MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_01C95897.83C854E0" This document is a Single File Web Page, also known as a Web Archive file. If you are seeing this message, your browser or editor doesn't support Web Archive files. Please download a browser that supports Web Archive, such as Windows® Internet Explorer®. ------=_NextPart_01C95897.83C854E0 Content-Location: file:///C:/836AAE50/GES_TSIPP.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Tennessee School Improvement

Tennessee School Improvement
Planning Process

 

Graysville Elementary School

2008

 

=

 

 

Rhea County Schools

 

Mr. Dallas Smith, Superintendent

 

Mrs. Elizabeth Brown, Principal

 

 

 

 

 

 =

 

Tennessee School Improvement Planning Process

(TSIPP)

Assurances

with Signat= ure of Principal

 

 

 

 

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I CERTIFY that the assurances referenced above have been satisf= ied to the best of my knowledge.

 

 

 

Elizabeth Brown<= span style=3D'mso-tab-count:6'>        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;       April 18, 2008

________________= _______________________        _____________________

Signature of Pri= ncipal        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;           Date Signed

 

=  

=  

 

 

=  

Assuranc= e Page

Page 2

Table of Contents

Page 3

Component 1: 

School P= rofile and Collaborative Process

Page 4

Component 2: 

Beliefs, Mission, and Shared Vision

Page 27<= o:p>

Component 3: 

Curricul= ar, Instructional, Assessment, and       &nbs= p;    Organizational Effectiveness

Page 29<= o:p>

Componen= t 4:

Action Plan-Goals, Action Steps, and Implementation Plan

Page 53<= o:p>

Componen= t 5:

The Scho= ol Improvement Plan and Process Evaluation

Page 61<= o:p>

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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 t= his team.

 

TEMPL= ATE 1.1: SIP Leadership Team Composition

(Rubric Indicator 1.1)

SIP Leadership Team Member Name

Leader-

ship Chair? (Y/N)

Position

Name of Subcommittee(s) (when applicable)

Elizabeth Brown

Y

Principal

Component 1, 4, 5

Janie Green

N

Kindergarten Teacher

Component 5

Janet Jasso

N

4th Grade Teacher

Component 1, 2

Kristen Jollay

N

3rd Grade Teacher

Component 1, 2

Judy Nichols

N

 Reading Specialist

Component 3, 4

Jane Tayloe

N

Resource Teacher

Component 1, 2

Brenda Wattenbarger

N

2nd Grade Teacher

Component 3, 4, 5

Michelle Linderman

N

Community member

Component 2

Carmen Johnson

N

Parent

Component 3, 4

Ashley Reed

N

Para-Professional

Component 2

 <= /span>

Component 1a - Sch= ool Profile and Collaborative Process

 

TEMPLATE 1= .2: Subcommittee Formation and Operation

Subcommitt= ees should represent various grade levels within the school and relevant stakeholders.  It is desirable= to include stakeholders on subcommittees when possible.  Stakeholders should be strategical= ly assigned to appropriate committees based on strength, skills and knowledge.    <= /o:p>

 = ;

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

 = ;

In complet= ing the templates that name the members of the subcommittees, be sure to indica= te 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 t= he subcommittee

chairs are on file and= check the box to indicate assurance the subcommittee has met and minutes are on file. 

 = ;

TEMPL= ATE 1.2: Subcommittee Formation and Operation

(Rubric Indicator 1.2)

 

Subcommittee for COMPONENT 1 School Profile and Collaborative Process

Member N= ame

Position=

Chair

Elizabeth Brown=

 <= /p>

Emily Hughes

 <= /p>

Janet Jasso

Chair

Kristen Jollay<= o:p>

 <= /p>

Velda Lay<= /o:p>

 <= /p>

Michelle Linder= man

 <= /p>

Shari Neupert

 <= /p>

Donna Patton

 <= /p>

Ashley Reed

Sara Sault=

5th = Grade Teacher

 <= /p>

Barbara Sheddan=

 <= /p>

 <= /p>

 <= /p>

 <= /p>

Jane Tayloe

 <= /p>

(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<= o:p>

 <= /p>

Subcommittee 1 Chair Signature

=  

Subcommittee for COMPONENT 2  Beliefs, Mission and Visi= on

Member N= ame

Position=

Chair

Janet Jasso

 <= /p>

Kristen Jollay<= o:p>

Chair

Michelle Linder= man

 <= /p>

Donna Patton

 <= /p>

Ashley Reed

 <= /p>

Kim Sammons

 <= /p>

Barbara Sheddan=

 <= /p>

Jane Tayloe

 <= /p>

 

