
planning time
for embedded
on-going
professional
development.
Yes
McREL
Endorses After
School
Programs.
Has the current
practice been
effective or
ineffective?
Effective
Yet to be
determined.
Skill
groupings
began in
Term 2 of
2007-08
school year.
Yet to be
determined.
Departmentalization
begun in 2007-08
school year.
Yes Yet to be
determined.
This practice
was instituted
during the 2007-
08 school year.
Effective
Effective
Tennessee School Improvement Planning Process Templates – August, 2007 Page 63 of 89
What data
source(s) do you
have that support
your answer?
(identify all
applicable
sources)
TCAP
TCAP,
ThinkLink,
STAR
Literacy,
Reading and
Math.
TCAP- Science,
Writing, Math
TCAP
STAR Early
Literacy
TCAP TCAP NSSE Surveys
Evidence of
effectiveness or
ineffectiveness
(State in terms of
quantifiable
improvement)
State Report
Card
Academic
Achievement
Scores 07: A-
Math, B’s-
Reading/
Language
Arts, Social
Studies,
Science, and
Writing. All
NCE 3 year
average
scores have
increased in
2006 and
2007 as
compared to
scores in
2005. Value
Added Scores
07: All A’s.
Value Added
Scores
increased
from B’s and
Groupings
are flexible
as
determined
through
mastery of
skills as
evidenced
from on-
going
assessments.
Yet to be
determined. Practice
begun in 07-08
School Year. Scores
in Math, Writing,
and Science in
grades 4 and 5 will
be monitored for
progress on 2008 T-
CAP Testing.
State Report
Card
Academic
Achievement
Scores 07: A-
Math, B’s-
Reading/
Language
Arts, Social
Studies,
Science, and
Writing. All
NCE 3 year
average
scores have
increased in
2006 and
2007 as
compared to
scores in
2005. Value
Added Scores
07: All A’s.
Value Added
Scores
increased
from B’s and
On-going
ThinkLink and
STAR Reading
and Math
Assessments
indicate progress
in this group of
students.
Monitored at end
of each nine-
week period.
State Report
Card
Academic
Achievement
Scores 07: A-
Math, B’s-
Reading/
Language
Arts, Social
Studies,
Science, and
Writing. All
NCE 3 year
average
scores have
increased in
2006 and
2007 as
compared to
scores in
2005. Value
Added Scores
07: All A’s
Value Added
Scores
increased
from B’s and
NSSE, Spring
Parent School
Survey,
Evaluations for
Parent Nights.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 64 of 89
A’s in Science
and Social
Studies in
2007 and
remained
constant as
A’s in
Reading/
Language
Arts and
Math.
A’s in Science
and Social
Studies in
2007 and
remained
constant as
A’s in
Reading/
Language
Arts and
Math.
A’s in Science
and Social
Studies in
2007 and
remained
constant as
A’s in
Reading/
Language
Arts and
Math.
Evidence of
equitable school
support for this
practice
All students
have the
opportunity to
attend the
after school
program.
Extended
contract, Title
I funds,
grants, and
flexible work
hours for
assistants are
used to fund
staff for these
programs.
All students
participate in
skills
grouping
activities
sessions.
All students in 4th
and 5th
are
participating in
departmentalization
for Math, Science,
and Writing
instruction.
All students
loop in grades
1st-2
nd and 4
th-
5th
. Common
team planning
time for
teachers in
grades 1st-2
nd
and 4th
-5th
allows for
understanding
of state
standards and
collaborative
planning of
curriculum.
SPED students
are provided
with extra
assistants to help
with
modification
within the
regular
classrooms.
Primary and
intermediate
teachers have
common
planning
times.
All students
and parents
have the
opportunity to
participate in
extended
learning
opportunities.
Bus
transportation
is provided at
the close of
After School
activities and
childcare is
provided so
parents can
participate in
Parent Night
Trainings.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 65 of 89
Next Step
(changes or
continuations)
Continue to
provide
opportunities
through the
After School
and
Intersession
programs for
extra
assistance in
mastery of
core subjects.
Increase
staffing to
serve more
students in
these
programs.
Continue to
differentiate
instruction
through
flexible skills
groupings to
meet
individual
needs in core
subject areas.
Continue
departmentalization
in 4th
and 5th
grades
in the areas of Math,
Science, and
Writing.
Monitor progress in
these areas on 2008
T-CAP tests.
Continue
organizational
practices of
looping in
primary and
intermediate
grades.
Monitor TCAP
tests for SPED
students to
determine
progress toward
meeting grade-
level standards.
Continue to
arrange
schedules to
allow
common
planning
times for
primary and
intermediate
teachers.
Continue to
expand
extended
learning
opportunities
for students
and parents.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 66 of 89
TEMPLATE 3.4.b: Organizational Gap Analysis
Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we
have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy,
or the gap, between the current state – “What Is” –which is identified in your practices – and the desired future state
– “What Ought To Be” – which is found in the rubric. Completing Template 3.4.b (the gap analysis) should help
school team members discover “What Ought To Be.”
Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy
questions relative to organizational practices, also to be recorded in Template 3.4.b.
Template 3.4.b: Organizational Gap Analysis
Organizational Gap Analysis – Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality organizational practices?)
21. Current use of TIME:
Because our focus at Highland School is on the child, our organizational structure
advances every opportunity to help children be successful. To accomplish this,
instructional time for core academic subjects is protected. Because we have high
expectations for student learning, we are organized to provide students with extra time
and assistance through tutoring and remediation during our After School and
Intersession programs. Teachers are organized in primary or intermediate teams and
spend collaborative time analyzing data and planning instruction to meet student needs.
Grade level teachers also have common planning times to collaborate on units of study
to meet state standards. Looping in primary and intermediate grades (1-2 and 4-5)
offers students extra time to master curriculum and teachers time to know student
learning styles. Departmentalization in grades 4 and 5 allows equal time for instruction
and helps the students make an easier transition to the Middle School. Special
Education assistants provide at-risk students extra time and modifications as needed to
master subject material. We provide parents and students with time for extended
learning opportunities through the Family Resource Center and Parent Nights. Time is
also allocated for continuous professional development for school leaders. Two of our
teachers are Thinking Maps trainers and one teacher is a Write From the Beginning
trainer. One teacher is a technology trainer. These teacher leaders can then help other
staff members with new initiatives.
