Tennessee School Improvement Planning Process (TSIPP) SIP Templates
Tennessee Department of Education Commissioner Lana C. Seivers August, 2007
Tennessee School Improvement Planning Process (TSIPP) Assurances with Signature of Principal
I certify that _______________________________________________________ School has utilized the data and other requirements requested for each component. The school will operate its programs in accordance with all of the required assurances and certifications for each program area.
I CERTIFY that the assurances referenced above have been satisfied to the best of my knowledge.
__________________________________________ ______________________ Signature of Principal
Tennessee School Improvement Planning Process Templates – August, 2007
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
Laura Maupin Cortnie Buck Brenda Scott Lori Maness Joanna Small Shannon Taylor
Leadership Chair? (Y/ N)
Y Y Y Y Y Y
Position
Name of Subcommittee(s) (when applicable)
Inclusion Teacher Technology Teacher Intervention Teacher Coordinated School 8th Grade Teacher Principal
Component 1a - School Profile and Collaborative Process TEMPLATE 1.2: Subcommittee Formation and Operation Tennessee School Improvement Planning Process Templates – August, 2007
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Subcommittees should represent various grade levels within the school and relevant stakeholders. It is desirable to include stakeholders on subcommittees when possible. Stakeholders should be strategically assigned to appropriate committees based on strength, skills and knowledge. If there are guiding initiatives within your school, be sure to place those key faculty members involved in the initiatives on the appropriate subcommittees. Subcommittees have the responsibility to monitor the development and implementation, as appropriate, of the respective component so that the subcommittee chair can communicate the progress to the SIP Leadership Team. In completing the templates that name the members of the subcommittees, be sure to indicate each member’s position within the school or stakeholder group. Indicate which member serves as the subcommittee chair. After each list of the members for a subcommittee, be sure to indicate the signatures for the subcommittee chairs are on file and check the box to indicate assurance the subcommittee has met and minutes are on file.
TEMPLATE 1.2: Subcommittee Formation and Operation (Rubric Indicator 1.2) Subcommittee for COMPONENT 1
School Profile and Collaborative Process
Member Name
Position
Laura Maupin
Inclusion Teacher
Adam Wood
Music Teacher
Chima Abakwue
Physical Education Teacher
Fredia Baker
Secretary
Cortnie Buck
Technology Teacher
Jodi Barber
6th Grade Teacher
Brad Barger
6th Grade Teacher
Lynzie Haywood
6th Grade Teacher
Laura Dyer
6th Grade Teacher
Lyn Jones
Paraprofessional
Jacqui Burton
6th Grade Teacher
Chair Y
Y
(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
Brenda Scott
Member Name
Position Intervention Teacher
Retha Wood
Special Education Teacher
Loretta Campbell
Extended Learning Teacher
Leigh Carver
Paraprofessional
Susan Watson
Inclusion Teacher
Chair Y
(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 Lori Maness
Position Coordinated School Health Director
Kathy Wysiadolowski
7th Grade Teacher
Angela Henderson
7th Grade Teacher
Cara Burnham
7th Grade Teacher
Daniel Duncan
7th Grade Teacher
Beth Deere
7th Grade Teacher
Theresa Sparks
Intervention Coach
Chair Y
(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 Tennessee School Improvement Planning Process Templates – August, 2007
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Subcommittee for COMPONENT 4 Action
Plan Development
Member Name
Position
Joanna Small
Inclusion Teacher
Brandi Phillips
8th Grade Teacher
Stephanie Clark
Physical Education Teacher
Amy Blackwell
8th Grade Teacher
Zach Blankenship
8th Grade Teacher
Julia Adams
8th Grade Teacher
Latoya Bomar
Paraprofessional
Chair Y
(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 Y
Shannon Taylor
Principal
Laura Maupin
Inclusion Teacher
Cortnie Buck
Technology Teacher
Brenda Scott
Intervention Teacher
Lori Maness
Coordinated School Health Director
Joanna Small
Inclusion Teacher
(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 Student Enrollment Data
Relevant Findings As of May 18, 2009, there are 322 students enrolled in Lexington Middle School.
Tennessee School Report Card School funding, student body demographics 2008 Henderson County Chamber of Community demographics and major employers in area Commerce Community Characteristics Report Parent Survey Parent demographics U.S. Census Report 2000
Community demographics
Teacher Survey
Teacher demographics, experience, certification, HQ status, educational attainment, mobility
2008 AYP Final Report
In math there have been gains in achievement with each of the subgroups: Caucasian, African American, and Economically Disadvantaged. There is as much as a 10% decrease in these subgroups in Reading. In the subgroup of children with disabilities, there was a 25% decrease in proficient advanced range in reading achievement. The writing assessment scores have shown a slight increase for the 2008 school year,
2008 TCAP Writing Report
TEMPLATE 1.3.2: Narrative and Analysis of Relevant School and Community Data Tennessee School Improvement Planning Process Templates – August, 2007
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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:
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SCHOOL CHARACTERISTICS Historical Background Previously a K-8 school, Caywood was separated into two schools in 2003 which became Caywood Elementary (PreK-5) and Caywood Middle School (6-8). Due to continuously rising enrollment, planning began immediately for the construction of a new facility, which would house middle school grades 6-8. The 112 Airways Drive location was selected due to the closing of Franklin-Wilkins Airport. This land was deemed public use only and the City of Lexington Board of Aldermen divided the usage of land between the school system and future park/ recreation development. The Lexington City Board of Education approved plans for construction of the newly named Lexington Middle School. Following complete construction and final inspection, the decision was made for the building to be occupied the first week of May 2006. Students, teachers, administrators, maintenance personnel, and parent volunteers assisted with the move. Lexington Middle School Facilities General: Lexington Middle School is a 93,400 square foot facility for grades 6-8 designed with a core capacity of 600 students. The 28 acre campus is located in Lexington, Tennessee in the heart of Henderson County. Planning: The planning/programming phase of the project included input from numerous sources including central office staff, administration, faculty, parents, and community leaders. A series of public meetings provided a forum for feedback and suggestions from various stakeholders. This interaction provided significant impact on the final design. Academics: This facility contains 28 instructional spaces including 16 regular classrooms, a science lab in the 8th grade, 2 science classrooms (one in each 6th and 7th grades), 1 band/music room, an Art/ Drama room (which currently houses our Engineering Technology lab), and 2 computer labs.
Special Education: This facility contains 3 inclusion office/ classrooms, a CDC classroom, a reading lab, and a multi-purpose classroom. Physical Education: This facility contains a gymnasium with seating for 1,000, physical education and varsity locker rooms for boys and girls basketball, a football locker room, a wellness classroom, and a practice field. Fine Arts: This facility contains an auditorium with seating for 615, prop storage, boys and girls dressing rooms, and an elevated control booth. Administrative and Guidance Suites: Page 9 of 73 The administrative suite at Lexington Middle includes a large reception area that has a reception desk/work space for the school secretary. Breaking off of this room are two offices which are
Tennessee School Improvement Planning Process Templates – August, 2007
Tennessee School Improvement Planning Process Templates – August, 2007
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Component 1b – Academic and Non-Academic Data Analysis/ Synthesis TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures Refer to Component 1 Academic/Nonacademic Helpful Hints.
TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures (Rubric Indicator 1.4)
List Data Sources Academic Assessments Tennessee Comprehensive Assessment Program Tennessee Comprehensive Assessment Writing Assessment (8th Grade) End of Chapter Tests Study Island Reports End of Semester Comprehensive Assessments End of nine-weeks Comprehensive Assessments Read 180 Data Reports Princeton Review Benchmarks (Reading and Math) Teacher-Made Benchmarks (Science and Social Studies) Skill Mastery Reports Report Card Data Progress Reports ACT Explore Benchmark Assessments Career Technical Education Promotion Rate Non-Academic Assessments Intersession Enrichment and Tutoring Surveys After-School Tutoring Focus Groups After School Extracurricular Activity Surveys Truancy Reports Attendance Reports In School Suspension My Voices Survey Mobility Rate Free-Reduced Lunch Program
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. Tennessee School Improvement Planning Process Templates – August, 2007
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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. The faculty, staff, principal, students, and parents of Lexington Middle School communicate on many different levels. In an effort to enhance professional learning and teaching practices and to formulate a diagnosis of strengths and needs, surveys were compiled from teachers, students, and parents. All staff members have met to discuss ways to enhance school climate and learning at Lexington Middle. Summer inservices focused on TCAP/TVAAS data reports to individualize classroom instruction. The focus on data continues throughout the school year during grade level data meetings each week and a data room meeting area with specific school target data displayed. The annual MyVoices survey results are also discussed prior to each school year in order to determine areas of needed improvement based on the viewpoints of the students and the culture of school relationships. Grade level teams also meet four days a week to collaboratively analyze student data such as academic performance, testing results, skill mastery, and other at-risk behaviors and/or any modifications and intervention strategies identified. Furthermore, each team dissects current test data within each subgroup to formulate plans and action steps to increase effectiveness of teaching practices and improve student progress. In addition, ACT projections and ACT Explore results are analyzed by teachers and administration. This information is shared with parents during an official ACT Explore Data Night.
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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)
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Report Card Data Disaggregation Each spring, students at LMS are given state achievement tests based on the Tennessee Comprehensive Assessment Program (TCAP). This assessment uses multiple choice questions and set time limits to measure basic skill levels in reading and language arts, math, science, and social studies. The data collected from this assessment is analyzed and used to focus on student strengths and needs. Race/Ethnicity Based on the 2008-2009 report card data, Caucasian students scored 98% Proficient/Advanced in Math and 97% Proficient/Advanced in Reading/Language Arts. The previous year, Caucasians scored 97% Proficient/Advanced in Math and 96% Proficient/Advanced in Reading/Language Arts. The 2008-2009 TCAP tests show that African American students scored 95% Proficient/Advanced in Math and 94% Proficient/Advanced in Reading/Language Arts. During the 2007-2008 school year, this subgroup was 93% Proficient/Advanced in Math and 87% Proficient/Advanced in Reading/Language Arts. The Native American and Asian/Pacific Islander subgroups were comprised of less than 45 students; therefore, there was not enough data to disaggregate. The Hispanic population has been increasing and 38 students or 3% of the school population tested in 2008-2009 were Hispanic. Of this subgroup, 94% of the Hispanic population scored Proficient/Advanced in Math and 87% scored Proficient/Advanced in Reading/Language Arts. STRENGTH: In analysis of these subgroups, we find that we are gaining achievement in Math and Reading/Language Arts with each of the major subgroups, Caucasian and African American. The percentage of students scoring Proficient/advanced in Reading/ Language Arts and Math increased in both major subgroups in 2008-2009. NEED: African Americans continue to score lower than the Caucasian students in both Reading/Language Arts and Math. The percentage of Proficient/Advanced for the Hispanic population was 9% lower in Reading/Language Arts than the Caucasian score. Economically Disadvantaged Based on the 2008-2009 report card data, more than 53% of the entire student Tennessee School Improvement Planning Process Templates – August, 2007
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body qualified as being economically disadvantaged which is an increase from the 2007-2008 school year by 5%. These students increased in Proficient/Advanced scores
ACT Explore All eighth grade students at LMS took the ACT Explore tests in the 2007-2008 school year. This was the first year that all eighth grade students completed the ACT Explore tests. Based on ACT benchmark scores, we determined that our goal for students was to score a 19 in each subject and to have a composite of 19 overall. Data from the 2008-2009 school year was received during the writing of the 2008 School Improvement Plan and was compared to the 2007-2008 data. English 2007-2008 2008-2009
1-12
13-15
16-19
20-23
24-25
25% 22%
29% 32%
32% 30%
12% 11%
2% 5%
In 2008-2009 46% of eighth grade students scored between 16 and 25 with 5% scoring in the highest range of 24-25. This was an increase of 3% of students who scored in the top range but the percentage of student scoring 16 and 25 remained the same. While a large percentage of these students scored in the optimal range, there is a significant percentage of students who scored between 1 and 12 (22%). This data to show that Language Arts needs to be a continuing focus. Math 2007-2008 2008-2009
1-12
13-15
16-19
20-23
24-25
18% 11%
25% 31%
47% 52%
8% 4%
1% 2%
In 2007-2008, 56% of the eighth grade students scored between 16 and 25, with 1% scoring in the highest range. This year the percentage of students scoring in the same range increased slightly. Reading 2007-2008 2008-2009
1-12
13-15
16-19
20-23
24-25
29% 19%
37% 39%
25% 34%
7% 7%
1% 1%
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In 2007-2008, 33% of these students scored between 16 and 25 with only one percent scoring in the 24-25 range. A sharp increase was seen in 2008-2009 with 42% scoring in the 16 to 25 range. Science 2007-2008 2008-2009
1-12
13-15
16-19
20-23
24-25
7% 2%
23% 16%
59% 62%
6% 15%
4% 4%
In 2007-2008 69% of these students scored between 16 and 25 with 4% in the 24-25 range. A major increase was seen in the past year with 81% scoring in the 16-25 range. Of the 104 students who completed the ACT Explore in 2008-2009, 14 students meet or exceeded the benchmark in all four testing areas; 24 students meet or exceeded the benchmark in three of four testing areas; 19 students meet or exceeded the benchmark in two of four testing areas; 25 students meet or exceeded the benchmark in one of four testing areas; and 22 students did not meet or exceeded the benchmark in all four testing areas. The Career Technical Program at Lexington Middle included an Engineering Technology class that focused in enhancing the 21st century skills of 80 seventh and eighth graders. The eighth grade students in the program during the 2008-2009 school year were also in the program the previous year. Of the ACT Explore results, 35% of those enrolled in the CTE program met or exceeded the benchmarks in each subject area tested. More that 75% met or exceeded the benchmarks in at lease three subjects tested. STRENGTH: Students who are enrolled in the Engineering Technology program are excelling with 75% of the students enrolled in the program meeting or exceeding benchmarks in three of the four testing areas. NEED: Based on the ACT Explore results, more than 45% of the eighth grade class did not meet or exceed the benchmarks in two or more testing areas.