 

&nb= sp;

(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

=  

=  

Subcommi= ttee for COMPONENT 3      Cu= rricular, Instructional, Assessment, and Organizational Effectiveness

Member N= ame

Position=

Chair

Carrie Coffelt<= o:p>

 <= /p>

Maxann Brooks

 <= /p>

Julie Deichert<= o:p>

 <= /p>

Carman Johnson<= o:p>

 <= /p>

Michelle Moorma= n

 <= /p>

Judy Nichols

 <= /p>

Jenny Paul=

 <= /p>

Nesa Reel<= /o:p>

 <= /p>

Crystal Walden<= o:p>

 <= /p>

Brenda Wattenba= rger

Chair

=  

Component 3 Subcommittee = has met to address critical components of the SIP and minutes are on file.

 YES

 <= /p>

Subcommittee 3 Chair Signature

=  

Subcommittee for COMPONENT 4 Action Plan Development

Member N= ame

Position=

Chair

Elizabeth Brown=

Chair

Julie Deichert<= o:p>

 <= /p>

Carman Johnson<= o:p>

 <= /p>

Michelle Moorma= n

 <= /p>

Judy Nichols

 

Jenny Paul=

 <= /p>

Nesa Reel<= /o:p>

 <= /p>

Brenda Wattenba= rger

 

 

 

&nb= sp;

(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

 

 

Elizabeth Brown

Subcommittee 4 Chair Signature

=  

Subcommittee for COMPONENT 5  The School Improvement Pl= an and Process Evaluation

Member N= ame

Position=

Chair

Elizabeth Brown=

 <= /p>

Janie Green

Chair

Jamie Hall=

 <= /p>

Courtney Harris=

 <= /p>

Colleen McCowan=

 <= /p>

Michelle Moorma= n

 <= /p>

Brenda Wattenba= rger

 <= /p>

Diana Winfree

 <= /p>

Tiffany Wolfe

 <= /p>

(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

 

Subcommittee 5 Chair Signature

Component 1a - Sch= ool Profile and Collaborative Process

=  

TEMPLATE 1.3.1: Data Sources (Includ= ing surveys)

Use surveys to capture perceptual da= ta. Administer some kind of survey to all shareholders with reasonable frequenc= y. Determine how often to administer your surveys by considering several facto= rs:

1&nb= sp;        Mobility of student families

2&nb= sp;        Grade span served (if you serve only three grades, you could have a complete turn= over of parents every three years)

3&nb= sp;        Change in leadership

4&nb= sp;        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).

=  

TEMPL= ATE 1.3.1: Data Sources (including surveys)

(Rubric Indicator 1.3)

 

Data Source<= /p>

Relevant Findings

 Parent Survey

 

 

=  

TEMPLATE 1.3.2: Narrative and Analysis of Relevant School and Community Data

Some of the factors to consider in t= his 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 fa= ctor (school or community) of major impact, including major changes and/or events that have adversely impacted your school.&= nbsp;

 

TEMPL= ATE 1.3.2: School and Community Data

(Rubric Indicator 1.3)

 

STUDENT CHARACERISTICS

Demographics=

  Forty-seven students are in our = three Pre-K classrooms. One Pre-K class is a special needs class, while the oth= er two are typically developing classes.&nb= sp; There are 252 K-5 students.  96.7% of our student body qualify for free or reduced lunches.  We have two ELL students.

 

Boys

165

Girls

134

Caucasian

283

Hispanic

  11

African American

  5

 <= /o:p>

Attendance, Transfer and Promotion Rates

  Our promotion ra= te for the same year was 95.6%.  Du= ring the 2006-2007 school year 53 students transferred to other schools while = 63 students were added to our enrollment.