22. Current use of MONEY:
Title I, extended contract funds, and a grant from the Niswonger Foundation fund our
After School and Intersession programs. Local funding provides bus transportation
home for students participating in the After School Program. Title I funding provides
two Special Education instructional assistants to work in inclusion classrooms with at-
risk students. The Family Resource program is funded through Title I and a Family
Resource grant.
23. Current use of PERSONNEL:
Our faculty is organized into primary (grade PK-2) and intermediate (grades 3-5) teams.
We also have a specialist team (guidance, special education, library, art, music, and
physical education) and a paraprofessionals team (cafeteria workers, custodians,
Tennessee School Improvement Planning Process Templates – August, 2007 Page 67 of 89
secretary, directors of ASP and Family Resources, and instructional assistants). This
“team” approach facilitates communication and collaboration. Instructional assistants
work in flexible situations to provide extra help to students and also work one day per
week in the After School program. Instructional assistants also cover classrooms while
teachers meet to analyze data and plan for instruction and participate in professional
learning activities.
A part-time reading specialist works with primary teachers on reading assessments. The
system provides extra personnel for speech, gifted, and foreign language (Spanish)
instruction.
24. Current use of OTHER RESOURCES:
The Family Resource Center and After School program provide extended learning
opportunities for students. These include Boy and Girl Scouts, nutrition classes,
swimming, and drama classes. In addition, the Family Resource Center coordinates
dental care, eyeglasses, lunch buddies, and other special services for students. The
Family Resource Center provides special training for parents including Parent Nights.
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality organizational practices?)
25. What ought to be TIME:
Continue to protect instructional time and provide students with extra time and
assistance for learning through the After School and Intersession programs. Continue to
provide teachers with collaborative time to support and improve teaching and learning in
every classroom. Continue the practices of 4th
and 5th
grade departmentalization,
primary and intermediate looping, and flexible skills groupings to help every child be
successful.
Teachers need extended time to collaborate on curriculum planning and lesson design.
We have extra professional learning days built into the calendar in ’08-09 to address this
need.
Continue to provide extra assistance and modifications for learning for at-risk
subgroups.
26. What ought to be MONEY:
We have a need for two additional instructional assistants to work in the regular
classrooms and in the After School program. These two positions were cut in ’07-08
due to reallocation of Title I funds. Participation in the After School and Intersession
programs have had to be limited this year because of lower staffing. Additional funds
will be needed as we organize our RTI program to be implemented in the primary
grades in ’08-09.
Continue using extended contract and Title I funds and explore other funding
opportunities to provide extended learning opportunities for our students. Continue to
provide funding for professional learning activities to support curriculum and
instructional initiatives.
27. What ought to be PERSONNEL:
We need two additional instructional assistants to provide assistance in the regular
classrooms to at-risk students and to work in the After School program.
We will need extra personnel to support our RTI program to begin in ’08-09.
Continue the team approach with staff members for communication and collaboration.
28. What ought to be OTHER RESOURCES:
Tennessee School Improvement Planning Process Templates – August, 2007 Page 68 of 89
Continue special services for students and parents through the Family Resource and
After School programs.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
Equity is achieved by all teachers participating on teams for collaboration and
communication purposes. All classroom teachers have instructional assistants to help part of
the day in working with at-risk students. All grade level teachers have common planning times
to analyze data and plan for instruction.
Adequacy is achieved by all students having access to extra time, assistance, and
extended learning opportunities through the After School and Family Resource programs.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in
being effective with all their students?
We are targeting funds and resources effectively to meet the needs of all teachers in being
effective with all students. We need to investigate additional funding for two instructional
assistants and additional funding to support our After School programs.
Based on the data, are we accurately meeting the needs of all students in our school?
Summative data suggests that our Special Education students are not progressing as well
as expected. We have changed our organizational practices to include extra time and assistance,
flexible skills groupings, and Special Education instructional assistants to meet the needs of this
subgroup.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 69 of 89
TEMPLATE 3.4.c: Organization Summary Questions
The following summary questions are related to organization. They are designed as a culminating activity for your
self-analysis, focus questions discussions, and findings, regarding this area.
Template 3.4.c: Organization Summary Questions (Rubric Indicator 3.8)
Organization Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as organizational
practice challenges identified in the templates above, that could be a cause of the prioritized
needs identified in component 1.)
Major Challenges:
Due to the reallocation of Title I funding, we lost two instructional assistant positions in
’07-08. This has impacted the staffing of our ASP program because the instructional assistants
work on a flex schedule to help staff the After School program. This has also affected course
offerings, grouping for remediation, and numbers of students served in ASP. Cuts in the
extended contract program have forced limits on students attending the Intersession programs.
As mentioned in Instructional Challenges, facilities needs also impact organizational
practices. We need more space to work with small groups of students for remediation and for
programming provided by the system (speech, gifted, Spanish).
Organization Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
Major Strengths:
Students are provided extra time and assistance for learning through the After School and
Intersession programs and through flexible skills groupings for additional skills instruction.
Special Education students in grades 2nd
through 5th
are mainstreamed in regular education
classrooms for core academic instruction with modifications provided by special education
assistants. Primary and intermediate looping allow students two years with the same teacher for
a seamless delivery of curriculum and differentiated instructional based on individual student
needs. The Family Resource Center and Parent Nights offer extended learning opportunities for
students and parents. Common planning times for teachers allows the opportunity for
collaboration on instructional and assessment methods.