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TEMPLATE 1.7: Narrative Synthesis of All Data Give a narrative synthesis of all data. Synthesis would be the blending of the data reviews to give the big picture.
TEMPLATE 1.7: Narrative Synthesis of All Data (Rubric Indicator 1.7)
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Narrative Synthesis of Data The staff of Lexington Middle School was given the task to compile all the academic and non-academic assessments implemented during the school year. We used the following academic assessments to develop the School Improvement Plan and to provide instruction appropriate to student needs: Tennessee State Report Card, Tennessee Value-Added Scores, TCAP Writing Assessment, TCAP test, ACT Explore, end of chapter tests, end of semester and end of nine-weeks comprehensive examinations, benchmark assessments, Study Island, Learning Lab, skill mastery reports, teacher websites, promotion rates, Career Technical program information. We also attended professional development conferences and seminars to continue our search for research-based strategies. Non-academic measures include the following: truancy and attendance reports, suspensions, discipline data, free-and–reduced lunch information, students’ and faculty surveys, after school activities and tutoring attendance, focus groups, mobility rates and intersession enrichment surveys. An examination of data from the Tennessee State Report Card for 2008 showed that achievement in each subject remained constant with an A in each area. This current trend in growth is a continuation from achievement in 2007. The writing scores continue to be strong as indicated by a score of an A in 2007 and 2008. At Lexington Middle we believe that Reading is a very critical area that impacts all other subjects. We are continuing to focus on Reading so that all core subjects will be in the above average or exemplary range on the Tennessee State Report Card. We continue to use READ180 with identified students who are below proficient in Reading on the annual TCAP assessment. Students involved in the program have showed an increase in reading levels based on their Lexile scores. Students who enter the program are tested to determine a base Lexile score and are periodically benchmark tested. In 2007-2008, 11% of the LMS student body was involved in the READ180 program. Students who showed growth and met predetermined benchmarks were moved out of the program and into another classroom to better fit their needs. Students in the program during the 2008-2009 school year have averaged a gain of 160.5 Lexile points in their reading ability. The previous year the gain was 92 Lexile points. We feel that this continual focus on reading and working closely with targeted students will have results on the 2008-2009 TCAP assessment. Based on the TCAP projections obtained from a TVAAS report, 8th grade students in this program have a 92.3% chance of scoring proficient on the 2008-2009 TCAP assessment.
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The TCAP Writing Assessment data for 08-09 demonstrates that we have moved students form below-proficient and advanced; with the most gains in advanced In the
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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. Lexington Middle School will promote parental and community involvement in order to meet the diverse needs of all learners in order to increase from 48.54% involvement in 2009 to 55% in 2010.
TEMPLATE 1.8: Prioritized List of Goal Targets (Rubric Indicator 1.8)
Prioritized List of Goal Targets To improve TCAP Reading and Language Arts scores by raising the percentage of Proficient and Advanced Performance levels in 6th grade from 43.1% Proficient to 45% Proficient and 51% Advanced to 54% Advanced; in 7th grade from 43.2% Proficient to 45% Proficient and 51% Advanced to 54% Advanced; in 8th grade from 28.4% Proficient to 30% Proficient and 63.8% Advanced to 67% Advanced. To provide all Lexington Middle School students opportunities to develop 21st century skills and gain awareness of post secondary choices, to increase their composite scores by 10% or from 16.3 in 2009 to 17.93 in 2010 on the ACT Explore Test and increase their Math composite score from a mean of 16.0 in 2009 to 17.6 in 2010 and their Reading composite score from a mean of 15.3 in 2009 to 16.53 in 2010. The attendance rate for students will increase from 95.5% in 2009 to 96% in 2010 to continue to meet and exceed the NCLB attendance rate of 93%. Use research-based strategies to promote achievement in Social Studies in order to improve AYP and Value Added in Social Studies will increase from -1.1 in 2008 to 0.0 in 2009 Lexington Middle School will promote parental and community involvement in order to meet the diverse needs of all learners in order to increase from 48.54% involvement in 2009 to 55% in 2010.
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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 • •
• • • • •
• •
LMS expectations are for all children to learn regardless of race, gender, socio-economic status, or disabling condition. LMS teachers will assist students in taking ownership of their education by regularly discussing skill-mastery and assessments to help our students reach their fullest potential. Technology will be used in the classroom to facilitate critical thinking and to build cognitive skills. Teachers must continue to learn to implement research-based instructional strategies proven to have the highest impact on students’ goals and achievement. The culture of our school and classroom climate must be safe, inclusive, respectful, and project a positive attitude toward teaching and learning. LMS principal and teachers will use both qualitative and quantitative data to drive instruction and decision-making. LMS will continuously monitor and evaluate our Professional Learning Community for improvement and growth to include all stakeholders such as parents, community representatives, and support personnel. Administrators and Professional staff are accountable for following LMS policies and procedures. LMS will communicate and collaborate with teams of people across cultural barriers to support a diverse community.
Common Mission In support of our beliefs, our mission statement is: Lexington Middle School’s mission is to use all school and community resources to provide a safe learning-environment where teachers, students, parents, and stakeholders share responsibilities to help enable all students to master 21st Century Skills and be successful productive citizens.
Shared Vision Tennessee School Improvement Planning Process Templates – August, 2007
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To support the beliefs and mission, Lexington Middle School’s vision is: Our vision is to make Lexington Middle School a place that provides quality educational program and services in an environment that promotes pride, responsibility, achievement, and growth for students, parents, staff, and community members.
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TEMPLATE 3.1.a: Curricular Practices
Template 3.1.a: Curricular Practices (Rubric Indicators 3.1 and 3.2)
School uses the Tennessee
Current Curricular Practices
Evidence of Practice (State in definitive/ tangible terms)
Teaching and learning materials are School has correlated to School has implemented Support system Monitoring is the State established formative is in place for in place for Standards and school wide assessment enhancing the enhancing the distributed to student aligned with quality of quality of the achievement the school curriculum and curriculum and instructional benchmarks benchmarks instruction instruction staff Protected class Princeton Classwork Provision of Walk through Standards time and Review, grades, chapter materials and and formal posted in the instruction, Benchmark or unit tests, technology evaluations, classroom, state standards Tests, Teacher graded resources, weekly grade level are utilized as made standards projects, stand aware monitoring of meetings, an instructional base writing training, PLC standards and common guide, SPI’s benchmark samples, training, instruction, planning, posted in every tests, IEPs for portfolios, thinking maps collaborative Science lab, classroom, Special report cards, training, planning, new textbooks Benchmarks Education mid- nine-week Princeton future growth aligned with aligned with population, progress Review plans, weekly state standards, curriculum, Nine Weeks reports, all Training, grade level Promethean administration Tests, writing grade levels Promethean meetings to boards, Internet meets with samples practice math Training, review data connections grade levels to problem Michigan and cable in the review solving Model classroom, all curriculum activities; Training, teachers standards. instructional Differentiated receive objectives are instruction, teaching and written in service learning student friendly learning, materials language, School Wide correlated to Individual Positive state standard Education Behavior areas. Plans (IEP) for Training, those students Inquiry who qualify, science, TCAP prep, extended time TCAP Writing strategy Assessment training prep
Department of Education state approved standards and provides training to the Curriculum is staff in the use prioritized and of standards. mapped. Blueprint for Learning, Standard Awareness Training, Princeton Review Training, Vertical Planning, Internet 4 Classrooms, Unit/lesson plans, Textbooks
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Is it a principle & practice Yes of high-performing schools?
Yes
Yes
Yes
Yes
Yes
Yes
Is the current practice research-based?
Has the current practice been effective or ineffective?
Somewhat Effective Somewhat Somewhat Effective Effective Effective Effective Effective Effective
What data source(s) do you have that support your answer? (identify all applicable sources)
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)
Evidence of equitable school support for this practice
Next Step (changes or continuations)
TCAP , TCAP, TVAAS, TVAAS, and Study Island, Benchmark Princeton Scores, grade Review, report level agendas cards, lesson and minutes plans, teacher observations, teacher made assessments, teacher webpages
TVAAS, TCAP, TCAP, TVAAS, Benchmark, Princeton Princeton Review, Review test Princeton data, IEP goals, Review mini TCAP Writing tests; Study Assessment, Island, TCAP Read 180 Writing Assessment
An increase in Student TCAP Math Achievement, scores from Data Analysis 92% scoring of Test Scores, proficient and data indicates advanced in LMS 2007 to 96% maintained all scoring As in student proficient and achievement advanced in for three years 2008 indicates effectiveness. A decrease in TCAP Reading/ Language Arts scores from 97% scoring proficient & advanced in 2007 to 92% scoring proficient and advanced in 2008 indicates ineffectiveness. TVAAS, Study Island, Princeton Review
TCAP, TVAAS, Princeton Review, Study Island, TCAP Writing Assessment, formal evaluations, walk through evaluations, attendance to trainings TCAP and TVAAS scores of “A” (except for Social Studies), Princeton Review, Study Island, TCAP Writing Assessment, teacher evaluations
TCAP, TVAAS, Princeton Review, Study Island, TCAP Writing Assessment, Collected data from evaluations
TCAP, TVAAS, Princeton Review, Study Island, TCAP Writing Assessment, Collected data from evaluations
TVAAS, TVAAS, TCAP, TCAP, Princeton Princeton TVAAS, TVAAS, Review and Review, Study Princeton Princeton teacher-made Island, TCAP Review, Study Review, Study benchmark Writing Island, TCAP Island, TCAP assessments; Assessment. Writing Writing An increase in An increase in Assessment, Assessment, TCAP Math TCAP Math Collected data Collected data scores from scores from from from 92% scoring 92% scoring evaluations evaluations proficient and proficient and advanced in advanced in 2007 to 96% 2007 to 96% scoring scoring proficient and proficient and advanced in advanced in 2008 indicates 2008 indicates effectiveness. effectiveness. A decrease in A decrease in TCAP TCAP Reading/ Reading/ Language Arts Language Arts scores from scores from 97% scoring 97% scoring proficient & proficient & advanced in advanced in 2007 to 92% 2007 to 92% scoring scoring proficient and proficient and advanced in advanced in 2008 indicates 2008 indicates ineffectiveness. ineffectiveness. 100% of our 100% of 100% of 100% of Professional 100 % teacher Evaluation teachers use teachers post teachers use teachers use Development participation records, 100% blueprint for standards and assigned TCAP, Library, ion data review, of teachers use learning and activities benchmark TVAAS, Instructional evaluations, curriculum benchmarks to weekly on dates, 100% of Princeton Supervisor, 100 and aligned assess student Teacher Web teachers use Review, Study % of teachers collaborative materials and achievement, standards to Island, TCAP attend and planning textbooks, selected guide Writing share their flexible teachers instruction Assessment professional scheduling, and attended Stand data to make development all teachers Award training instructional experiences, participate in and led decisions needs common professional assessment planning development done quarterly on the new 09-10 standards Continue best Fewer Continue Continue to Continue Continue Continue practice interruptions Practice assess data Practice Practice Practice strategies, where regularly teachers create instructional and utilize time is valued, mastery skills meetings to checklists for discuss new new 09-10 curriculums standards
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TEMPLATE 3.1.b: Curriculum Gap Analysis Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy, or the gap, between the current state – “What Is” –which is identified in your practices – and the desired future state – “What Ought To Be” – which is found in the rubric. Completing Template 3.1.b (the gap analysis) should help school team members discover “What Ought To Be.” Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to curricular practices, also to be recorded in Template 3.1.b.