 

Discipline Referrals

  Of those students 32 were white, 2 were Hispanic and 2 were African American.  Five of these were female and 27= were male.  Bus suspensions total= ed 15 students. Eleven were male and four were female.=

 

Special Education

  This comprises 14= % of our total enrollment.

Disability Type Numbers

       &nbs= p;            &= nbsp;           &nbs= p;           4 Health Impaired

       &nbs= p;            &= nbsp;           &nbs= p;          2 Hearing Impaired

       &nbs= p;            &= nbsp;           &nbs= p;           1 Multi- Handicapped

       &nbs= p;            &= nbsp;           &nbs= p;       4 Other- Developmentally Delayed

 

Student Attitudes and Perceptual Data

       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;        

 

STAFF CHARACERISTICS

 

Administration, Faculty, and Demographics

  Our part time s= taff includes a School Resource Officer, two Speech instructors, one cafeteria worker, one paraprofessional, and Physical Education, Music, English as a Second Language, Art and Band teachers.&= nbsp; Our classroom teachers and paraprofessionals are all highly qualif= ied in their areas of assignment per documentation at the system’s cent= ral office. Of our fifty-three staff members, three are male, fifty are female, and a= ll are Caucasian. Our principal has her Master’s degree and Educational Specialist’s degree and thirteen other faculty members have their master’s degree.

        = ;            &n= bsp;            = ;            &n= bsp;  Teachers’ Years of Experience

< 3 years       &n= bsp;            

3-5 years

6-9 years

10-19 years

> 20 years

        3       &n= bsp;            = ;         

       &n= bsp; 3

       &n= bsp; 3

       &n= bsp;    3

       &n= bsp;   7

Staff Mobility and Longevity

  We have had preschool in our bui= lding for three years.  The same t= hree teachers have taught these classes.  Of the remaining sixteen teachers, two have taught here over twenty years, four over ten years, three over five years, two for three years, a= nd three under three years.  Of= the sixteen teachers, seven have worked only at our school.  Our principal has led us for nine years. We partner with Bryan College, Lee University, and UTC to recruit personnel to our school. These student teachers and practicum teachers be= come a resource in finding new teachers. 

Staff Leadership

  A teacher from our school is on the system textbook adoption committee each year.  Our principal serves = on the System Safety Team.  Two of = our staff members are serving on the TCSPP team.  Several of our teachers have led sessions at system wide in-services.

 

SCHOOL CHARACTERISTICS

Historical Background

 It is located in a small rural community in East Tennessee, and we are the smallest of four elementary schools in the Rhea County School System.

 

Facilities

  The layout of the school provide= s the students and the community easy access to its common areas.  It is a Title 1, Pre-K through 5, elementary school. The school has seventeen regular classrooms, one resou= rce room, one reading specialist room, a gym, cafeteria, library, and three f= ully equipped computer labs.

 

Environmental and Safety Conditions

  During the day visitors may only= enter through the front door that goes directly into the office, all other doors are locked and can only be opened with a special card.  A committee of faculty and staff members, community members, and parents developed a school safety plan th= at is evaluated and up-dated each year with all revisions being sent to Mr. Smith, the superintendent.  =

 

Grade Distribution

 

 

Length of School Year

 

Length of the School Day

  This constitutes a 7-= hour day for students.

 

Operating Budget Distribution Equity and Per Pupil Expenditures

  Per pupil expenditures were $7,035.00 based on an enrollment of 252 students.  The school received $171,288.00 = in Federal Title I funds.  Per = pupil expenditures for the funds were $699.00 based on 245 students participati= ng in the free and reduced lunch program.

 

Unique Progr= ams and Grants

   A remediation after school program is offered for grades four and five.  Throughout the year fourth and f= ifth grade students participate in the 4-H program. The school counselor prese= nts a research based violence prevention program entitled Second Steps to gra= des K-5.  We benefit from Rural Utility Service Distance Learning and Telemedicine Grant our system has received.  This helps with o= ur professional development and with class virtual field trips.