How do we know:
On the NSSE Survey of Instructional and Organizational Effectiveness, respondents said
our school “develops a shared vision, beliefs, and mission” (100% exemplary or fully
functioning). On the NSSE Teacher Opinion Survey, 100% of those surveyed strongly agreed
or agreed that “students who are struggling receive additional support” and “our school offers
learning opportunities that support the full range of student abilities.” On the NSSE Parent
Opinion Inventory, 77% strongly agreed or agreed that “our school offers learning opportunities
that support the full range of student abilities.” This survey further supports “the school
provides sufficient opportunities for parent involvement” (98% strongly agreed or agreed).
Tennessee School Improvement Planning Process Templates – August, 2007 Page 70 of 89
How we know:
Our lowest responses on both the NSSE Teacher Opinion Inventory and the Support Staff
Inventory dealt with facilities needs. 58% of the teachers and 64% of the support staff
disagreed or strongly disagreed with “our school facilities are adequate to support student
learning needs.”
Reallocation of Title I funds resulted in the loss of two instructional assistant positions. This
has affected staffing for the ASP program, numbers of students served, and course offerings.
Space constraints affect the ability for small group remedial instruction.
Organization Summary Questions- Narrative Response Required
How will we address our challenges?
The Board of Education is developing a facilities plan for the system that will address
facilities needs.
Investigate funding to reinstate two instructional assistants.
Investigate additional funding sources to staff the After School Program.
Addendum to Highland School Improvement Plan-Component 3
Teachers have participated in curriculum work in Math, Reading, and Language
Arts to support new state standards.
This has been the major focus of our Professional Learning Days in 2008-2009.
Reinstate the full time guidance counselor position cut in 2008-2009. Teachers,
principal, and staff are having to take time from instruction to deal with guidance
issues.
Focus groups have been formed for 3-5 Reading/Language Arts to develop common
assessments.
Calendar has included an increased number of professional development days to
work on new state standards.
Professional development days have included learning opportunities for para-
professionals on working with at risk students.
We now have three trained trainers for the Write From the Beginning Program in
our school
Less extended contract money has forced limits on our after school and intersession
enrollments.
Time provided during professional development days to develop common
assessments in Reading/Language Arts.
Cuts in extended contract money and grants have limited the enrollment in our
afterschool program and intersessions.
Strengths and challenges remain the same at this time.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 71 of 89
Report Card/Value Added Update
ACADEMIC
ACHIEVEMENT
2005 2006 2007 2008 STATE-08
MATH 54/B 56/A 58/A 57/A 58/A
READING/LA 49/C 51/C 54/B 54/B 57/A
SOCIAL STUDIES 52/C 53/C 54/B 53/C 55/B
SCIENCE 54/B 55/B 57/B 56/B 56/B
WRITING 2005 2006 2007 2008 STATE-08
4/A 3.8/B 3.8/B 3.8/B 4.1/A
VALUE ADDED 2006 2007 2008
MATH A/3.1 A/2.4 A/2.1
READING/LA A/1.9 A/3.1 A/3.0
SOCIAL STUDIES B/0.4 A/2.2 A/2.5
SCIENCE B/0.3 A/3.0 A/2.6
ATTENDANCE 05 06 07 08 STATE
GOAL
Attendance Rate 95.9 96.5 96.0 96.2 93.0
Promotion Rate 100.0 99.3 97.9 100.0 97.0
State Report Card/Value Added Update
Major changes have been implemented for calculating Report Card scores. The
baseline year for comparing student achievement has been reset using 2008-2009 test
scores. A new grade scale is being used therefore we cannot compare last year’s scores to
previous years’ scores. For the 2008-2009 school year, Math received a D,
Reading/Language Arts received a C, Social Studies received a D, and Science received a C.
In writing, we received a score of 3.8.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 72 of 89
Value Added scores for the school year are as follows: Reading/Language Arts a
score of D, Math, a score of F, and Science a score of D. Our Social Studies value added
score was the highest remaining constant at a B.
All areas of academic achievement are below annual goals. Of particular concern is
Math both on academic achievement and value added. Based on this data, our goal targets
will remain basically the same with more emphasis in Math.
Other changes in 2008-2009 are:
Intermediate grades 3-5 departmentalized for instruction.
Intermediate teachers are no longer looping.
Due to reorganization, “Fab Friday” was cut.
Due to a transfer in staff, Highland now has two “Write from the Beginning”
Trained Trainers instead of three.
Our Guidance Counselor was reinstated for the 2009-2010 school year.
An Academic Coaching position was created to assist with curricular issues.
Paraprofessionals participated in professional development sessions throughout the
school year.
Due to cuts in Extended Contract, the After-School program was only offered four
days a week instead of five.
Number of students able to attend Intersession was cut due to money for staffing.
Each teacher received a new laptop or tablet.
Each intermediate teacher received a Promethean Board.
Teachers received Promethean Board training.
A Virtual Portable Classroom Projector was purchased through ARRA funds.
All teachers received Professional Development on WFTB.
RTI was implemented in grades 3-5.
Strengths and weaknesses remain the same. Math scores will continue to be monitored
due to the decline this year.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 73 of 89
Component 4 – Action Plan Development
TEMPLATE 4.1: Goals (Based on the prioritized goal targets developed in Component 1.)
Describe your goal and identify which need(s) it addresses. The findings in Component 1 should drive the goal
statements. How does this goal connect to your system’s five year or systemwide plan?
(Rubric Indicator 4.1)
TEMPLATE 4.2: Action Steps (Based on the challenges/next steps identified in Component 3 which focus on
curricular, instructional, assessment and organizational practices.)
Descriptively list the action you plan to take to ensure that you will be able to progress toward your prioritized goal
targets. The action steps are strategies and interventions, and should be based on scientifically based research where
possible. Professional Development, Parent/Community Involvement, Technology and Communication strategies
are to be included within the action steps of each goal statement.
(Rubric Indicator 4.2)
TEMPLATE 4.3: Implementation Plan For each of the Action Steps you list, give the timeline for the step, the person(s) responsible for the step, the
projected cost(s), funding sources and the evaluation strategy.
(Rubric Indicator 4.3)
Tennessee School Improvement Planning Process Templates – August, 2007 Page 74 of 89
GOAL 1 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: __________________________
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal By June 2011, ninety percent of all students, including all NCLB subgroups, in grades 3-5 will score proficient or advanced in the areas of reading and language arts, science, and social studies through focus on reading in the content areas.