Template 3.1.b: Curriculum Gap Analysis Curriculum Gap Analysis - Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality curricular practices?)
TIME • 45 minute common plan time for teachers in each grade level. • 45 minute daily prescriptive collaboration focused on student interventions, data analysis, grade level meetings with administration, and parent teacher communications • 30 minute weekly focus group to promote positive relationships between student/ student and student, professional staff. • Professional development based on student and teacher needs. • Faculty meetings monthly for two hours at which time curriculum concerns and needs are addressed. • Tutorial programs available for at risk students and after school activities for students’ enrichment. MONEY • The school is allotted $100.00 BEP funding per classroom that will enhance their curriculum. • An instructional supervisor to assist teachers under the BOE budget. • A computer lab for assessment and instruction is available for each grade level. • Title I monies are used for funding instructional assistance as well as additional materials for instructional programs and technology. • Monies are received for a variety of federal and state sources including: Title I, II, III, and IV; BEP funds, Coordinated School Health, for our school programs. The regulations for each federal program are closely adhered to by Lexington City School System PERSONNEL • One hundred percent of Lexington Middle School teachers are highly qualified. • Full-time intervention coach, music, physical education, technology /engineering teachers help meet student needs. • The student intervention coach is available for student needs and response to students’ academic, social, and emotional concerns, inclusion teachers, and instructional assistants provide guided instruction for at risk students. • Technology assistance is responsible for upkeep of all technology equipment. • Teachers are tutoring daily OTHER RESOURCES • Read 180 lab and after school reading lab available for students • Literacy nights throughout the year to promote literacy and parent/community involvement.
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER RESOURCES (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality curricular practices?)
TIME • Provide more collaboration between schools for smoother transitions, specifically Tennessee School between Improvement Planning Process Templates – August, Page 26 of 73more elementary and middle school, and 2007 from middle to high school. Provide collaboration between teachers of transition grades. • Staff development should be structured to meet staff’s professional growth needs.
Equity and Adequacy: Are we providing equity and adequacy to all of our teachers? We provide equity and adequacy for all teachers through all of the following: • All teachers receive funding for classroom supplies. • All teachers have a planning time to review and assess curriculum to meet the needs of individual students. • Curriculum supervisor is available to all teachers. • Special education director is available to all teachers. • The PLC team is available for all grade levels. • Organizational processes maximize the use of all available instruction time. • In addition, our extended learning and after school remediation and enrichment activities ensure equity for at-risk students. • Stationary and mobile computer labs were established with equal time allotted to all teachers. • Extended contracts are utilized for remediation and enrichment. • Inclusion support provided specifically for math and language arts. 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 of our teachers in being effective with all their students through all of the following: • All teachers receive funding for classroom supplies. • All teachers have a planning time to review and assess curriculum to meet the needs of individual students. • Curriculum supervisor is available to all teachers. • Special education director is available to all teachers. • The PLC team is available for all grade levels. • Organizational processes maximize the use of all available instructional time. • In addition, our extended learning and after school remediation and enrichment activities ensure equity for at-risk students. • Stationary and mobile computer labs were established with equal time allotted to all teachers. • Extended contracts are utilized for remediation and enrichment. • Inclusion support provided specifically for math and language arts. Based on the data, are we accurately meeting the needs of all students in our school? • Based on the recent TCAP data, we are not adequately meeting the needs of all sub-groups and benchmarks, specifically in reading • We will continue to assess, monitor, and adjust instruction in order to meet the needs of students and successfully make gains.
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 Curriculum Summary Questions- Narrative Response Required What are our major strengths and how do we know? After examining all data sources and results listed in the Instructional Practices Template 3.2.a, we believe that Lexington Middle School has the following strengths: • Read 180 Lab specifically for intervention for struggling readers • Tutoring (before and after school) • Enrichment programs based on achievement data • Instruction based on data analysis and research-based instruction Tennessee School Improvement Planning Process Templates – August, 2007 Page 27 of 73 • Curriculum based on SPIs • Assessment data provided to teachers for instructional planning • Placement in support programs based on data • Response to intervention (RTI) format used for special education referrals
(Rubric Indicator 3.2)
Curriculum Summary Questions- Narrative Response Required How will we address our challenges? • We recommend a full time librarian. • We recommend reinstalling accelerated reader program. • Provide focused content professional development. • Before and after school tutoring. • Continue to provide content focused before and after school tutoring; PEP lab; and learning lab. • Implement new curriculum standards promoting rigor and relevance beginning in the 09-10 school year • Implement reading and writing across the curriculum for all students
Curriculum Summary Questions- Narrative Response Required
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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.) After examining all data sources and results listed, we believe that Lexington Middle School has the following challenges: • Our reading curriculum had a decrease in 2008. In 2007, 97%of our students were proficient or advanced as compared 92%in 2008. • All subgroups decreased in Reading and Language Arts plus Writing in the proficient/advanced category. 2007 2008 • SWD 85% 60% • Af. Am. 94% 84% • White 98% 94% • Econ. Disadv. 96% 85% • Two subgroups decreased in Social Studies in the proficient/advanced category 2007 2008 * Econ. Disadv. 78% 76% * SWD 58% 53% • The TCAP Reading/Language Arts plus Writing data indicates the subgroup Students With Disabilities decreased from 85% in 2007 to 60% in 2008.
TEMPLATE 3.2.a: Instructional Practices
Template 3.2.a: Instructional Practices (Rubric Indicators 3.3 and 3.4)
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Current Instructional Practices
Classroom instruction is aligned with the standards based curriculum Content driven by SPI’s, Teachers required to use standard based curriculum instead of textbooks, Lessons with standard required weekly on Teacher Web
Evidence of Practice (State in definitive/ tangible terms)
Students are actively engaged in Teachers Classroom high quality incorporate a organization learning wide range of and environments research based, management Classroom as supported by student techniques instruction is Teaching higher order centered support the aligned with process is data thinking skills teaching learning the assessments driven strategies process Student Weekly data Thinking Maps Differentiated School Wide progress analysis, are used school instruction; Positive monitored from teachers study wide; scaffolding; Behavior benchmarks past student differentiated tutoring; posted System; and Study performance, instruction; objectives; Positive Island, TCAP including mastery skills Thinking Behavior data is TCAP scores, checklists; Maps; Science Pledge; analyzed, to assess needs inclusion lab and Pyramid of walkthrough of students classes; after classrooms; interventions; observations, entering school computer labs focus groups; Instruction classrooms, activities; for each grade; Behavior adjustment benchmark posted “bell ringer” Adjustment based on data; results are objectives; activities; all Classes; Instate standards analyzed to promethean teachers school are aligned make data boards in every prepare lesson suspension with the TCAP informed classroom, plans that classroom; assessments; all instructional PEP lab, include teacher teachers decisions; data technology research based, assigned and prepare is collected and classes; student administrative assessments analyzed from computer labs centered detentions; aligned with formative for each grade teaching SWIS data for state standards assessments; level; real strategies behavior IEPs are world issues; student developed and application; intervention implemented United coach; with fidelity Streaming; guidance based on literacy events; counselor; student staff web pages common performance, on planning times. data, and TeacherWeb.co individual m; focus needs groups; Blooms Taxonomy is incorporated into lesson plans and instructional strategies at all grade levels and subject areas
Students are provided with multiple opportunities to receive additional assistance to improve their learning beyond the initial classroom instruction. Sports programs; Beta Club; Yearbook; ASAs; focus groups; literacy events; inclusion classes; schoolwide Title 1; extended learning programs; computer technology; PEP lab; music, career management success classes; tutoring; intersession focused on science enhancement
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Is it a principle & practice Yes of high-performing schools?
Yes
Yes
Yes
Yes
Yes
Yes
Is the current practice research-based?
Has the current practice been effective or ineffective?
Somewhat Somewhat Somewhat Effective Effective Effective Effective Effective Effective Effective
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What data source(s) do you have that support your answer? (identify all applicable sources)
TCAP, TVAAS, Princeton Review, Study Island, TCAP Writing Assessment, Collected data from evaluations, ACT Explore; NCLB guidelines; state report card
TCAP, TVAAS, Princeton Review, Study Island, TCAP Writing Assessment, Collected data from evaluations, review of ACT Explore; administrator rubric along with assessments (i.e., writing)
TCAP, TVAAS, Princeton Review, Study Island, TCAP Writing Assessment, Collected data from evaluations, ACT Explore; writing rubrics
TCAP/TVAAS data, walk through and formal observations, Princeton Review Benchmark data, computer lab logs; essay, problem solving, or teacher made tests;
Tennessee School Improvement Planning Process Templates – August, 2007
TCAP/TVAAS data; Princeton Review data; lessons, objectives, and activities posted weekly on Teacher Web; formal and wallthrough evaluations; documentation of inclusion classes; one inclusion teacher per grade; Student Reading Inventory generates Lexile scores for Read 180 students
TCAP/TVAAS data; Princeton Review data, teacher-made assessment data; SWIS data; professional development on School Wide Positive Behavior System for consistent progressive discipline consequences
Sports programs; Beta Club; Yearbook; ASAs; focus groups; literacy events; inclusion classes; schoolwide Title 1; extended learning programs; computer technology; PEP lab; music, career management success classes; tutoring; feedback information from NCLB, TCAP, and other formative assessments provide us with data to increase student performance
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Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)
TCAP, TCAP, TCAP, Results of Increased TCAP/TVAAS TVAAS, TVAAS, TVAAS, parent surveys; Lexile scores data; Princeton Princeton Princeton Princeton documentation for Read 180 Review data, Review, Study Review, Study Review, Study of computer lab students; all A’s teacher-made Island, TCAP Island, TCAP Island, TCAP use; use of on State Report assessment Writing Writing Writing Promethean Card in all four data; SWIS Assessment, Assessment, Assessment, boards and academic areas; data Collected data Collected data. Collected data, United met or from The percentage Explore . Streaming; exceeded AYP evaluations. of students The percentage documentation in all four The percentage scoring of students of After School academic areas; of students proficient or scoring Activities and increased scoring advanced on proficient or literacy events; number of proficient or the TCAP advanced on results of proficient and advanced on assessment the TCAP student surveys advanced the TCAP increased in assessment students in all assessment math from 92% increased in four academic increased in in 2007 to 96% math from 92% areas; teachers math from 92% in 2008, which in 2007 to 96% will continue to in 2007 to 96% shows in 2008, which prepare lesson in 2008, which effectiveness. shows plans that shows The percentage effectiveness. include effectiveness. of students The percentage research based, The percentage scoring of students student of students proficient and scoring centered scoring advanced in proficient and teaching proficient and Reading and advanced in strategies; advanced in Language Arts Reading and instructional Reading and decreased from Language Arts leaders will Language Arts 97% in 2007 to decreased from continue to decreased from 92% in 2008, 97% in 2007 to model and 97% in 2007 to which shows 92% in 2008, provide support 92% in 2008, ineffectiveness. which shows through which shows Also showing ineffectiveness. imbedded ineffectiveness. ineffectiveness Also showing professional Also showing was a decrease ineffectiveness development ineffectiveness on the TCAP was a decrease for teachers. was a decrease Writing on the TCAP on the TCAP Assessment in Writing Writing the number of Assessment in Assessment in students in the the number of the number of Students With students in the students in the Disabilities Students With Students With subgroup from Disabilities Disabilities 85% scoring subgroup from subgroup from proficient and 85% scoring 85% scoring advanced in proficient and proficient and 2007 to 60% advanced in advanced in scoring 2007 to 60% 2007 to 60% proficient and scoring scoring advanced in proficient and proficient and 2008. advanced in advanced in 2008. 2008.