 

Parental Support       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;                 &nbs= p;        =

  A Family Engagement notebook is = kept including records of contact with parents and attendance by parents at sc= hool functions.  This notebook is updated monthly.  Our parent= s are involved in events including Pre-K and kindergarten orientation, Pre-K advisory meetings, Open House, Parent-Teacher Conferences, field day, and field trips.  At monthly PTO meetings there are grade level programs and presentations or guest speake= rs addressing relevant parent topics.

 

School-busin= ess Partnerships

  They provide funds for the fifth= grade field trip to Nashville, and help financially when needs arise.

 

PARENT OR GUARDIAN DEMOGRAPHICS

Residence<= /o:p>

Ethnicity<= /o:p>

Education and Income Level

  The income level of our communit= y is also low.

  72% of our pa= rents are employed.

 

COMMUNITY CHARACTERISTICS

Demographics

  The community= 217;s economic level is reflected by the 96.7% of our students that qualify for= the free or reduced lunch program.  Graysville is mainly a residential town, with most of the people employed at factories in a neighboring town.  The small Seventh Day Adventist = School located in the town has closed.

 

 

Community Involvement

  We have a small, b= ut active PTO that provides support for programs and activities.  Local high school students do job shadowing and local college students offer a tutoring program at the publ= ic library.  The local Fire Hall provides a safety program for our students each year.

 

=  

Component 1b ̵= 1; Academic and Non-Academic Data Analysis/Synthesis

 <= /span>

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

Refer to Component 1 Academic/Nonacademic Helpful Hints.

=  

TEMPL= ATE 1.4: Variety of Academic and Non-Academic Assessment Measures<= /h1>

(Rubric Indicator 1.4)

 <= /b>

&mi= ddot;        TVAAS (Value Added) Data

·        TCAP Data

·        TCAP Performance Level Summary Report

·        DIBELS Data

·       TN Writing Assessment, Grade 5

·       ThinkLink

Non Academic

&mi= ddot;         Attendance

·         Discipline Referrals

·         Promotion and Retention Rates

=  

=  

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 t= he process used for the full review of all data gathered.

=  

TEMPL= ATE 1.5: Data Collection and Analysis

(Rubric = Indicator = 1.5)

TVAAS Academic Growth (Value Added)

= In analyzing the TVAAS data 3-year averages, all subjects in both grades excee= ded the state growth standard in Reading/Language Art, Science, and Social Studies.  The only area that d= id not meet the state growth standard was fifth grade Math.  In looking at the data for the 200= 6-2007 year, both fourth and fifth grades had negative gains in Math, and fifth gr= ade had negative gains in Social Studies.  Both grades had positive gains in Reading/Language Arts and Science,= and fourth grade also had positive gains in Social Studies.  See Table E.

Table E Academic Growth (= Value Added) Grades 4 & 5

Math

Grade

2004-2005

2005-2006

2006-2007

3-Year Average=

State Growth Standard

State 3-Year Gain

4th=

15.3

2.4

-5.3

4.2

0

2

5th

7.4

-13.3

-3.6

-3.2

0

2

Reading/Language Arts

Grade

2004-2005

2005-2006

2006-2007

3-Year Average=

State Growth Standard

State 3-Year Gain

4th=

5.3

0.2

2.6

2.7

0

1.2

5th

5.5

4.8

3.9

4.7

0

4.7

Social Studies=

Grade

2004-2005

2005-2006

2006-2007

3-Year Average=

State Growth Standard

State 3-Year Gain

4th=

15.3

8.6

5.8

9.9

0

4.7

5th

11

-2.5

-5.3

1

0

2.4

Science=

Grade

2004-2005

2005-2006

2006-2007

3-Year Average=

State Growth Standard

State 3-Year Gain

4th=

10.8

-1.8

6

5

0

3.7

5th

2.6

2.5

4.6

3.2

0

1.4

 

TCAP Data

= In 2006-2007, as a whole group, grades three through five scored 41% advanced,= 55% proficient, and 4% below proficient in Math, for a total of 96% proficient/advanced in Math.  = In Reading/Language Arts, grades three through five scored 29% advanced, 57% proficient, and 14% below proficient, for a total of 86% proficient/advance= d. Both of the proficient and advanced combined scores are above the NCLB targ= ets of 79% and 83%, respectively, which shows that these are areas of strength. More than three-fourths of the students are proficient/advanced in Math and Reading/Language. Comparatively, Math scores are higher as a group, while Reading/Language scores are somewhat weaker. Our task is to plan strategies= and interventions to increase these subject area proficiencies. See Graph 2.=