Which need(s) does this Goal address? This goal addresses the need to show continuous student improvement, growth, and the system goal of 90 % proficiency for all subgroups in the areas of reading/language arts, science, and social studies.
How is this Goal linked to the system’s Five-Year Plan? Goal One: Provide excellence in programs Strategy One: Provide rigorous curriculum aligned with performance standards
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
All teachers will attend Houghton Mifflin professional development training on the newly adopted Social Studies textbooks. DELETE-TEXTBOOKS NOT PURCHASED
1st Term
July 2008-Sept. 2008
Classroom Teachers
Principal
Instructional Coordinator
Houghton Mifflin
Consultant
Houghton Mifflin
materials
System Textbook Budget
Teacher Evaluations (walk-throughs)
Survey Attendees following training
100% of regular classroom teachers will participate and
use all new materials
Action Step
All teachers will attend Scott Foresman professional development training. COMPLETED
July ’08- June 09
Classroom Teachers
Principal
Instructional Coordinator
System Reading
Specialist
System Reading
Specialist
Scott Foresman materials
Funds provided by the school
system
Teacher Evaluations (walk-throughs)
Survey attendees following training
100 % of regular classroom teachers will participate and
begin using all components of the
series
Action Step
Students will receive enrichment and remediation activities during the Afterschool Enrichment and Intersession programs
Sept. ‘08 Mar. ‘09 Sept. ‘09
Principal Afterschool
Extended Contract Teachers
$44, 000.00 Extended
Intersession Pre and
2 % increase in proficiency in Social Studies and Science
Tennessee School Improvement Planning Process Templates – August, 2007 Page 75 of 89
focusing on reading, science, and social studies skills.
Mar. ‘10 Sept.’10 Mar. ‘11
Enrichment Coordinator
Instructional Supplies and Materials
Contract Funds $4,000Title I Funds
Post test Assessments
(TCAP)
Action Step
Students in grades K-5 will use supplemental materials to reinforce reading in the content areas.
July 2008 -June 2011
(weekly
and monthly)
Principal
Instructional Coordinator
Weekly Readers
Storyworks
National
Geographic Explorer
Social Studies
Weekly
GSIA
$1800.00
Title I Funds
TCAP
STAR Reading
2 % increased in proficiency rate in
Social Studies (TCAP)
Action Step
Teachers will utilize technology to reinforce reading, science and social studies concepts.
(weekly) July 2008-June 2011
Media Specialist
Classroom Teachers
BrainPop Accelerated Reader
Learn 360
Virtual Field
trips
Compass
Nettrekker DI
$400 Title I Funds
System General Purpose Funding to continue and
maintain technology contracts
Teacher Evaluations
Compass Reports
Log of Virtual Field
Trips
100 % of teachers will use technology as
part of their instruction
Action Step
Stakeholders will receive information and training regarding reading in the content areas through various means of communication.
August 2008-June
2011
Principal
Classroom Teachers
Media
Specialist
Newsletters
Parent Night Activities
School Web
Page
Parent Connect
$500.00
Title I Parent Involvement Funds
Spring Stakeholder Survey
5 % increase in parent participation in
school sponsored events
Action Step
Staff members will participate in a professional learning activity presented by a children’s author. DELETE—FUNDING NOT AVAILABLE
August 2008
System Title I Coordinator
Author
Books
$3,500.00
Title I System Allocation
Survey participants at the end of the
training.
100 % of the teachers will participate and
use literature in their content areas
Tennessee School Improvement Planning Process Templates – August, 2007 Page 76 of 89
Action Step
Staff members will develop a science materials inventory and purchase science materials needed to implement the new state science curriculum. COMPLETED
Sept. 2009 December
2009
Classroom Teachers
Instructional coordinator
Updated Science Materials
$3000 ARRA /IDEA
Permissive Use Funds
Completion of an updated science
inventory
Accurate up-to-date inventory of science materials to support
new science curriculum
Action Step
Staff members will develop a social studies materials inventory and purchase needed social studies materials. COMPLETED
Sept. 2009- May 2009
Classroom Teachers
Instructional Coordinator
Updated Social Studies
Materials
GSIA -$200
BEP Pooled Funds-$400
Completion of an updated social
studies materials inventory
Accurate up-to-date inventory of social
studies materials and plan for purchase of updated materials
Action Step
Teachers will attend the Ron Clark Academy to gain new ideas and techniques for improving science and social studies teaching.
Sept. 2009 May 2010
Intermediate Classroom Teachers
Substitutes for teachers attending academy
$7200
Title 1 Funds
Follow up at grade level and faculty
meetings
Principal walk through will identify 100% of regular classroom
teachers using new teaching strategies
learned at the academy.
Action Step
Maintain current staffing along with reinstating the full-time guidance counselor. COMPLETED
Sept. 2009 June 2010
Principal System
Leadership Team
Salary for guidance position
System Funding Staffing at current level plus full-time
guidance counselor
Students have access to adequate staff including full-time
guidance counselor
Action Step
Replace and update technology Replace laptop cart computers Addition of portable virtual classroom.
Sept. 2009 June 2011
Principal
Media Specialist
School
Improvement Team
Update computers and
software
Purchase portable virtual
classroom
$75/computer for replacement cart batteries $15,000 IDEA Funds
TCAP review
2 % increased in proficiency rate in
Social Studies (TCAP)
Action Step
Update library books with emphasis on science and social studies books for reading in the content areas.
Sept. 2009- May 2011
Media Specialist
Classroom Teachers
Books
$1500 Title I Funds
List of new science and social studies books added to library
2% increase in proficiency in Science
and Social Studies (TCAP)
Action Step
Teachers will conduct universal screenings of students using the NWEA assessment program.