Tennessee School Improvement Planning Process Templates – August, 2007
Student participation in sports programs, Beta Club, Yearbook, After School Activities, focus groups, literacy events, inclusion classes; schoolwide Title 1; extended learning programs (computer technology; PEP lab; music, career management success classes); tutoring; results of After School Activity surveys. Student participation in the above activities is recorded and data is collected; faculty promotes programs along with parent commitment to student participation; completed tutoring logs; forms are on file for later student utilization; performance analysis to be determined. Programs are developed and implemented to equip students with needed social and academic skills
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Evidence of equitable school support for this practice
Next Step (changes or continuations)
100% of 100% of All teachers All teachers Teachers use All teachers teachers use teachers meet in grade identify at-risk wireless labs participate in Blueprint for participate in level students; all on daily basis; the School Learning, common and collaborative teachers lead school provides Wide Positive Common and vertical groups to focus groups staff Behavior Vertical planning time, weekly analyze and After development System; all Planning, data analysis, data; all School and in-service teachers lead Instruction is school provides teachers Activities; all on a regular focus groups data driven; resources for differentiate teachers use basis; teachers teacher lesson staff instruction as a Promethean teach teachers plans indicate development, result of data boards, after attending they are all teachers assessment; computer labs, staff aligning complete skills school provides and development, classroom mastery professional technology; all in-service, or instruction with checklist; development; teachers post seminars; the standards teacher lesson teacher lesson objectives on school provides based plans indicate plans indicate board daily; all Promethean curriculum they are they are teachers have training and aligning aligning web pages technology instruction with classroom where they post training for all state and instruction with objectives and teachers; national the data activities teacher lesson standards derived from weekly; all plans indicate school, district, teachers use they are state, and Study Island incorporating national student assessments. centered, research based strategies into classroom instruction. Continue Continue Continue Continue Continue Continue Practice Practice Practice practice practice practice
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100% of teachers participate in After School Activities and focus groups; tutoring programs raising success in classrooms
Continue practice
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TEMPLATE 3.2.b: Instructional Gap Analysis Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy, or the gap, between the current state – “What Is” –which is identified in your practices – and the desired future state – “What Ought To Be” – which is found in the rubric. Completing Template 3.2.b (the gap analysis) should help school team members discover “What Ought To Be.” Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to instructional practices, also to be recorded in Template 3.2.b.
Template 3.2.b: Instructional Gap Analysis Instructional Gap Analysis - Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?)
TIME • • • • • • • •
Learning lab Tutoring before and after school Grouping in Mathematics and Reading Inclusion Classes Specialty area instructors in music, engineering, PE, and career technology Common, grade level collaborative planning time with prescriptive focus Extension activities for those above and below benchmarks Professional Development that is specifically implemented to support/enhance instruction • Monthly faculty meetings • After school activities geared toward curriculum • Needs assessments conducted quarterly • Teachers attend workshops to enhance academic instruction MONEY • District money allocated for classroom supplies and student needs • Donations to classrooms and enrichment and remediation activities from parents and community organizations • Donations for rewards and incentives from community businesses • Teachers are paid stipends to attend workshops to enhance academic instruction • Budget allocations are made for teachers to pay enrollment fees to attend workshops to enhance academic instruction • We effectively manage the financial resources allotted to our programming by working cooperatively with all teachers, individually and collectively, regarding CTE and BEP to improve the quality of instruction and instructional delivery • LMS administration and teachers also work cooperatively and collaboratively with the District Federal Funds Coordinator to ensure proper appropriation of federal funds to all LMS students as required to improve skills in reading and math, and to improve attendance. PERSONNEL • All teachers are highly qualified by the standards set forth by the No Child Left Behind Act • We have full time paraprofessionals to assist teachers with interventions, small group instruction and one-on-one assistance • Support personnel includes: a speech therapist, an ELL teacher, and other services are contracted based on student needs such as OT/PT services, school psychologists, etc. • Personnel is provided to LMS through the Tennessee State Department of Education and the LCSS Board of Education based on formulas for funding dollars allocated from the number of students per class OTHER RESOURCES • READ 180 Tennessee School •Improvement Process Templates – August, 2007 Page 35 of 73 PartnersPlanning in Education • Reading lab available for students after school for students • Literacy nights throughout the year to promote literacy and parent/community
Equity and Adequacy: Are we providing equity and adequacy to all of our teachers? Yes
• • •
Every teacher is equipped with the same technology and training Teachers have equitable planning time and resources throughout the delivery of instruction Professional development needs to be prescriptive to the particular specialty area being taught.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? Yes
•
•
Many interventions have been made for students that are behind with in regards to skill mastery and professional development needs to include extension learning for those students that are higher achieving. Technology integration is critical in further student achievement. Not completely Based on our most recent TCAP data, all subgroups met or exceeded AYP benchmarks with the exception of Students with Disabilities, and we must continue to be focused on them to ensure achievement through all subject areas. TVAAS indicates some individual students in the quintiles are not making gains TCAP Writing Assessment data indicates that the number of students in the Students With Disabilities subgroup scoring proficient or advanced decreased from 85% in 2007 to 60% in 2008. TCAP assessment data indicates a decrease in the number of students scoring proficient or advanced in Reading/Language Arts from 97% in 2007 to 92% in 2008. TCAP assessment data indicates a decrease in the number of students in the Economically Disadvantaged subgroup scoring proficient and advanced in Social Studies from 78% in 2007 to 76 % in 2008. TCAP assessment data also indicates a decrease in the number of students in the Students With Disabilities subgroup scoring proficient and advanced in Social Studies from 58 % in 2007 to 53 % in 2008.
Based on the data, are we accurately meeting the needs of all students in our school?
•
• •
• •
•
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 Instructional Summary Questions- Narrative Response Required What are our major strengths and how do we know?
Read 180 Lab indicates Lexile scores of struggling readers are improving Enrichment programs based on achievement data have been implemented Instruction designed using research based strategies and driven by data analysis is a strength as indicated by the percentage of students scoring proficient and advanced in Math at 96% as compared to the state target goal of 86%. • Curriculum based on SPI’s • Assessment dataProcess provided to teachers for2007 instructional planning. Page 36 of 73 Tennessee School Improvement Planning Templates – August, • Placement in support programs based on data • Response to Intervention (RTI) format used for Special Education referrals • • •
(Rubric Indicator 3.4)
Instructional Summary Questions- Narrative Response Required How will we address our challenges?
• • • • • •
Provide additional instructional support for students with low achievement through programs such as tutoring Professional development on a continuing basis to support academic accountability as measured by the state and 21st century skills development Professional development on differentiated instruction and response to intervention Teachers incorporate a wide range of research based teaching strategies to increase student achievement and increase cultural awareness for diverse populations Professional development and/or academic coaching will be determined as we analyze our standardized test data. To increase writing proficiency, continue modeling and embedding writing lessons into instructional practices across the curriculum
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.)
• • • • •
Increase proficiency in math and reading for at-risk subgroups Increase 21st century skill mastery in all students. Reading in Content Area (data) Writing across the curriculum (writing assessment data) Increase rigor in instructional practices to promote student readiness for nationally normed tests such as ACT Explore while developing critical thinking skills
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TEMPLATE 3.3.a: Assessment Practices
Template 3.3.a: Assessment Practices (Rubric Indicators 3.5 and 3.6)
Current Assessment Practices
Evidence of Practice (State in definitive/ tangible terms)
Uses student Uses a wide assessments Ensures that range of Provides that are aligned the appropriate assessments, support and with the assessments are CRT, NRT, Provides technical Tennessee used to guide portfolio, professional assistance to Department of decisions Assesses all curriculumdevelopment in teachers in Education relative to categories of based the appropriate developing and standards based student students assessments, use of using curriculum. achievement etc. assessment assessments. Teacher lesson TCAP All students Teachers use In-service and School plans indicate assessments assessed by TCAP, TCAP professional provides that student used for all TCAP or writing development computers, assessments are students; TCAP assessment, time provides Promethean aligned with Princeton portfolios; TCAP training in boards, Actistate standards, Review students with portfolios, AYP and Votes to assist TCAP testing, Benchmarks IEPS are given Princeton TVAAS; new in developing Explore given at pre- appropriate Review teacher training assessments; Testing, TCAP determined modifications; Benchmark in use of test Promethean Writing intervals; special tests, Study data; Princeton board training Assessment, benchmark and education Island quizzes, Review available to all Princeton teacher-made testing; teacher-made training; Study teachers; Review assessment data benchmarks standards based Island training; Technical benchmarks, used to guide given to all assessments, weekly data Support Study Island instruction; students with computer based meetings Specialist quizzes. Read 180 modifications if learning to required for all available to all Teacherstudents tested necessary; all measure teachers. teachers; Read generated to determine categories are student 180 available assessments are Lexile scores; assessed learning, for assessing SPI based, Princeton numerous times performance reading levels; practice tests Review based all teachers benchmark and assessments, have internet teacher-made projects are access in the assessment data incorporated classroom; used to into the support recommend curriculum provided for students for assessing PEP lab, student intersession, progress on and afterbenchmarks school tutoring; progress reports are sent home; writing activities and assignments are given
Provides assessment information to communicate with students, parents, and other appropriate stakeholders regarding student learning TCAP and TCAP Writing Assessment reports sent home to parents; TCAP scores, TVAAS data, State Report Card all published in local newspapers; 4 ½ week and 9 week progress reports; parent/ teacher conference records; parent portal; email; parent contact logs; Family Literacy Nights; TCAP Kickoff night
YES
YES
YES
YES
YES
YES
YES
Is it a principle & practice YES of high-performing schools?
YES
YES
YES
YES
YES
YES
Is the current practice research-based?
Has the current practice been effective or ineffective?
Effective Effective Effective Effective Effective Effective Effective
What data source(s) do you have that support your answer? (identify all applicable sources)
TCAP data, PR TCAP, TCAP Benchmark Writing data, Study Assessment Island data, data; Princeton Explore Data, Review TeacherBenchmark generated data; teacherassessment data made assessment data; weekly quizzes
Percentages of proficient/ advanced students, and State Report Card A’s in achievement
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)
Evidence of equitable school support for this practice
TCAP, PR Benchmarks, Explore, Study Island data all used to guide instruction; teachers meet weekly to discuss instruction and assess student data. All students take benchmarks at predetermined intervals. Information is sent to parents.