=  

The percent of white and economically disadvantaged students at Graysville Elementary School represents a majority of our student body; therefore, strengths and needs are the same as our whole school goals.<= b>

Subgroup Desegreg= ation

=  

= In 2006-2007, our White subgroup in grades three through five scored 42% advanced, 55% proficient, and 3% below proficient in Math, for a total of 9= 7% proficient/advanced. In Reading/Language Arts, grades three through five sc= ored 29% advanced, 57% proficient, and 14% below proficient, for a total of 86% proficient/advanced in Reading/Language Arts. Both of the combined proficient/advanced scores are above the NCLB targets of 79% and 83%, respectively. More than three-fourths of the students are proficient/advanc= ed in Math and Reading/Language Arts. Comparatively, Math scores are higher as= a group, while Reading/Language Arts scores are somewhat weaker. Our task is = to plan strategies and interventions to increase these subject area proficienc= ies. See Graph 3.

= In 2006, our Economically Disadvantaged subgroup in grades three through five scored 40% advanced and 54% proficient in Math for a total of 94% proficient/advanced. In Reading/Language Arts, 28% were advanced, and 60% w= ere proficient, for a total of 88% proficient/advanced. Both of these scores are above the NCLB targets of 79% and 83%, respectively. More than three-fourth= s of the students are proficient/advanced in Math and Reading/Language Arts. Comparatively, Math scores are higher as a group, while Reading/Language Ar= ts scores are somewhat weaker, with only 28% scoring advanced. Our task is to = plan strategies and interventions to increase these subject area proficiencies. = See Graph 4.

= In 2006-2007, our Gender subgroups of Males and Females in grades three through five scored as follows:

·    Males – 46% advanced, 46% proficient, and 7% below proficient in Math. 28% advanced, 63% proficient, and 9% below proficient in Reading/Language Arts.=

·    Females – 38% advanced, 63% proficient, and 0% below proficient in Math. 38% advanced, 52% proficient, and 10% below proficient in Reading/Language Arts= .

= All of these scores are above the NCLB targets of 79% in Math and 83% in Reading/Language Arts. More than three-quarters in 3rd through 5= th grades are proficient/advanced in Math and Reading/Language Arts. See Gr= aph 5.

=  

TCAP Performance Level Summary Report

= In comparing school performance levels with system and state performance levels for 2006-2007, Grade 3 had proficiency rates similar to the state and syste= m in Reading/Language Arts, Science, and Social Studies, and had higher proficie= ncy rates in Mathematics.  See = Table A.

=  

Table A Grade 3 Performan= ce Level Summary Report

Reading/Language Arts, Gr= ade 3, 2006-2007

Performance Level

School

System

State

Advanced

Proficient

Below Proficient

Mathematics, Grade 3, 200= 6-2007

Performance Level

School

System

State

Advanced

Proficient

Below Proficient

Science, Grade 3, 2006-20= 07

Performance Level

School

System

State

Advanced

Proficient

Below Proficient

Social Studies, Grade 3, 2006-2007

Performance Level

School

System

State

Advanced

Proficient

Below Proficient

 

= In comparing school performance levels with system and state performance levels for 2006-2007, Grade 4 had proficiency rates similar to the state and syste= m in Reading/Language Arts and Social Studies, and had higher proficiency rates = in Mathematics and Science.  Howe= ver, the percentage of students who were advanced in Reading/Language Arts, Math= and Social Studies were below the state and system averages. See Table B.