Sept. 2009 May 2011
Principal Instructional Coordinator Classroom Teachers
Software Program
ARRA/IDEA Permissive Use
Funds
Assessment results- 5 times per year
2% increase in proficiency in
Reading, Science, and Social Studies
(TCAP)
Tennessee School Improvement Planning Process Templates – August, 2007 Page 77 of 89
Action Step
Teachers will receive professional development on differentiated instruction. Differentiated Instruction will be the focus of Professional Development for the 2010-2011 school year.
Sept. 2009-June 2011
Classroom Teachers
Instructional Coordinator
Principal
Academic
Coach
Professional Development
$500 Title I
System Funds
Teacher evaluations (walk-throughs)
100% of teachers will participate in differentiated
instruction professional development
Action Step
Purchase selected books for each classroom to use with Write From the Beginning Program. COMPLETED
Sept. 2009-June 2010
Media Specialist
Instructional Coordinator
Classroom Teachers
Books $600 Title I
Funds State Writing Test
State Writing Test Score of 4.0
Action Step
Addition of Academic Coaching position to support professional development implementation and new initiatives and teaching strategies in classrooms.
Sept. 2009 June 2011
Principal
Coach
Classroom Teachers
Instructional Coach
$55,000 ARRA Funds
Documentation of instructional coaching
activities, principal evaluation
2% increase in proficiency in all
areas on TCAP test
Action Step
Implement Differentiated Instruction strategies in classrooms.
July 2010-June 2011
Principal
Academic Coach
All Teacher
Professional Development
on Differentiated
Instruction
Academic Coach
System Funds $55,000
ARRA Funds
Pre/Post Rating Scales of DI strategies
Principal Evaluations
100% of teachers will participate in Professional
Development and begin using DI
strategies
Action Step
Teachers will use additional data analysis to plan instruction to meet the needs of students.
July 2010-July 2011
Principal
System Data Coach
Classroom Teachers
System Data Coach
NWEA or Pearson
Assessment System
RTT Federal Funds
Data Analysis Reports
Minutes from grade level team meetings
indicating data analysis driving
instruction
2% increase in proficiency in
Reading/Language Arts, Science, and
Social Studies (TCAP)
Tennessee School Improvement Planning Process Templates – August, 2007 Page 78 of 89
Addendum Highland School Improvement Plan-Goal 1
3rd
– made goal of 2% increase in Science (+4%) but not in Social Studies (-4%)
4th
– made goal in Social Studies (+10%) but not in Science (-19%)
5th
- made goal in Science (+14%) but not in Social Studies (-9%)
We will continue to work on this goal.
Due to system-wide budget cuts, we were unable to purchase Social Studies textbooks. Therefore, we did not have training.
Due to lack of funding, we did not purchase Social Studies Weekly this year. We will evaluate the purchase of this material from
our next year’s budget.
Due to lack of funding, we did not have the professional learning activity by a children’s author.
Inventory of Science materials was postponed one year to correlate with new Science textbook adoption and new state standards.
While we did not reach our goal of 5% increase in participation in parental involvement, we did have 141 parents to attend parent
night trainings in 2008-09.
Addendum Highland School Improvement Plan Goal 1
Due to changes in TCAP, 2009 scores will be used as baseline scores and cannot be compared to scores from the previous years.
3rd
-Did not reach goal of 90% proficiency. Reading/Language Arts 87%, Science 67%, Social Studies 71%, and Math 80%
proficient.
4th
-Did not reach goal of 90% proficiency. Reading/Language Arts 86%, Science and Social Studies 76%, and Math 79%
proficient.
5th
-Reached goal of 90% proficiency in Reading/Language Arts and Math. Reading/Language Arts and Math 96%, Science 76%,
and Social Studies 68% proficient.
We will continue to work towards this goal and continue to monitor math scores.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 79 of 89
All students have participated in at least one Virtual Field Trip.
Held Open House, two Parent Nights, Read Love Learn Program, and participated in the Parenting Fair. Parents were given
materials at the programs to use at home to work with their children. Parents received Reading Connection and Home and School
Connection newsletters monthly.
Teachers purchased Science materials to complement new Science curriculum. Teachers completed a Science inventory and new
Science books were purchased for grades 3-5.
Five teachers attended the Ron Clark Academy.
Guidance Counselor position reinstated.
Technology updates: New laptop or tablet computers for all teachers, Portable Virtual Classroom, Four Promethean Boards,
batteries for laptop cart computers.
Teacher representatives reviewed assessment programs for purchase.
Teachers participated in a monthly study group on Differentiated Instruction.
Maps and globes were moved from classrooms with Promethean Boards to other classrooms.
Our State Writing Test Score was 3.8. While we did not reach our goal of 4.0 in Writing, more students received a score of 5 or 6.
We had 141 parents participate in Parent Night trainings in 2009-2010. Parental involvement will be a major focus for next year.
GOAL 2 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: __________________________
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal By June 2011, ninety percent of students in grades K-2, including all NCLB subgroups, will be performing at the Tier 1, responder, level in reading by following the system’s Response To Intervention (RTI) plan.
Which need(s) does this Goal address? This goal addresses the need to use appropriate intervention strategies at the primary level to minimize student failure and the need for special education referrals.
How is this Goal linked to the system’s Five-Year Plan? Goal One: Provide excellence in programs Strategy Two: Provide excellence in instruction including high quality and up-to-date methods and strategies
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
Tennessee School Improvement Planning Process Templates – August, 2007 Page 80 of 89
Action Step
All students in grades K-2 will participate in the system’s RTI program.
July 2008-June 2011
Principal
K-2 Teachers
School RTI
Team
Interventionist
Interventionist
Reading Series
My Sidewalks
Lexia
$25,000.00
System Early Intervention
Services (EIS) Funds
Star Early Literacy Reports AR Reports Benchmark Tests
2 % decline in special education referrals from K-2 students
Action Step
All teachers and instructional assistants will attend ongoing professional learning on how to implement the system’s Response to Intervention (RTI) plan.
Monthly
April 2008-May
2011
Principal
System Reading Specialist
Instructional Coordinator
RTI In-service materials and
plan
$50.00
Title 1
Survey all participants at the end of the school year.