TCAP data; TCAP portfolios; Princeton Review benchmark data;
TCAP, TCAP writing assessment, TCAP Portfolio, Princeton Review Benchmark, Study Island, teacher made assessment data; State Report card all A’s on achievement
Princeton Documentation TCAP and Review data; of technical TCAP Writing Study Island training; Ticket Assessment data; data room Tracker system reports sent information; provides home to documentation records of parents; TCAP of in-service technical scores, TVAAS and troubleshooting data, State professional ; data room Report Card all development information; published in participation; TCAP/TVAAS local documentation data; AYP data, newspapers; 4 of new teacher State Report ½ week and 9 training. Card week progress reports; parent/ teacher conference records; parent portal; email; parent contact logs; ACT Explore night TCAP, TCAP The percentage Percent of Data room Percent of Parent Writing of students students information; proficient and conferences; Assessment scoring proficient and TCAP/TVAAS advanced parent feedback percentage of proficient or advanced; state results; State students on form progress proficient and advanced on report card all Report Card all TCAP; State reports; advanced the TCAP A’s in A’s in Report Card all increased students; A’s assessment achievement; achievement; A’s in number of for increased in AYP in all TCAP achievement; parent portal achievement on math from 92% subgroups with assessment data teachers have hits, feedback State Report in 2007 to 96% the exception indicates an capability to from Card; PEP lab in 2008, which of students increase in the download community and tutoring shows with number of Princeton stakeholders students effectiveness. disabilities; at students Review and following demonstrating The percentage risk students scoring Study Island publication of improvements of students identified and proficient and reports to TCAP/TVAAS scoring prioritized. advanced in pinpoint SPIs data and State proficient and Due to negative Math from that need to be Report Card in advanced in gains in Social 92% in 2007 to re-taught. local paper Reading and Studies, we 96% in 2008. Language Arts will continue to decreased from seek best 97% in 2007 to practices in 92% in 2008, order to which shows improve the ineffectiveness. value added All sub-groups rating from a made AYP with D. the exception of students with disabilities After-school All teachers Scheduled All teachers Majority of Teachers tutoring, PEP receive copy of computer labs participate in teachers have provide and lab, and TCAP data in for each grade weekly data taken encourage intersession order to make level for meetings and advantage of participation in skills recovery instructional Princeton participated in Promethean parent/teacher offered to all decisions; all Review the creation of training; Acti- conferences; all students; teachers Benchmark and the data room; Votes widely teachers flexible evaluate Study Island all teachers use used for contact every scheduling to Princeton quizzes; TCAP, Princeton assessment; parent at least accommodate Review data to TCAP writing Review or Tech Support once per year; student needs drive assessment, teacher-made Specialist all teachers during testing instruction; and Princeton benchmark readily sent out teachers have Review tests; Four and available; all progress report; access to IEP Benchmarks a half week teachers use teachers and 504 required, progress internet sources contact parents modifications professional reports and 9 to help create of at-risk development week report assessments; students often given yearly. cards are sent teachers use during the year; home and used technology to assessment as a teaching download reports tool. assessment data provided equitably to all parents
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Next Step (changes or continuations)
Continue Continue Practices will Continue to Continue practice of practice. be continued attend practice preparing Appropriate with an professional student assessments emphasis on development in assessments will continue to students with order to make that are aligned be used. disabilities. We data driven with state will continue to instructional standards based use data to decisions. curriculum. make instructional decisions.
Tennessee School Improvement Planning Process Templates – August, 2007
Continue practice
Continue practice
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TEMPLATE 3.3.b: Assessment Gap Analysis Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy, or the gap, between the current state – “What Is” –Which is identified in your practices and – and the desired future state – “What Ought to Be” – which is found in the rubric. Completing Template 3.3.b (the gap analysis) should help school team members discover “What Ought To Be.” Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to assessment practices, also to be recorded in Template 3.3.b.
Template 3.3.b: Assessment Gap Analysis Assessment Gap Analysis – Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality assessment practices?)
TIME • Princeton Review benchmark tests administered 3 times per year • 9 weeks tests are administered every grading period • TCAP tests are administered annually to all grades • Writing Assessment is administered to 8th grade students • Skills Mastery Checklists updated • Summative and Formative Assessments • Mid Term and Final Exams are administered annually • Study Island • Brain Pop • ELDA testing for ELL students • Special Education Portfolios and achievement testing • ACT Explore • New Student Entrance Testing MONEY • Board of Education allocates money for all assessments through curriculum, instructional, and technology funding. PERSONNEL • District office personnel, administrators, classroom teachers, extended learning teachers and paraprofessionals all support assessment efforts and student achievement along with data dissemination. • Additional staff provided to implement tutoring services to raise student achievement. OTHER RESOURCES • Assistants/paraprofessionals, and community volunteers are occasionally used to proctor selected assessments. • School based calling system to inform parents/students of parent testing dates and pretests desirable behaviors as well as utilization of newsletters. • Marquis in front of school to communicate testing dates. • Teacher/School Web Pages to communicate testing dates and priorities. “What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER RESOURCES (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality assessment practices?)
TIME • Professional development which could augment our collective understanding and implementation of high quality assessment practices. • Continue to strengthen home-school relationships/communications. • Continue to assess, analyze scores, and drive instruction based on assessment results. • We want to increase achievement on all assessments for all students particularly for those students with disabilities. • Use pre-testing data to plan lessons so as not to waste instructional time Tennessee School •Improvement Processevery Templates Page 42 of 73 Regular Planning testing (once three– August, weeks)2007 via online source to be determined MONEY
Equity and Adequacy: Are we providing equity and adequacy to all of our teachers?
All teachers are provided with assessment materials, and collaborative planning time is spent analyzing and synthesizing data to make instructionally advantageous decisions. 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 our teachers in being effective with all of their students. Based on the data, are we accurately meeting the needs of all students in our school?
All students are assessed regularly to determine academic achievement and whether or not gains are evidenced.
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 Assessment Summary Questions- Narrative Response Required What are our major strengths and how do we know? 1. Teachers use students’ assessments that are aligned
with the Tennessee Department of
Education standards based curriculum. Teachers ensure that the appropriate assessments are used to guide decisions relative to student achievement. 3. Teachers use a wide range of assessments as noted in 3.3b to effectively guide instruction and advance student achievement. 4. TCAP assessment data indicates an increase in Math scores for students scoring proficient and advanced from 92% in 2007 to 96% in 2008. The subgroup Students With Disabilities increased their scores in Math from 69% in 2007 to 76% in 2008. 2.
(Rubric Indicator 3.6)
Assessment Summary Questions- Narrative Response Required
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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.)
1. Teachers need access to compare our students’ ACT Explore efforts on a national level above comparing their efforts to other Tennessee students as we are competing in an ever increasing global society. 2. Teachers need more professional development in the area of assessment and its utilization within the classroom. 3. Teachers need to rely on a variety of data points for decision making relative to student achievement. 4. Due to negative gains in Social Studies, we will continue to seek best practices in order to improve the value added rating from a D. 5. TCAP assessment data indicates a decrease in Reading/Language Arts plus Writing scores for students scoring proficient and advanced from 97% in 2007 to 92% in 2008. The subgroup Students With Disabilities scores decreased from 85% in 2007 to 60% in 2008.
Assessment Summary Questions- Narrative Response Required How will we address our challenges?
We have identified our challenges and will continue to seek ways to increase the following: professional development, national norming, and data synthesis as it relates to assessment. Quantifiable improvements should be evident within current and future assessment efforts as we seek to prepare all students for post secondary readiness.
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TEMPLATE 3.4.a: Organizational Practices
Template 3.4.a: Organizational Practices (Rubric Indicators 3.7and 3.8)
Current Organizational Practices
School’s beliefs, mission, and shared vision define the purpose and direction for school.
Organizational processes increase opportunity for success in teaching and learning of all students.
School is School is organized to Organizational organized to be support a practices and proactive in diverse processes addressing learning promote the issues that community effective time- might impede through its on-task for all teaching and programs and students. learning. practices.
School is organized to engage parents and community in providing extended learning opportunities for children.
Evidence of Practice (State in definitive/ tangible terms)
Mission, Focused faculty Morning SWPBS used Life Skills Literacy events vision, and meetings; announcements school-wide; class; male and made possible beliefs posted prescribed communicate leadership team female sports through parent around school collaborative important deals with programs and community in entry way, time focusing information to issues that supported by participation and in on data teachers and effect teachers various and donations; workrooms and analysis, students; and students; coaches; school After School in student/ student announcements teachers posted wide Title I; Activities teacher concerns, and disruptions throughout the inclusion (Cultural handbooks. parent contacts, are limited building before teacher for Cooking, Fun Posted on administrative throughout the and after every grade; Cooking; website and on meetings, and day; state school and Read 180 Sewing; Go school collaborative standards are during classroom; Girl Go, Team brochures grade level posted and transitions; Learning Lab; Green, Jewelry distributed planning; written on the behavioral PEP lab; Career Making, throughout leadership board; bell expectations management Fitness Club, community. team; job ringer activities taught and success class, Broadcasting, embedded are utilized in modeled technology Service professional all classes; constantly class; literacy League, Game development; consistent throughout the nights, black Club, Book instructional arrival and school year; history Club, Poetry facilitator; dismissal limited programs, Club); mentors procedures; fundraising; counseling; and Yearbook staff; assigned to all transition standard dress focus groups; Drama Club new teachers; procedures code; focus PE classes are conducts 8th protected from class to groups meet separated into grade play; instructional class, limited weekly to male/female parent and time; locker breaks; discuss issues groups; one of community modified school wide affecting our After volunteer lists; schedule ran on discipline plan; students; School local half days or “3-R” (ready, Pyramid of Activities is businesses days with respectful, Interventions. Cultural support student special responsible) Cooking, events; VFW programs; rules posted in which focuses sponsors essay weekly updated every on international contest; teacher web classroom; use cuisine Veterans Day pages with of hall passes; Program with instructional student community plans, covered planners; participants; standards, flexible 4H programs; announcements scheduling intersession , and links for activities; local additional newspapers practice. provide publicity for school events; Black History program with community volunteers; community volunteer for sports events; reading lab three days per week; morning and afternoon tutoring; scrolling marquis in front of school with information for parents and community
YES
YES
YES
YES
YES
YES
Is it a principle & practice YES of high-performing schools?
YES
YES
YES
YES
YES
Is the current practice research-based?
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Has the current practice been effective or ineffective?
What data source(s) do you have that support your answer? (identify all applicable sources)
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)
Effective Effective Effective Effective Effective Effective Parent, Teacher TCAP/TVAAS Student SWIS data, TCAP/TVAAS Surveys, data, State attendance student data, State TCAP, TVAAS Report Card records; TCAP/ attendance, Report Card, scores, A’s on data, grade TVAAS data, teacher SWIS data; state report level meeting State Report discipline logs, photos of card on minutes and Card data, notes from cultural achievement agendas, walkthrough leadership programs and professional evaluations, team, focus activities development formal group agendas; sign-in logs; evaluation principal’s leadership team records; behavior points notes curriculum system. pacing guides.
Parent/ Community volunteer lists; photos of Veteran’s Day and Black History Programs; newspaper archives with coverage of school events; records of participation in Intersession Activities and Literacy events All teachers, TCAP/TVAAS Low Low number of TCAP/TVAAS Growing parents, and data, State suspension major data, State number of other report Card, rates; low discipline Report Card all parent/ stakeholders low retention number of referrals; very A’s, met AYP, community had put input in rates, mastery discipline few students Learning lab volunteers, developing skills checklists referrals; with 30 logs; increased increasing beliefs, number of discipline participation in number of mission, vision students on points or more; cultural participants in and task increasing; low suspension programs and VFW essay instructional AYP met; State and retention activities, contests; over decisions Report Card all rates; TCAP/ READ 180 75% of reflect, A’s on TVAAS scores, class improving students mission, vision, achievement. State Report Reading scores; involved in and beliefs Card all A’s on increased ASA’s at some achievement. participation in point literacy events. throughout the year; monthly 4H meetings; community volunteers in ASA’s; literacy events; cultural programs; school is featured in local papers on almost a weekly basis.