 

Table B Grade 4  Performance Level Summary Report=

Reading/Language Arts, Gr= ade 4, 2006-2007

Performance Level

School

System

State

Advanced

Proficient

Below Proficient

Mathematics, Grade 4, 200= 6-2007

Performance Level

School

System

State

Advanced

Proficient

Below Proficient

Science, Grade 4, 2006-20= 07

Performance Level

School

System

State

Advanced

Proficient

Below Proficient

Social Studies, Grade 4, 2006-2007

Performance Level

School

System

State

Advanced

Proficient

Below Proficient

 

= In comparing school performance levels with system and state performance levels for 2006-2007, Grade 5 had proficiency rates similar to the state and syste= m in Reading/Language Arts, and Mathematics, but was far below state and system proficiency averages in Science and Social Studies.  In addition, the percentage of stu= dents who were advanced was below the state and system averages in Reading/Langua= ge Arts, Mathematics and Social Studies.  See Table C.

 

Table C Grade 5  Performance Level Summary Report=

Reading/Language Arts, Gr= ade 5, 2006-2007

Performance Level

School

System

State

Advanced

Proficient

Below Proficient

Mathematics, Grade 5, 200= 6-2007

Performance Level

School

System

State

Advanced

Proficient

Below Proficient

Science, Grade 5, 2006-20= 07

Performance Level

School

System

State

Advanced

Proficient

Below Proficient

Social Studies, Grade 5, 2006-2007

Performance Level

School

System

State

Advanced

Proficient

Below Proficient

 

DIBELS Data

= Kindergarten, first, and second grades administered DIBELS fluency tests at the beginning, middle, and end of the 2006-2007 school year.  Data from these tests was analyzed= to assess student achievement in reading.&nbs= p; 42% of kindergarten students, 35% of first grade students, and 63% of second grade students met the mid-point goal.  44% of kindergarten students, 55% = of first grade students, and 53% of second grade students met the end of the y= ear goal.  See Graph 6.

=  

Tennessee Writing Assessment Data

= The table below illustrates the TN Writing Assessment scores for 2006-2007. Evaluation of the TN Writing Assessment Data revealed that the average scor= e of 3.7 is below the state average of 4.1. There is a need to improve the average writing score. One strength revealed by the analysis showed = that only one student scored below a 2 on the test.  See Table D.

=  

Table D  TN Writing Assessment 2006-2007<= o:p>

Score

Number of Students

Percentage

6

0

0%

5

0

0%

4

17

54.8%

3

10

32.3%

2

3

9.7%

1

1

3.2%

0

0

0%

 

=  

ThinkLink Data =

Average Test Sc= ores

2006-2007<= /o:p>

Subject=

Test One Average

Test Two Average

Test Three Average

Reading/Language Arts

49.39%<= /p>

54.21%<= /p>

57.94%<= /p>

Math

49.39%<= /p>

53.05%<= /p>

56.82%<= /p>

=  

 

 

 

 

ThinkLink Data<= o:p>

Percentage Non-Proficient, Proficient and Advanced

2006-2007<= /o:p>

Subject=

Test One <= /o:p>

Test Two

Test Three

Reading/Language Arts

NP: 11.8%<= /p>

NP: 0%

NP: 0%

P: 29.41%=

P: 66.7%<= /p>

P: 56.6%<= /p>

A: 58.8%<= /p>

A: 33.3%<= /p>

A: 47.4%<= /p>

Math

NP: 12.5%<= /p>

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= An area of strength was the school’s attendance rate of 95%. There is, howeve= r, a need to improve promotion rates by 2% to meet the state target of 97%. Ther= e is also a need to decrease suspensions rates in the coming year.  Suspensions increased from 0.03% t= o 3.1% from 2005-2006 to 2006-2007.

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TEMPLATE 1.6: Report Card Data Desegregation

Provide narrative analysis of disaggregated Report Card data.  Desegregation is the separating of= data into pieces for a detailed review.  The results would focus on what you learn about the individual data pieces.

 

TEMPL= ATE 1.6: Report Card Data Desegregation

(Rubric Indicator 1.6)

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All Students=

 

Race/Ethnici= ty

White

Hispanic

African Americans

Native Americans

Asian/Pacific Islander

 

Economically Disadvantaged

Special Educ= ation

  The same holds true for the 2005= -2006 school year. 