100 % of the instructional staff will implement the RTI
program
Action Step
Teachers will conduct universal screenings of students using the Star Early Literacy and Scott Foresman reading series benchmark tests.
Begin July 2008
Every 4 ½
weeks
Principal
School RTI Team
Reading Series Benchmark Tests
Star Early
Literacy Tests
Contract renewal for Star Early
Literacy
System Funds
Star Reports
AR Reports
Benchmark Tests
100 % of the students will be assessed and placed in the three tier system of RTI
Action Step
Stakeholders will receive information and training regarding the RTI program through
various communication strategies.
July 2008-June 2010
Principal
Classroom Teachers
School RTI
Team
Parent Letters
Newsletters
School Web Page
Parent Night
Activities
Star Reports
RTI Information Pamphlet
$250
Title I Parent
Involvement Funds
Spring Parent Satisfaction Survey
100 % of all K-2 parents will receive
information about the RTI program.
90 % of the parents in
K-2 will strongly agree or agree to understanding the
RTI program.
Action Step
Addition of Academic Coaching position to support professional development implementation and new initiatives and teaching strategies in classrooms.
July 2009 June 2011
Principal
Instructional Coach
Classroom Teachers
Instructional Coach
$55,000 ARRA Funds
Documentation of Instructional Coaching activities, principal evaluation
2% increase in proficiency in reading
on TCAP test
Tennessee School Improvement Planning Process Templates – August, 2007 Page 81 of 89
Addendum Highland School Improvement Plan-Goal 2
Students were tested at the end of each term using STAR Early Literacy. Students scoring below a certain level were recommended for
Tier 2 of RTI which includes an additional 30 minute period daily for intervention strategies. Five 1st graders and five 2
nd graders have
been receiving this extra intervention since Term 2.
These students have continued on Tier 2 for terms 2, 3, and 4. All are making progress except one student.
Those not making progress with the extra interventions are referred for further testing.
Addendum Highland School Improvement Plan-Goal 2
Six kindergarten students, eight first grade students, and two second grade students will be continuing in Tier II of the RTI program for
the 2010-2011 school year.
RTI has been implemented in grades 3-5.
Seven third grade students, nine fourth grade students, and nine fifth grade students will continue participating in the RTI program next
school year.
The Academic Coach has led a monthly Professional Development on “Differentiated Instruction” as well as completed classroom
snapshots to help teachers, and the school as a whole, with areas to strengthen including teaching strategies, classroom management, and
differentiated instruction.
The Academic Coaching position will continue for the 2011-2012 school year.
Although we have not met our goal of 90% of students in K-2 working on Tier I in reading, we currently have 76.1% of students working
on Tier I. We will continue to provide interventions in Tier II to help the remaining 23.9% of students reach that goal.
The number of special education referrals in grades K-2 remained the same. Through the implementation of the RTI program, we expect
to see a decline in the number of referrals in the future.
82 | P a g e
Component 5 – The School Improvement Plan and Process Evaluation
TEMPLATE 5.1: Process Evaluation
The following summary questions are related to Process. They are designed as a culminating activity for you to
analyze the process used to develop the school improvement plan.
TEMPLATE 5.1: Process Evaluation (Rubric Indicator 5.1)
Evidence of Collaborative Process – Narrative response required
What evidence do we have that shows that a collaborative process was used throughout the entire planning process?
The Highland staff was informed early in the 2007-2008 school year that the Tennessee School
Improvement Planning Process (TSIPP) would be developed by May 15, 2008. The collaborative process
began by placing all staff members on a component team of the School Improvement Plan. Each
component team was comprised of a primary teacher or intermediate teacher, an educational assistant, a
specialist, and a parent. Each component team studied the TSIP rubrics and templates. Each team
completed the assigned section and sent it on to the next component team. Completing each section in a
timely matter was a top priority since each component was linked successively. Some component teams
had to assess data taken from surveys completed by staff, students, parents and community members.
Each completed draft was reviewed and approved by the SIP Leadership Team, which was made up of the
chairmen of the five component teams and the school principal, a parent, the school secretary, a
community representative and the two student representatives of the School Improvement Team. The
complied documentation was discussed and reviewed during in-service days, staff meetings, grade-level
meetings and during teacher planning time. Staff will continue to meet in the future to evaluate the SIP
for alignment and implementation. Data, documents and agendas are on file for review at Highland
Elementary School.
Evidence of Alignment of Data and Goals – Narrative response required
What evidence do we have that proves alignment between our data and our goals?
Overall, the achievement test results from Spring 2007 for all students were not as positive as desired,
especially science scores. The third grade scores experienced some growth. Fourth grade scores showed
gains and fifth grade was the top-scoring grade. After reviewing and assessing the data from the TCAP
tests it was determined that areas we need to improve were science, social studies, and reading /language
arts. Two goals were developed from this data and various other data. Goal 1: By June 2010, ninety
percent of all students, including NCLB subgroups in grades 3-5 will score proficient or advanced in the
areas of reading and language arts, science, and social studies through focus on reading in the content
areas. Goal 2: By May 2010, ninety percent of students in grades K-2, including all NCLB subgroups,
will be performing at the Tier 1 (responder level) in reading by following the system’s Response to
Intervention plan (RTI). Data to set our goals was also gathered during the Data Analysis Project
completed on Data Day in the fall of 2007. On Data Day professional, para-professional, specialists and
community stakeholders studied data from STAR Early Literacy, STAR Reading, STAR Math, Think
Link, TCAP tests, NSSE surveys and demographic data. Each goal will be assessed during the school
year with clear and relevant data obtained from these sources to monitor student growth and achievement.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 83 of 89
Evidence of Communication with All Stakeholders – Narrative response required
What evidence do we have of our communication of the TSIPP to all stakeholders?
