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
What are our major strengths and how do we know?
All faculty members were included in the process through SIP committee meetings and ultimately by
faculty-wide voting on proposed SIP documents.
Evidence of Alignment of Data and Goals
What evidence do we have that shows that a collaborative process was used throughout the entire planning
process?
Evidence that shows there was collaboration through the entire process includes minutes from SIP
committee meetings and agendas from faculty meetings.
Evidence of Communication with All Stakeholders
What evidence do we have of our communication of the TSIPP to all stakeholders?
Emails were sent to parents asking for input as well as reminders posted on the parent portal of
Powerschool. The school improvement plan is also posted on the school web page. Surveys were sent out
in spring, 2011 to ask students, parents, and community members about the school. Information was
shared during multiple PTA meetings. Members of the community other than parents and teachers were
involved in surveys and committee meetings.
Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals
What evidence do we have that shows our beliefs, shared vision and mission in Component 2 align with our
goals in Component 4?
All stakeholders, including teachers, students, support staff, parents, and community representatives have
participated in a collaborative process to develop Farmington’s beliefs, shared vision, and mission goals as
they align with our school focus and targeted goals. Furthermore, all stakeholders reviewed each action
plan to ensure that plans are consistent with the school’s beliefs, vision, and mission statement. Evidence
showing the alignment between Component 2 and Component 4 includes the following:
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Ensuring faculty participation in Professional Learning Communities (PLCs) promotes a culture of
data-driven, differentiated instruction on core content standards for all students and allows for
quality instruction that is consistent across grade levels (Beliefs 2, 4, 5; Shared Vision).
In order to implement and achieve school goals, continued collaboration is necessary between the
school and all stakeholders (Belief 3; Shared Vision).
Farmington’s goals, beliefs, shared vision, and mission statement support the use of researchbased, data-driven instruction, which engages all children and makes certain that all students will
reach his or her highest potential.
Communications, special programs, and meetings reach all stakeholders (Belief 3; Shared Vision;
Mission).
In order for all students to perform at his or her highest potential and to develop creative thinking
and problem-solving skills, the analysis of school-performance data (i.e., Discovery Education,
formative assessments, summative assessments, TCAP, Formative Writing Assessment) is a direct
extension of Farmington's Mission, Shared Vision, and Beliefs 4, 5, and 6.
Continued staff development in promoting a culture of data-driven, differentiated instruction that
focuses on core content standards will allow for a learning environment in which all students can
achieve academic success (Beliefs 1, 2, 5, 6; Shared Vision, Mission).
Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization
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?
The committee for Component 4 reviewed the information collected in Component 3 in order to begin
planning for appropriate goals and objectives in the Action Plan. The goals and steps agreed upon through
the consensus process reflect the findings in Component 3. The goals in Component 4 incorporate the
programs and practices identified as strengths or evidence of strength through the work of Component 3.
Suggestions for the Process
What suggestions do we have for improving our planning process?
Revisions to the 2011-12 School Improvement Plan were greatly improved by the use of Document
Tracking. Document Tracking enabled committees to work on their respective components both in large
group settings and in smaller individual settings. The site uses a universal login and password that is unique
to the chairs of each component. Chairpersons shared their login information with the committee.
Information entered in the site can be saved and revisited at different times when needed. The site also
allows for the viewer to see the entire document or specific components. The use of Document Tracking
expedited the update to our SIP document for this school year and will be utilized in the future to
continuously
improve
the
planning
process.
Planning a current action plan is often delayed until most recent test data has been has been received.
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
What is our plan to begin implementation of the action steps?
Implementation of some steps has started. The first benchmark assessments in DE, iStation and Compass
have been given. "Data digs" for each grade level have been planned and will take place the week of
October 10. From these meetings, progress will be made and monitored regarding common formative
assessments and student academic growth.
Evidence of the Use of Data
What is the plan for the use of data?
Farmington uses a variety of formative and summative assessment tools in order to have a reliable and
valid measurement of student performance. This data is used daily by teachers to analyze student
performance and plan instruction. Using both formative and summative measurements allows for the
classroom teacher to evaluate teaching methods and make necessary adjustments to meet the individual
needs of each student. This also helps to ensure student improvement. During weekly grade level meetings,
teachers discuss weekly progress monitoring, benchmark testing and summative assessments Assessments
and planning are documented in each teacher's plan books. TCAP data is discussed and analyzed during inservice days, at the beginning of the year, grade level meetings, data digs or anytime additional analysis is
necessary.
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
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 leadership team met in September. It will meet again in December, February, and May to review
progress. Additional meetings will be scheduled as necessary to ensure the goals of the Action Plan are
met.
Evidence of a Process for Monitoring Plan
What will be the process that the School Leadership Team will use to review the analysis of the data from
the assessments and determine if adjustments need to be made in our plan?
The team will meet to review reports and data supplied to the team from the action step's responsible
parties. As possible, the data will be disaggregated prior to the leadership team's meeting. The team will
review progress, discussing any necessary adjustments.
Evidence of a Process for Adjusting Plan
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 team will review progress, discussing any necessary adjustments. Consensus will be gained within the
school leadership team before modifying any action plan goals or components. Recommendations from the
leadership team will be taken back to the faculty for discussion.
Evidence of a Plan for Communicating to All Stakeholders
How will the School Leadership Team communicate success/adjustments of the plan to stakeholders and
solicit ongoing input from stakeholders?
Emails will be sent to parents asking for input as well as reminders posted on the Parent-Portal of Power
School and the school web-page. Some members of PTA will be asked to stay for faculty meetings in
which we adjust our plans.