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Evidence of equitable school support for this practice
Next Step (changes or continuations)
All teachers, All teachers parents, and create mastery other skills stakeholders checklists; all had put input in teachers developing participate in beliefs, job-embedded mission, vision professional and development; instructional teachers decisions attending reflect, professional mission, vision, development and beliefs share strategies learned with other teachers during faculty meetings and staff development days; teachers volunteer to serve on leadership team; veteran teachers serve as mentors for new teachers. Continue Continue Practice Practice
All teachers 100% of use “bell teachers ringer” support use of activities; all SWPBS; teachers teachers monitor arrival, volunteer to dismissal, serve on restroom leadership breaks, locker team; teachers breaks, class model and retransitions; all teach teachers behavioral participate in expectations; school-wide all teachers positive participate and behavior. lead focus groups.
Teachers/ students volunteer to participate in cultural activities such as Black History programs; all teachers/ students participate in focus groups; teachers refer students to learning labs and pep labs; teachers and parents volunteer to participate in literacy events.
Teachers volunteer for literacy events and cultural programs; teachers recruit parent/ community volunteers; 1 teacher per grade hosts 4H meetings; teachers send info and photos to local paper; all teachers participate in ASA’s or other after-school activities.
More protection of instructional time needed.
Continue practice
Continue practice
Continue Practice
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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
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“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality organizational practices?)
TIME • • • •
Collaborative planning times Staff Development In-service Mentoring programs
MONEY • Teachers allocated $100 annually through BEP funding • Extended contract funds are available for remediation and enrichment. • Funding is allocated for cafeteria monitors allowing paraprofessionals to stay engaged in instruction. • Funding is allocated for job embedded professional development PERSONNEL • Music, technology, career/technical, and PE teachers work with all grade levels • LMS has a shared School Resources officer with our elementary school. • Academic interventions are available through the Read 180 program as well as before and after school tutoring. • Leadership team has been identified in an effort to build capacity and disseminate information in a timely manner. OTHER RESOURCES • Partners in Education • School fundraisers “What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER RESOURCES (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality organizational practices?)
TIME • Provide more time for vertical collaboration among grade level and departments. MONEY • Investigate opportunities to provide virtual learning opportunities as well as high school credit for high achievers. PERSONNEL • Continue to build leadership capacity within the Leadership Team in order to promote a better learning environment. OTHER RESOURCES • Additional support for at-risk students and those that are academically advanced to be challenged with higher order thinking skills.
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Equity and Adequacy: Are we providing equity and adequacy to all of our teachers? • There is equity among all teachers in all grade levels in regards to technology, curriculum, resources, and staff development. Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? • Funds are allocated to provide technology equipment and upgrades inn an equitable manner in all grade levels. Based on the data, are we accurately meeting the needs of all students in our school? • Based on our most recent TCAP data, all subgroups met or exceeded AYP benchmarks with the exception of students with disabilities in Reading. And TVAAS reports indicate that our students successfully continue to make gains as reported by an A in Achievement on our state report card. We conclude that our organizational practices meet the needs of our students.
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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 Organization Summary Questions- Narrative Response Required What are our major strengths and how do we know? After examining all data sources listed throughout Component 3 of the SIP, we believe Lexington Middle School has the following strengths: • Common planning throughout the school year • Professional development that is supportive of the instructional needs of the students and teachers. • Teacher mentoring which builds capacity for teacher development and sustainability.
(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 After examining all data sources listed throughout Component 3 of the SIP, we believe that Lexington Middle School has the following strengths: • Additional instructional time for Reading and Math for at risk students • Provide additional times for vertical planning across grade levels and departments. • Increase the academic achievement with students with disabilities. • Inclusionary scheduling for all students with disabilities. • Addressing student behavioral issues that cause organizational disruptions and time off task. • Parent Involvement is not at the level to which we aspire.
Organization Summary Questions- Narrative Response Required How will we address our challenges? After examining all data sources listed throughout Component 3 of the SIP, we believe Lexington Middle School has the following strengths: • Utilize a parent/ community coordinator to direct and implement non-instructional school activities • Support a more mainstream schedule for students with disabilities by developing a more inclusionary schedule within the regular education schedule. • Continue to seek creative means for planning time for teachers to plan vertically and within their departments. • Continue SWPBS program increasing capacity for primary and secondary intervention levels.
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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 system wide 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)
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GOAL 1 – Action Plan Development Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
To improve TCAP Reading and Language Arts scores by raising the percentage of Proficient and Advanced Performance levels in 6th grade from 43.1% Proficient to 45% Goal Proficient and 51% Advanced to 54% Advanced; in 7th grade from 43.2% Proficient to 45% Proficient and 51% Advanced to 54% Advanced; in 8th grade from 28.4% Proficient to 30% Proficient and 63.8% Advanced to 67% Advanced.
Which need(s) does this Goal address? Improving reading scores as reflected by TCAP for students with disabilities. LCS five year plan states that LCS will maintain Adequate Yearly Progress (AYP) How is this Goal linked to the system’s The by maintaining or exceeding Tennessee’s targeted reading skills benchmarks or 89% Five-Year Plan? proficiency
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 Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected take to ensure you will be able to progress toward cost(s)/required resources, funding sources, evaluation strategy and performance results/ your goal. Action steps are strategies and outcomes. (For Evaluation Strategy, define how you will evaluate the action step.) interventions which should be scientifically based Projected where possible and include professional Performance Person(s) Required Cost(s) & Evaluation development, technology, communication, and Timeline Results / Responsible Resources Funding Strategy parent and community involvement initiatives within Outcomes Sources the action steps of each goal.
Lexington City School Certified Board, Joe Reading 40,000 July 2009 T. Wood, Teacher; Literacy Coach System Funds Shannon Funds for Taylor, salary Teresa Davis Joe T. Wood, Lexington Middle Action The school will hire a Librarian and Librarian Shannon $35,000 School schedules Step will schedule a Library period during July 2009 Taylor, and Funds System Funds will reflect a for Salary 1.2 the activity rotation. Teresa Davis Library class. Librarian will send Action The school will purchase current and August Librarian, 2009 – Funds; $2,500 updated list of Step popular books of different reading Shannon May System Funds newly purchased Books Taylor 1.3 levels and interests. 2010 books Reading time implemented in The school will participate in a the daily school-wide reading activity Extending August schedule; Grade Action including but not limited to sustained Learning 2009level teachers or Step silent reading, teacher read-aloud, and Grade None None May librarian provide Level 1.4 student read aloud, pair share, at 2010 recommended end of school day for a minimum of Teachers reading lists and/ 15 minutes. or discussion activities The school will provide a Reading Action Literacy coach who will work with Step students using data to determine 1.1 individual intervention/enrichment strategies.
Action Step 1.5
The teachers will require an oral, August written, or project based book report 2009each nine-week period as part of the May reading activity. 2010
Research, 6th, 7th, and strategies, or th 8 grade guidelines reading for book teachers reports
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None
Each grade level will display book reports during each nine-week period.
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The system will implement a flexible Action schedule so that the READ 180 can be used as an Step program intervention or enrichment strategy 1.6 and supplement the regular reading class.
August 2009May 2010
Shannon Taylor, School Counselor, Teresa Davis; Literacy Coach
The Reading teachers and the Fall 2009 Literacy Action Literacy Coach will plan a Bonfire and Coach; Step Book Bash and Café Latte Literacy Spring Reading 1.7 Night as family events where the 2010 Teachers focus is to promote reading.
Action Step 1.8
The school will provide professional development training on ways to integrate reading across the curriculum.
August 2009May 2010
Shannon Taylor
Results from the $800 reading test and READ 180 System Funds amount of growth Program of individual students.
None
Professional Developmen t $3000 opportunities Title Funds ; Trainers of applicable programs
Action The students will participate in Step vocabulary instruction in all content 1.9 areas weekly.
August Academic 2009- Grade Level Vocabulary May Teachers Lists 2010
Action The teachers will implement Step vocabulary instruction in all content 1.10 areas.
August Academic 2009- Grade Level Vocabulary May Teachers Lists 2010
Action Step 1.11
The teachers will use Study Island, Brainpop, and United Streaming, and other online resources to enhance the reading class.
school will upgrade the 8th Action The grade mobile lab for use in the Step reading classroom 1.12
Action Step 1.13
The Reading teachers will provide students who scored below proficiency on Reading/Language Arts Assessment weekly tutorials in reading using grade level TCAP coach workbooks.
Action The school will send a team of six Step representatives to the K-12 1.14 Tennessee Reading Summit.
None
None
Attendance and Participation Logs
Professional Development Registration and Classroom Observations Instructional Supervisor will monitor vocabulary instruction; Vocabulary posted in every classroom
Assessment vocabulary is used on None assessments across the curriculum. Study Island reports, Brainpop assessments, Reading and United August Teachers, Streaming 2009$15,360 LMS Faculty Technology; activities will be May System Funds Internet utilized in the 2010 resources classroom to enhance and guide reading instruction August Shannon Batteries for $4000 2009Taylor; Laptops System Funds May Technology 2010 Coordinator
Classroom Observations; Daily logs
Grade level Reading teachers will monitor Reading August effectiveness of Grade Level 2009 – 6 Coach $72.54 tutorials for Teachers; June Workbooks System Funds student Literacy 2010 achievement Coach using teacher made assessments. Substitutes; Shannon Registration and Funding for April Taylor; $1000 attendance logs Summit and 2010 Instructional System Funds at the Reading Hotel and Supervisor Summit meals
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Action The students below grade level will Step attend a Reading Lab after school 1.15 that will provide tutoring services.
August Shannon Supplement 2009 – Taylor; al funds for $1000 Attendance logs; June Instructional teachers System Funds Assessments 2010 Supervisor involved
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Professional Development: The following describes how all Title Funds will be used for professional development to remove school from high priority status. The library will continue to build a professional library of books, articles, and materials relative to researched best practices and utilize these materials to promote site based professional development. Stipends of will be available for staff professional development. Administration and staff will attend professional development conference such as the Reading Summit, Special Education Inclusion Conferences, Standards Awareness Trainings, National Council for Teachers of Mathematics conference, and Professional Learning Communities. Supplies and materials will be provided for staff professional development such as “Reading and Writing Across the Content Areas” and “Best Practices”. Out of town travel and hotel accommodations will be provided as needed for professional development. Parent/Community Involvement: Strategies to promote effective parental involvement using Title I Funds include the following: Activities and events for parents will be announced via emails, call-outs, and promotional items as needed to provide information and dates for testing. Technology: Technology will be utilized for instructional support. Teachers will use Promethean Boards, Activotes, LCD projectors, laptops, graphing calculators, SmartView calculator emulator, and wireless sound systems for daily instruction. Communication Strategies: Our communication media include: • School outdoor signage • School website • Teacherweb • Email • Phones in every classroom • Monthly calendar • PA or recorded morning announcements • Faculty meetings • Newsletter • Local newspaper • Call-home phone messaging system • Communication and discussion in advisory classes • Athletic parent meetings • Student progress reports • Report Cards
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GOAL 2 – Action Plan Development Template 4.1 – (Rubric Indicator 4.1)
Revised DATE: May 26, 2009 Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
To provide all Lexington Middle School students opportunities to develop 21st century skills and gain awareness of post secondary choices, to increase their composite Goal scores by 10% or from 16.3 in 2009 to 17.93 in 2010 on the ACT Explore Test and increase their Math composite score from a mean of 16.0 in 2009 to 17.6 in 2010 and their Reading composite score from a mean of 15.3 in 2009 to 16.53 in 2010.
Which need(s) does this Goal address? Preparing all students for all post secondary options. How is this Goal linked to the system’s Prepare students for entry into the workforce or college and life-long readiness. Five-Year Plan? ACTION STEPS – Template 4.2 – (Rubric IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3) Indicator 4.2) Section B – Descriptively list the action you plan to Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected take to ensure you will be able to progress toward cost(s)/required resources, funding sources, evaluation strategy and performance results/ your goal. Action steps are strategies and outcomes. (For Evaluation Strategy, define how you will evaluate the action step.) interventions which should be scientifically based Projected where possible and include professional Performance Person(s) Required Cost(s) & Evaluation development, technology, communication, and Timeline Results / Responsible Resources Funding Strategy parent and community involvement initiatives within Outcomes Sources the action steps of each goal.