The SIP Leadership Team as well as the component teams has met throughout the planning process for
the TSIP. Progress on components has been reported and discussed in the monthly school newsletter,
monthly staff meetings, monthly School Improvement Team meetings, monthly Leadership Team
meetings, Instructional Coordinator meetings, and grade level team meetings. The same groups will be
given updates on the progress of our goals during the school year. In every nine-week term, there will be
a Parent Night for primary or intermediate parents. The principal will present progress on our goals to the
attendees. The schools website will update information twice a year at the end of each semester where a
finalized approved copy of the TSIP will be posted. Teacher web pages will be updated at the end of
each grading period. Copies of the school newsletter are sent to parents, the Director of Schools and his
staff, the School Board members, and various community leaders. Data, documents, and agendas are on
file at Highland School.
Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals – Narrative response
required What evidence do we have that shows our beliefs, shared vision and mission in Component 2 align with our goals in
Component 4?
The mission of Highland School is to reach excellence at each learning level through quality
teaching, educational experiences, measurable achievement, and partnerships with all who are involved in
the student’s lives. This mission addresses our goal that ninety percent of our students will score
proficient or advanced in reading and language arts, science and social studies. We will meet this goal by
focusing on reading in the content areas. We will continue to achieve our goals through quality teaching
and educational experiences. We have available many varied sources of data by which we will measure
student progress and achievement. We will strive to be partners with parents and the school’s community
so we can strengthen our resolve to guide their children to excellence.
Our beliefs state that we will foster a love for learning in our students and provide them the
opportunity to learn skills that will enable them to achieve. We will collect and analyze data that will
support student success and we will be focused on policies and procedures that will nurture excellence in
our students and school.
Our shared vision sees Highland School as a productive learning community where achievement
is attainable and people are valued. By putting our Action Steps for each of our goals in motion, we will
be actively providing teaching strategies that enable our children to experience progress and success.
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 analyses of the areas of curriculum, instructional assessment and organization in Component 3
revealed areas that were strengths and areas that need attention. Our action steps for each of the goals
were based on the data collected and studied. The action steps will enable teachers to select lessons and
strategies that will aid in targeting the areas that will increase student proficiency. Component 3 looked
at current instructional practices. In the breakdown of some of our major practices, we were able to
determine if the practice was a sound one or needed modification. Asking the question, “What is” in
Component 3, encourages our staff to look at our current practices and guide us to “What ought to be”, a
higher standard of meeting the needs of our students.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 84 of 89
Suggestions for the Process – Narrative response required
What suggestions do we have for improving our planning process?
Clearer, earlier communication regarding procedures, changes, and guidelines for the TSIP would be
beneficial to the process. We need to receive data earlier than in the past so that planning can begin
sooner in the school year. The staff and other stakeholders need to use the SIP as a reference, not just a
document. There needs to be honest discussion and evaluation of progress or lack of progress. Each
component needs to be discussed and guided by someone who sees the process as a whole. That person
needs knowledge of interpretation of statistics. The principal needs to ensure all stakeholders understand
their role in achieving the school’s goals. The principal needs to map a master calendar for a time frame
for completion of action steps. The principal needs to continue to inform, recruit and involve stakeholders
in our school.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 85 of 89
TEMPLATE 5.2: Implementation Evaluation
The following summary questions are related to TSIPP Implementation. They are designed as a culminating
activity for you to plan the monitoring process that will ensure that the action steps from Component 4 are
implemented.
TEMPLATE 5.2: Implementation Evaluation (Rubric Indicator 5.2)
Evidence of Implementation – Narrative response required
What is our plan to begin implementation of the action steps?
A final copy of the SIP presented and discussed with the staff and other stakeholders will ensure
understanding of the TSIP. Teachers will attend professional development focused on the goals of
student progress in reading/language arts, science, and social studies, especially the system’s Response to
Intervention (RTI) plan. We will identify students who are in need of interventions based on collected
data. Strategies, timelines and evaluations will be discussed and implemented for in grade level meetings.
Resources that are needed will be obtained. Teachers will continually review and record student progress.
Teachers will determine if modifications to strategies are needed. The timeline, persons responsible,
resources needed, funding sources, and evaluation strategies are all listed in the action steps for each goal
in Component 4.
Evidence of the Use of Data – Narrative response required
What is the plan for the use of data?
The teachers will use data generated from TCAP, Think Link, STAR Early Literacy, STAR reading,
STAR math, Compass, and benchmark tests to determine if a student has reached his or her specific skill
goal and to evaluate effectiveness of strategies. The evaluation data from these sources and the frequency
of collection are stated in Component 4 of our plan. As new assessment data is received, we will analyze,
disaggregate, compare and organize it to previous information. We will regularly be comparing data to
determine student successes and future needs.
TEMPLATE 5.3: Monitoring and Adjusting Evaluation
Tennessee School Improvement Planning Process Templates – August, 2007 Page 86 of 89
The following summary questions are related to TSIPP Monitoring and Adjusting. They are designed as a
culminating activity for the school to plan the monitoring process that will ensure that the school improvement plan
leads to effectively supporting and building capacity for improved student achievement for all students.
TEMPLATE 5.3: Monitoring and Adjusting Evaluation (Rubric Indicator 5.3)
Evidence of Monitoring Dates – Narrative response required
What are the calendar dates (Nov/Dec and May/June) when the School Leadership Team will meet to sustain the
Tennessee School Improvement Planning Process? Identify the person(s) responsible for monitoring and the role
they will play in the monitoring process.
The School Leadership Team will meet December 9, 2008 and May 12, 2009 with the School
Improvement Team to monitor and sustain the School Improvement Plan. The principal is responsible for
communicating the meeting time, location and providing the agenda. Each Action Step in Component 4
lists the person(s) responsible for monitoring each step. If data collected is positive, the Action Step will
continue until the goal is reached. If the data is negative, the Action Step will be evaluated and modified.
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?
Data analysis is ongoing in our school. The major review of all summative data will be on our annual
data day, Friday, August 29, 2008. When data is obtained, it will be analyzed and compared to previous
data by the principal and Instructional Coordinator and/or those persons identified in Component 4. They
will meet with grade level teams to present, discuss, develop and implement needed strategies or
modifications. The information is then presented to the School Leadership Team for clarity, input and
approval. This will be the basis for determining the success or lack of, of our Action Steps in
Component 4. As conclusions are made, the strategies will be modified.