LEP

Gender

Proficiency Level Desegregation

Growth Differences Between High, Middle and Low Achievers

  Both fourth = and fifth grades did not have enough students who were low achievers (below proficient) to show any data.  No students were below proficient in fourth grade Math and fifth grade Reading/Language Arts, and only one student was below proficient in fifth grade Math and fourth grade Reading/Language Arts.  Fourth grade middle achievers (students who were proficient) had positive gains in Math and no gain in Reading/Language Arts.  Fifth grade middle achievers had a negative gain in Math and a positive gain in Reading/Language Arts.  High achievers (students who scored advanced) had positive gains in both fourth and fifth grades in Reading/Language Arts, but had negative gains in Math= in both grades, demonstrating the area of greatest need.  See Graph 1.        = ;            &n= bsp;            = ;                   = ;    =

 

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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.

TEMPL= ATE 1.7: Narrative Synthesis of All Data

(Rubric Indicator 1.7)

Component 1b committee members, comprised of Graysville Elementary School staff members, determined the academic and non-academic data to be analyzed. Academic data included TCAP scores from 2005-2006 and 2006-2007, TVAAS (Value Added) Data from 2006-2007, TCAP Performance Level Summary Report from 2006-2007, DIBELS data from 2006-2007, Writing Assessment scores f= rom 2005-2006 and 2006-2007, and grade distribution data from 2006-2007. TC= AP and Writing Assessment data came from the State Report Card and the TCAP CRT results. Grade distribution data were collected from each teacher a= nd given to the principal.

 

Data was studied and compared to determine areas of strength and of need. Da= ta was analyzed according to NCLB subgroups. These included the proficiency levels of advanced, proficient and below proficient. Non-standardized achievement levels were determined by analyzing grade distribution shee= ts for the 2006-2007 school year to date. These included grades one through five. Students were considered to be performing at a satisfactory level= if they had received a letter grade of C or above.

 

Action plans were determined based on these findings. 

The findings were as follows:

 

STRENGTHS

·           &= nbsp;         96% of students scored at the proficient or advanced level in Mathematics f= or 2006.

·         = ;            86% of students scored at the proficient or advanced level in Reading/Langu= age for 2006.

·         = ;            Attendance for 2005-2006 was 94.7%.

·         = ;            Attendance from 2006-2007 was 94.5%.

·         = ;            90% of students scored at a satisfactory level or above in Mathematics as determined through analysis of grade distribution.

·         = ;            92% of students scored at a satisfactory level or above in Reading as determined through analysis of grade distribution.

 

NEEDS

 

·           &= nbsp;         Scores on the State Writing Assessment need to improve.  The average score of 3.7 was b= elow the state average of 4.1.  Furthermore, no students scored above a 4.  The number of students scoring= at a proficient level needs to increase.

·           &= nbsp;         While the percentage of students who were proficient or advanced in Reading/Language Arts (86%) was above the state goal for 2006-2007, it decreased from the 88% who were proficient or advanced in 2005-2006 and will not meet the new expected level of proficiency for 2008.  This percentage needs to be increased.

·         = ;            While third grade surpassed the state (45%) and system (43%) percentages of students who were advanced in Math with 51% of students scoring at an advanced level, fourth and fifth grades scored below the state and syst= em percentages of students who were advanced.  In fourth grade, the system ha= d 40% advanced, the state had 42% advanced, and the school had 35% advanced.<= span style=3D'mso-spacerun:yes'>  In fifth grade, the system and= state both had 50% advanced, while the school had only 41% advanced.  Fourth and fifth grades also h= ad negative gains in students who were advanced in Math this year.  Fourth and fifth grades need t= o work to improve the percentage of students who are advanced in math.

·           &= nbsp;         In 2005-2006, only one student of the 292 students enrolled during the sch= ool year was suspended, but in 2006-2007, 8 students were suspended out of = the 299 students enrolled.  The percentage of suspensions needs to decrease.

·           &= nbsp;         Student promotion rates need to be improved by 2% to meet the state goal of 97%= .

·         = ;            A need to increase the number of students who meet their mid-point= and end of the year fluency test goals was discovered in analyzing data from DIBELS testing.

Our Goals and Action Plans will focus on improving areas of greatest need as shown by the data provided.