Teachers, February Guidance Data Reports 2010 – Counselor, from Explore June Administratio Test 2010 n August Action Grade level teachers will use ACT 7th and 8th preparation book daily to expose – ACT Prep Step students to types of questions asked 2009 grade May Books Teachers 2.2 on the ACT. 2010
Action Step 2.1
Teachers and Counselors will use data from the ACT Explore test to determine post-secondary readiness.
Action The system will provide sample Step ACT Explore Tests questions 2.3 throughout the year.
Action Step 2.4
Teachers will view results of the ACT Explore Test and provide counseling on possible career choices for students. Students will use technology based
Action learning to develop higher order Step thinking skills in math. 2.5 Action Step 2.6
The system will identify potential STEM students and provide a learning environment that fosters accelerated learning.
None $225 (9 books) System Funds
Sample tests August from 7th and 8th 2009 – ACTstudent.or grade Septemb g; 4Tests.org; Teachers er 2009 Preparation Test Book
None
February LMS 2010 – Faculty; June Guidance 2010 Counselor
Results from ACT Explore Test
None
Computers, Technology Coordinator
$4,550 System Funds
August 2009 – June 2010
Math Teachers
TCAP Results August Shannon Projected 2009 – Taylor, ACT scores June Counselor, Teacher 2010 LMS Faculty Recommendat ions
Tennessee School Improvement Planning Process Templates – August, 2007
None
ACT Explore Test Results; School Counselor will monitor assessments Completed workbook questions with answers ACT Explore Test Results; School Counselor and Grade level teachers will monitor assessments Student data and counseling sessions recorded by school counselor Principal / Instructional Supervisor monitor lesson plans and assessments ACT projections; TCAP scores; Classroom observations; Teacher evaluations
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Action CTE teacher will teach Step The Engineering and Technical skills. 2.7 The school will provide a Career
August 2009 – June 2010
TCAP scores Career in math and Technology science for 7th Education and 8th Instructor graders; State Funding.
Action Management Success class to Step enable students to communicate, 2.8 solve problems, and work creatively
August 2009 – June 2010
CMS Teacher
Students will develop college and Action work-force ready 21st Century skills Step through presentations, working in 2.9 teams, and individual assessments.
August 2009 – June 2010
All LMS faculty and staff
with other students.
Action Step 2.10
Teachers will use READ 180 to determine readers who are not at grade level and also to raise their reading level.
August 2009 – June 2010
Action The school will use E4Tn to provide Step an opportunity for students to 2.11 achieve high school credit.
August 2009 – June 2010
Students will articulate thoughts and ideas efficiently using oral, written, and nonverbal communication skills in a variety of forms and contexts.
August 2009 – June 2010
Action The teachers will incorporate Step project-based learning activities into 2.13 lesson plans.
August 2009 – June 2010
Action Step 2.12
READ 180 Instructor
CMS Teacher
ACT Explore Test Results
READ 180 Program
$1200 System Funds
$35,000 System Funds
Principal and Instructional Supervisor monitors lesson plans and assessments Projects; Class participation; Teacher observations; Performance based learning and activities
None
Monitor student success academically and socially; Projects
None
Lexile scores of students who are taking tests using the READ 180 Program
Superintend ent, Evaluate the Shannon To Be number of E4Tn program Taylor; Determined students Counselor; receiving credit. Teachers Examples of All LMS student work; Hands-On faculty and None Presentations; activities staff Teacher observations Monitoring of $5000 lesson plans; Grade level Materials for System projects teachers projects Funds completed; Assessments
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Professional Development: The following describes how all Title Funds will be used for professional development to remove school from high priority status. The library will continue to build a professional library of books, articles, and materials relative to researched best practices and utilize these materials to promote site based professional development. Stipends of will be available for staff professional development. Administration and staff will attend professional development conference such as the Reading Summit, Special Education Inclusion Conferences, Standards Awareness Trainings, National Council for Teachers of Mathematics conference, and Professional Learning Communities. Supplies and materials will be provided for staff professional development such as “Reading and Writing Across the Content Areas” and “Best Practices”. Out of town travel and hotel accommodations will be provided as needed for professional development. Parent/Community Involvement: Strategies to promote effective parental involvement using Title I Funds include the following: Activities and events for parents will be announced via emails, call-outs, and promotional items as needed to provide information and dates for testing. Technology: Technology will be utilized for instructional support. Teachers will use Promethean Boards, Activotes, LCD projectors, laptops, graphing calculators, SmartView calculator emulator, and wireless sound systems for daily instruction. Communication Strategies: Our communication media include: • School outdoor signage • School website • Teacherweb • Email • Phones in every classroom • Monthly calendar • PA or recorded morning announcements • Faculty meetings • Newsletter • Local newspaper • Call-home phone messaging system • Communication and discussion in advisory classes • Athletic parent meetings • Student progress reports • Report Cards
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GOAL 3 – Action Plan Development Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009_
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
The attendance rate for students will increase from 95.5% in 2009 to 96% in 2010 to
Goal continue to meet and exceed the NCLB attendance rate of 93%. Which need(s) does this Goal address? Improving attendance rate for Lexington Middle School
How is this Goal linked to the system’s Improving attendance and promotion rate Five-Year Plan? ACTION STEPS – Template 4.2 – (Rubric IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3) Indicator 4.2) Section B – Descriptively list the action you plan to Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected take to ensure you will be able to progress toward cost(s)/required resources, funding sources, evaluation strategy and performance results/ your goal. Action steps are strategies and outcomes. (For Evaluation Strategy, define how you will evaluate the action step.) interventions which should be scientifically based Projected where possible and include professional Performance Person(s) Required Cost(s) & Evaluation development, technology, communication, and Timeline Results / Responsible Resources Funding Strategy parent and community involvement initiatives within Outcomes Sources the action steps of each goal.
Action Step 3.1
The System will revise the Board policy to regulate the number of excused absences a student may accumulate.
The system will develop a School
Action Tardiness and Attendance Review Step Team to provide intervention for 3.2 students who are just beginning to have excessive absences.
Action Step 3.3
The students receive classroom incentives and rewards initiated by each teacher to improve student attendance.
Current Board Policy, attendance data from Joe T. Wood 2008 – 2009 and school year, May members of Research 2009the about other August Lexington school 2009 Board of systems Education attendance policies regarding excused absences.
None
School Counselor; Attendance Supervisor; Teachers
Organized START Team
None
July LMS 2009-201 Classroom 0 Teachers
Lists of possible student incentives
None
August 2009 – June 2010
Changes made in the Lexington City Board of Education Policies.
Monitor the number of absences per student; Improvement of attendance rate Teacher documentation of students who received incentives. Attendance logs
Extended lunch for teachers off campus; $50 Action The school will provide incentives for August 2009 – Administratio drawing for $150 Teacher Step teacher attendance each 9-week June n teachers System Funds attendance logs 3.4 period. 2010 with perfect attendance each nine week period.
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October 2009
Refreshment s; homework passes; Action The students will be recognized and rewarded for reaching academic January Administratio extended $200 Step goals and accomplishments each 9- 2010 n; LMS staff lunch System Funds 3.5 weeks. passes; March recreational 2010 time
Tennessee School Improvement Planning Process Templates – August, 2007
Report cards; Attendance reports
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Professional Development: The following describes how all Title Funds will be used for professional development to remove school from high priority status. The library will continue to build a professional library of books, articles, and materials relative to researched best practices and utilize these materials to promote site based professional development. Stipends of will be available for staff professional development. Administration and staff will attend professional development conference such as the Reading Summit, Special Education Inclusion Conferences, Standards Awareness Trainings, National Council for Teachers of Mathematics conference, and Professional Learning Communities. Supplies and materials will be provided for staff professional development such as “Reading and Writing Across the Content Areas” and “Best Practices”. Out of town travel and hotel accommodations will be provided as needed for professional development. Parent/Community Involvement: Strategies to promote effective parental involvement using Title I Funds include the following: Activities and events for parents will be announced via emails, call-outs, and promotional items as needed to provide information and dates for testing. Technology: Technology will be utilized for instructional support. Teachers will use Promethean Boards, Activotes, LCD projectors, laptops, graphing calculators, SmartView calculator emulator, and wireless sound systems for daily instruction. Communication Strategies: Our communication media include: • School outdoor signage • School website • Teacherweb • Email • Phones in every classroom • Monthly calendar • PA or recorded morning announcements • Faculty meetings • Newsletter • Local newspaper • Call-home phone messaging system • Communication and discussion in advisory classes • Athletic parent meetings • Student progress reports • Report Cards
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GOAL 4 – Action Plan Development Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Use research-based strategies to promote achievement in Social Studies in order to
Goal improve AYP and Value Added in Social Studies will increase from -1.1 in 2008 to 0.0 in
2009 This goal addresses the need to improve student gains as noted in the 2008 TVAAS Which need(s) does this Goal address? Report.
How is this Goal linked to the system’s Increase TVAAS Social Studies gains in 5th and 8th grades. Five-Year Plan? ACTION STEPS – Template 4.2 – (Rubric IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3) Indicator 4.2) Section B – Descriptively list the action you plan to Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected take to ensure you will be able to progress toward cost(s)/required resources, funding sources, evaluation strategy and performance results/ your goal. Action steps are strategies and outcomes. (For Evaluation Strategy, define how you will evaluate the action step.) interventions which should be scientifically based Projected where possible and include professional Performance Person(s) Required Cost(s) & Evaluation development, technology, communication, and Timeline Results / Responsible Resources Funding Strategy parent and community involvement initiatives within Outcomes Sources the action steps of each goal.
Action The system will provide staff Step development in the area of Social 4.1 Studies.
The school will provide time during
Action the school day to allow vertical Step planning for the Social Studies 4.2 teachers.
The Social Studies teachers will Action communicate and collaborate with other as well as other systems Step each to share ideas, learn diverse, high 4.3 performing strategies, and implement innovations. The Social Studies teachers will
Action develop pacing guides and skills Step checklists that are aligned with the 4.4 state standards prior to each 9 weeks period.
Title Funds; District Joe T. Wood, May Funding, funding, Shannon 2009 – Training, and Staff Taylor, June Included developme Instructional 2010 resources nt funds, Supervisor and Federal grants
Tennessee State Standards; Joe T. Wood, August Internet $1000 Shannon 2009 – resources; System Taylor, June School adopted Funds Instructional 2010 curriculums; Supervisor Skills checklists; Pacing guides; Substitutes
August 2009 – June 2010
August 2009 – June 2010
Joe T. Wood, Funding for Shannon travel, Taylor, Substitutes, Instructional Collaboration Supervisor, time, and Skype technology conferencing coordinator Tennessee State Standard; Social Internet Studies resources; teachers School adopted curriculums
Tennessee School Improvement Planning Process Templates – August, 2007
Strategies observed and evaluated by Principal and Instructional Supervisor Areas of curriculum will overlap; Checklists will show connection to previous learning; Lists of shared strategies that are effective with Social studies curriculums are identified and communicated to the Principal and Instructional Supervisor
System Funds
Strategies observed and evaluated by Principal and Instructional Supervisor.
None
Checklists and pacing guides evaluated by the Principal and Instructional Supervisor.
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Action Step 4.5
The students will use technology to research and explore Social Studies using critical thinking and problem solving skills.