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 School Leadership Team will meet during the school year to review any new pertinent information to
our TSIP. If data indicates a need to adjust our plan or modify Action Steps, the appropriate Component
chair will meet with their team to address changes. All meetings and changes or modifications will be
documented.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 87 of 89
Evidence of a Plan for Communicating to All Stakeholders – Narrative response required
How will the School Leadership Team communicate success/adjustments of the plan to stakeholders and solicit
ongoing input from stakeholders?
The School Leadership Team will communicate and share information to faculty through grade level
meetings, School Improvement Teams, and faculty meetings. The school will communicate with
stakeholders in the school newsletter and on the school’s website. The website will have a link for
stakeholders to go to for information, to give feedback and to view a copy of the TSIP. Copies of the
TSIP will be available in the school office for anyone who wants to view a copy. Progress will also be
communicated by grade cards and mid-term reports. Think Link reports, STAR math, STAR reading, and
STAR Early Literacy reports will be sent home to parents each term. Students making progress will be
recognized at school assemblies and Awards Night in June. Celebration of successes will be posted on
the school’s website and in the local newspaper.
Addendum Highland School Improvement Plan-Component 5
While we did not reach the goal of 90% of all students in grades 3-5 scoring
proficient or advanced in Reading/Language Arts, Science, and Social Studies, two
groups did achieve this goal. Fifth grade reading/language arts was 100% and fifth
grade science was 94%.
Primary grades have implemented Tier 2 of RTI and five 1st and five 2
nd graders are
currently receiving an additional 30 minute period daily for intervention strategies.
TCAP Proficient and
Advanced
2007
2008
READING/LA
3rd
83% 88%
4th
76% 81%
5th
100% 100%
SOCIAL STUDIES
3rd
78% 74%
4th
66% 76%
5th
87% 78%
SCIENCE
3rd
73% 77%
4th
86% 67%
5th
80% 94%
Tennessee School Improvement Planning Process Templates – August, 2007 Page 88 of 89
Teachers participated in Data Day and analyze current data at monthly team
meetings. Action plan steps are monitored and adjusted regularly at faculty
meetings.
The updated SIP was discussed at the May 09 faculty meeting and School
Improvement Team meeting.
Addendum Highland School Improvement Plan-Component 5
Since the TCAP Test has changed, the scores from 2009-2010 will be used as
benchmark scores and cannot be compared with previous years’ scores.
While we did not reach our overall goal of 90% of students in grades 3-5
scoring proficient or advanced in Reading/Language Arts, Science, and
Social Studies, two groups did achieve this goal. Fifth grade
Reading/Language Arts and Math were 96% proficient. We plan to continue
working toward this goal during the 2010-2011 school year. Third Grade
Proficiency Scores: Reading/Language Arts 87%, Science 67%, Social
Studies 71%, and Math 80%. Fourth Grade Proficiency Scores:
Reading/Language Arts 86%, Science 76%, Social Studies 76%, and Math
79%. Fifth Grade Proficiency Scores: Reading/Language Arts 96%, Science
76%, Social Studies 68%, and Math 96%. Based on this analysis, Science
and Social Studies seem to be the areas of greatest need. We will continue to
work on Reading/Language Arts and monitor Math scores.
Primary grades will continue Tier II of the RTI program. Six kindergarten
students, eight first grade students, and two second grade students are
currently receiving an extra 30 minutes of intervention. We will continue
working during the 2010-2011 school year toward our goal of 90% of
students in grades K-2 working on Tier I in Reading.
Teachers analyze data at monthly team meetings using the TVAAS website
and ViewPoint. Action Plan steps are monitored and adjusted regularly at
faculty meetings.
A new goal was added this year to reflect the Academic Coaching initiative.
The updated SIP was discussed at the May, 2010 faculty meeting and School
Improvement Team meeting.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 89 of 89
Title II-A Required Components
Yes No N/A
33. Each schoolwide program has implemented a
comprehensive school improvement plan which
addresses the 10 required elements:
Schoolwide Plan/TSIP Page #s TCSPP=TSIP in State Special Schools
*(a.) a comprehensive needs assessment of the
entire school using data analysis of NCLB subgroups.
Link TSIP Pg#
20,21,22,34_____ to
activities
*(b.) schoolwide reform strategies with emphasis
on improved achievement of the lowest achieving
students;
Link TSIP Pg#
47,50,51,61,62,80 _____ to
activities
*(c.) instruction by highly qualified staff as
addressed in NCLB;
Link TSIP Pg# 11_____ to
activities
*(d.) highly quality and ongoing professional
development activities;
Link TSIP Pg#
39,40,44,56,70,80_____ to
activities
*(e.) strategies to attract highly qualified teachers
to high needs schools;
Link TSIP Pg# 12_____ to
activities
*(f.) strategies to increase effective parental
involvement;
Link TSIP Pg#
_15,64,75,80____ to activities
*(g.) plans for assisting preschool children from
early childhood programs to elementary school
programs;
Link TSIP Pg# _12____ to
activities
*(h.) measures to include teachers in assessment
decisions regarding the use of assessment in improving
student performance and instructional programs;
Link TSIP Pg#
_18,19,41,53,56,59,61,77,80,82____
to activities
*(i.) strategies for providing timely additional
assistance to students experiencing difficulties
mastering standards; and
Link TSIP Pg# _13,64____ to
activities
*(j.) coordination and integration of federal, state,
and local services and programs
Link TSIP Pg#
_28,75,76,77____ to activities
34. The schoolwide program includes a list of the state
and federal programs that are consolidated and
integrated into the schoolwide plan.
Link TSIP Pg# 28_____ to
activities
35. The schoolwide plan ensures that the intent and purposes
of each federal categorical program is included. .
Link TSIP Pg# __28___ to
activities
36. Parents are involved in the development and
review of the Title I schoolwide plan.
Link TSIP Pg#
_3,4,5,6,82,83____ to
activities