 

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TEMPLATE 1.8: Prioritized List of Go= al 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.  <= b>

 

TEMPL= ATE 1.8: Prioritized List of Goal Targets

(Rubric Indicator 1.8)

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Goal 1:  Reading/Language Arts &#= 8211; The number of students who are proficient or advanced will increase from = 86% to 89% by May 2009.

 

Goal 2: Math – Fourth and fifth grades will improve the percentage of students who are advanced in math to meet or surpass the state and system averages by May 2009.

 

Goal 3:  Writing-Fifth grade stud= ents will improve state writing assessment scores from an average of 3.7 to an average of 4.1 by May 2009.

2006-2007 TCAP Results = and Goals for 2009

 

2007 Math P/A

2009 Math P/A Target

2007 Reading P/A

2009 Reading = P/A Target

School

96%

98%

86%

89%

White=

97%

97%

86%

89%

Economically

Disadvantaged

94%

96%

88%

91%

Males=

93%

95%

91%

94%

Females

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90%

93%

  School percentages of students who are proficient/advanced in Math should increase from 96% to = 98%, and Reading/Language Arts scores should increase from 86% proficient/adva= nced to 89%.  Goals for the subgr= oup of white students include keeping the percentage of students who are proficient/advanced in Math at 97% and increasing the percentage of stude= nts who are proficient/advanced in Reading/Language Arts from 86% to 89%.  For the economically disadvantag= ed subgroup, the percentage of students who are proficient/advanced in Math should increase from 94% to 96%, and the percentage of students who are proficient/advanced in Reading/Language Arts should increase from 88% to 91%.  Scores for male studen= ts should increase from 93% proficient/advanced to 95% proficient/advanced in Math, and 91% proficient/advanced to 94% proficient/advanced in Reading/Language Arts.  Scor= es for female students should remain at 100% proficient/advanced in Math, and sh= ould increase from 90% proficient/advanced to 93% proficient/advanced in Readi= ng/Language Arts.

 

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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

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Template 2.1: Beliefs= , Common Mission and Shared Vision

 (Rubric Indicators 2.1 and 2.2)

 

BELIEFS

    

We believe that . . .

·         All children have the potential to learn.

·         Learning is a collaborative process involving the home, school, and community.

·         There is a direct relationship between attendance and learning.

·         Instruction should address the differences in learning styles and abilities to enable each student to reach his/her full potential.

·         Evaluation of assessment data and a focus on standards should drive instruction and guide academic intervention.

·         All stakeholders should be involved in the decision making process.

·         Policies should be established with whole student in mind.

·         All students should be encouraged to develop and use ethical and moral standa= rds of behavior, showing respect for themselves and others.=

·         All students should be encouraged to develop and use healthy practices.<= /o:p>

 

COMMON MISSION

The mission of Graysville Elementary School is to provide the best education possible in a safe environment. Developmentally sound methods of instruct= ion will be used to enable our students to perform on grade level and be adva= nced in required assessments given in all subjects. Research based academic practices are used to equip students to be productive, self-confident, responsible citizens prepared to positively interact in a diverse society= .

 

 

 

 

 

 

 

 

 

 

SHARED VISION

  We envision a future for our sch= ool where an established collaborative partnership between school, community,= and home will support student development.&n= bsp; Realizing this vision means:

·         Communicating effectively between home, school, and community to strengthen learning for all students

·         Promoting high expectations for mastery of academic standards through active student involvement

·         Encouraging students to develop and use ethical and moral standards of behavior<= /o:p>

·         Implementing research-based programs in the academic areas including technology, visual and performing arts, and healthy living

·         Promoting student attendance for a positive affect on learning

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Template 3.1.a: Curri= cular Practices

 (Rubric Indicators 3.1 and 3.2)

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Current Curricular Practices

School uses TDE state app= roved standards and provides training to the staff in the use of the standards.=

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Curriculum is prioritized= and mapped.

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School has established school-wide student achievement benchmarks.

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School has implemented a = grade appropriate cohesive standards based model for literacy.

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School has implemented a = grade appropriate cohesive standards base model for math.

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School has implemented formative assessments aligned with the school benchmarks.

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School communicates a sha= red vision of what students should know and be able to do at each grade level= to stakeholders through a variety of media format.

Evidence of Practice (State in definitive/tangible terms)