Social Studies Teachers, August Technology 2009 – Support June Staff, 2010 Instructional Supervisor, Technology Coordinator
Promethean Board, United Streaming, Discovery Education, BrainPop, Learn360, Computer labs, Internet Connectivity, Supplemental software, StudyIsland, Technology Coordinator for Lexington Middle School
Tennessee School Improvement Planning Process Templates – August, 2007
System Funds
Evaluation of projects directed by teachers; Student rubrics; Student activities; and StudyIsland assessments
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Professional Development: The following describes how all Title Funds will be used for professional development to remove school from high priority status. The library will continue to build a professional library of books, articles, and materials relative to researched best practices and utilize these materials to promote site based professional development. Stipends of will be available for staff professional development. Administration and staff will attend professional development conference such as the Reading Summit, Special Education Inclusion Conferences, Standards Awareness Trainings, National Council for Teachers of Mathematics conference, and Professional Learning Communities. Supplies and materials will be provided for staff professional development such as “Reading and Writing Across the Content Areas” and “Best Practices”. Out of town travel and hotel accommodations will be provided as needed for professional development. Parent/Community Involvement: Strategies to promote effective parental involvement using Title I Funds include the following: Activities and events for parents will be announced via emails, call-outs, and promotional items as needed to provide information and dates for testing. Technology: Technology will be utilized for instructional support. Teachers will use Promethean Boards, Activotes, LCD projectors, laptops, graphing calculators, SmartView calculator emulator, and wireless sound systems for daily instruction. Communication Strategies: Our communication media include: • School outdoor signage • School website • Teacherweb • Email • Phones in every classroom • Monthly calendar • PA or recorded morning announcements • Faculty meetings • Newsletter • Local newspaper • Call-home phone messaging system • Communication and discussion in advisory classes • Athletic parent meetings • Student progress reports • Report Cards
Tennessee School Improvement Planning Process Templates – August, 2007
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GOAL 5 – Action Plan Development Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009_
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Lexington Middle School will promote parental and community involvement in order to
Goal meet the diverse needs of all learners in order to increase from 48.54% involvement in 2009 to 55% in 2010.
Which need(s) does this Goal address? To involve parents and community members at Lexington Middle School. How is this Goal linked to the system’s Improve community involvement and parental engagement. Five-Year Plan? ACTION STEPS – Template 4.2 – (Rubric IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3) Indicator 4.2) Section B – Descriptively list the action you plan to Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected take to ensure you will be able to progress toward cost(s)/required resources, funding sources, evaluation strategy and performance results/ your goal. Action steps are strategies and outcomes. (For Evaluation Strategy, define how you will evaluate the action step.) interventions which should be scientifically based Projected where possible and include professional Performance Person(s) Required Cost(s) & Evaluation development, technology, communication, and Timeline Results / Responsible Resources Funding Strategy parent and community involvement initiatives within Outcomes Sources the action steps of each goal.
The teachers will host a “Cultural Action Celebration” where each student will Social and research a country then May $100 Attendance and Step select Studies Decorations prepare a dish from that country for 2010 System Funds Participation logs teachers 5.1 the celebration where parents will be invited to attend. Action The school will assist in organizing a Attendance and August Step “Friends of LMS” group of parents LMS Faculty None None Participation logs; 2009 Membership data 5.2 and community members. Friends of Action The Friends of LMS will extend an LMS; to the community, parents, Attendance and Step invitation Fall 2009 Shannon None None faculty, staff and students to attend a Participation logs Taylor; LMS 5.3 “Chili Cook Off”. Faculty Tech Action Lexington Middle School will plan a “Movie on the Lawn Night” where Support Attendance and Step families can come to socialize and Fall 2009 Staff; LMS Projector, None Screen Participation logs 5.4 watch a movie. Faculty Shannon The school will provide a Mentoring/ Taylor; Action Reading program at Caywood Counselor; School in which students January Transportati Attendance and Step Elementary Reading and None who have above a 2.5 GPA and are 2010 on Participation logs Language 5.5 interested will work with Elementary Arts students. teachers Internet Principal and August Action The teachers will update Teacher Access; Instructional website weekly as a form of 2009 – $850 Step Web LMS Faculty Teacher Supervisor will communication to parents and June System Funds Web check for updates 5.6 students. 2010 renewed weekly. Action August Health Participation; students will participate in Transportati Step The 2009 – Teacher; None Completion of service learning in the Community. on July 2010 BETA Club tasks/goals 5.7 Friends of Action Donuts, school will host a “Donuts with Spring LMS; $100 Attendance and Step The Coffee, Dad” breakfast. 2010 Principal; System Funds Participation Logs Juice, Milk 5.8 LMS Faculty
Tennessee School Improvement Planning Process Templates – August, 2007
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Friends of LMS; Spring Refreshment $100 Attendance and Shannon 2010 s System Funds Participation Logs Taylor; LMS Faculty Friends of Action The school will invite grandparents LMS; Septemb Attendance and Step to have lunch for Grandparent Shannon Lunch None er 2009 Participation Logs Taylor; LMS 5.10 Appreciation Day. Faculty Rosters of number The school will continue to stay Friend of participating in Action closely affiliated with the local August LMS; events held; of commerce and other Step chamber 2009 – Shannon None None Number of community leaders in hopes that speaking 5.11 they will aid us in our effort to foster July 2010 Taylor; LMS Faculty engagements/ a future of competent citizens. events that take place
Action school will host a Mother/ Step The Daughter Tea. 5.9
Tennessee School Improvement Planning Process Templates – August, 2007
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Professional Development: The following describes how all Title Funds will be used for professional development to remove school from high priority status. The library will continue to build a professional library of books, articles, and materials relative to researched best practices and utilize these materials to promote site based professional development. Stipends of will be available for staff professional development. Administration and staff will attend professional development conference such as the Reading Summit, Special Education Inclusion Conferences, Standards Awareness Trainings, National Council for Teachers of Mathematics conference, and Professional Learning Communities. Supplies and materials will be provided for staff professional development such as “Reading and Writing Across the Content Areas” and “Best Practices”. Out of town travel and hotel accommodations will be provided as needed for professional development. Parent/Community Involvement: Strategies to promote effective parental involvement using Title I Funds include the following: Activities and events for parents will be announced via emails, call-outs, and promotional items as needed to provide information and dates for testing. Technology: Technology will be utilized for instructional support. Teachers will use Promethean Boards, Activotes, LCD projectors, laptops, graphing calculators, SmartView calculator emulator, and wireless sound systems for daily instruction.
Communication Strategies: Our communication media include: • School outdoor signage • School website • Teacherweb • Email • Phones in every classroom • Monthly calendar • PA or recorded morning announcements • Faculty meetings • Newsletter • Local newspaper • Call-home phone messaging system • Communication and discussion in advisory classes • Athletic parent meetings • Student progress reports • Report Cards
Tennessee School Improvement Planning Process Templates – August, 2007
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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 School Improvement Team for Lexington Middle School has been actively involved in providing leadership and support for the implementation of the school improvement process. The team meets on a regular basis to systemically monitor the progress in implementing the action steps contained in the plan and will be extensively involved with working with teachers, staff, parents, community members, and the administrative team to ensure the effective implementation of the research based strategies targeted for improved student achievement.
Evidence of Alignment of Data and Goals – Narrative response required What evidence do we have that proves alignment between our data and our goals? We are using our data to provide all Lexington Middle School students opportunities to develop 21st Century skills and gain awareness of post secondary choices. Formative assessments will be presented to teachers according to class performance and individualized instruction. Student performance will be based on formative and summative assessments. These assessments will be used to determine individual needs and instructional strengths as well as help teachers identify plans for next steps to support students in critical areas. TCAP results and TVAAS projections will be continually used and shared with all stakeholders. The goal is to ensure every opportunity during and after school to help our students achieve the highest levels.
Evidence of Communication with All Stakeholders – Narrative response required What evidence do we have of our communication of the TSIPP to all stakeholders? Lexington Middle School has involved all stakeholders in many different ways. Every member of the Lexington faculty and staff has been involved in helping to meet our goals. We have established a safe and friendly culture where faculty, staff, students and parents are continually welcomed. Our leadership team and grade level meetings are used to collaborate and keep every member of our team informed on the TSIPP. Every member of our faculty is also a member of a TSIPP component planning team. TCAP information brochures and student scores are provided to parents at open house at the beginning of the school year. Parent newsletter are printed and put online to spotlight all recent and upcoming activities at Lexington Middle School. Student report cards/progress reports are provided within 4 weeks/9 weeks. In addition, Parent-Teacher Conferences and Open House are opportunities that allow parents and family members a chance to discuss student progress, teaching strategies, student behavior, and school-wide initiatives. All reports of student achievement using data collected will be shared with the faculty and made available to parents and the public via our Lexington Middle website.
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? We believe at Lexington Middle that student learning is data driven and all teachers, stakeholders, and community members will help in the assistance of lifelong learning represented by our action steps in Component 4. At Lexington Middle, we provide clear purpose and direction in order to help achieve proficiency and a school wide positive approach. Teachers use state standards and learning targets in planning instruction. This instruction is geared toward improving student achievement on every level. Our goal at Lexington Middle is to become a safe learning environment with an emphasis on 21st Century Skill learning.
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? Upon review of our curriculum, instruction, assessment, and standards based learning a report aligning Component 4 and Component 3. New state standards are posted, reviewed, and used to direct the learning of students daily. Achievement and projection data is used to drive instruction. Formative and summative assessments are used to identify if students are able to reach learning targets.
Suggestions for the Process – Narrative response required What suggestions do we have for improving our planning process? The Lexington Middle faculty will allow more time to be allotted during in-service and faculty meeting days for further collaboration of component groups. Leadership teams will meet with sub-committees throughout the year to discuss SIP process. All stakeholders are encouraged to be represented in each meeting. Committees will spend sufficient time regularly analyzing and disaggregating data. These meetings and collaborative time is designed for input by all stakeholders to further ensure the proper foundation for student success.
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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? Our implementation will begin with our administration and leadership establishing which students needs the most intervention. These students will receive special attention to by our intervention team. Our tutoring programs and enrichment classes will help assist students who have been identified. Students will also have the opportunity to participate in our 21st Century Skill classes.
Evidence of the Use of Data – Narrative response required What is the plan for the use of data? TCAP and projection scores have already assisted in identifying which students need intervention. New assessment approaches for improving student achievement have been researched and implemented. Teachers will be able to use data to drive instruction and best practices through professional development opportunities. Teachers are able to collaborate and compare pacing guides that are aligned with state standards and SPI’s. Formative and summative assessments will be used to ensure that a rigorous curriculum is implemented. Student gains will be monitored and paced based on the students being able to master each skill. Grade level teams will constantly communicate to parents about student data and achievement.
TEMPLATE 5.3: Monitoring and Adjusting Evaluation The following summary questions are related to TSIPP Monitoring and Adjusting. They are designed as a culminating activity for the school to plan the monitoring process that will ensure that the school improvement plan leads to effectively supporting and building capacity for improved student achievement for all students.
TEMPLATE 5.3: Monitoring and Adjusting Evaluation (Rubric Indicator 5.3)
Evidence of Monitoring Dates – Narrative response required What are the calendar dates (Nov/Dec and May/June) when the School Leadership Team will meet to sustain the Tennessee School Improvement Planning Process? Identify the person(s) responsible for monitoring and the role they will play in the monitoring process. The stakeholders will meet on November 12, 2008, January 8, 29, 2009, February 4, 2009, April 16, 23,27, and March 3, 4, 2009 to discuss the process. The school leaders will be responsible for communicating grade level meetings. All staff members will be informed of these strategies.
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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? Administration will provide teachers with the opportunity to review and learn data to drive instruction. Results will be shared and studied to ensure that the best practices are being used. The data will allow teachers to focus in the areas where students need the most attention. The Leadership Team will give feedback based on the collaboration of teachers. Through feedback all stakeholders will have a clearly designed outlook on what approaches to have with students.
Evidence of a Process for Adjusting Plan – Narrative response required What will be the process that the School Leadership Team will use for adjusting our plan (person(s) responsible, timeline, actions steps, resources, evaluation strategies) when needed? The Leadership Team and administration will continue to meet and discuss all data surrounding student achievement. TCAP scores and projection data will be evaluated throughout the year for teachers to use for instructional purposes. Student achievement data along with intervention and attendance records will be reviewed with parents consistently throughout the year. Assessments will be documented and used to ensure that the learning objectives are being sought daily.
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 Improvement Plan will be available for all stakeholders via notebook, and school website. The plan will also be readily available through the central office. Teachers will have a copy by notebook and also have access electronically.
Tennessee School Improvement Planning Process Templates – August, 2007
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