Table of Contents
State Assurance Page---------------------------------------------------------------------------
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Component 1a –School Profile and Collaborative Process ------------------------------- SIP Leadership Team-Revised 2011------------------------------------------------- Subcommittee Formation and Operation ------------------------------------------- Data Sources ---------------------------------------------------------------------------- School and Community Data---------------------------------------------------------- BEP 2.0 Visual Arts Teacher--------------------------------------------------------• Instruction by highly qualified staff--------------------------------------------------• Comprehensive Needs Assessment (School Climate Survey)---------------------
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Component 1b – Academic and Non-Academic Data --------------------------------------- Variety of Academic and Non-Academic Data -------------------------------------- Data Collection Analysis---------------------------------------------------------------- Narrative Synthesis of all Data Revised 2012---------------------------------------- Report Card Dissaggregation Data---------------------------------------------------- Prioritize List of Goals-Revised 2012-------------------------------------------------Component 2 – Beliefs, Common Mission and Shared Vision ------------------------------ Beliefs--------------------------------------------------------------------------------------- Vision and Mission------------------------------------------------------------------------ Curricular, Instructional, Assessment, and Organizational Effectiveness --------- Schoolwide reform strategies based on scientific research------------------------
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Component 3.1 Curriculum Practices
 Curricular Practices ----------------------------------------------------------------------- Curriculum Gap Analysis ---------------------------------------------------------------- Curricular Summary Questions -----------------------------------------------------------
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Component 3.3 – Instructional Practices
 Instructional Practices ---------------------------------------------------------------------- Instructional Gap Analysis------------------------------------------------------------------ Offer timely additional assistance to students experiencing difficulty ---------- Instructional Summary Questions-----------------------------------------------------------
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Component 3.5 – Assessment Practices
 Measures to include teachers in assessment decisions to improve student
performance --------------------------------------------------------------------------------- Assessment Practices ------------------------------------------------------------------------ Assessment Gap Analysis-------------------------------------------------------------------- Assessment Summary Questions-----------------------------------------------------------Component 3.7 – Organizational Practices -------------------------------------------------------- Strategies to attract high quality, highly qualified teachers------------------------ Assistance to preschool children from early childhood programs to
Elementary------------------------------------------------------------------------------------ Organizational Practices --------------------------------------------------------------------- Organizational Gap Analysis---------------------------------------------------------------- Organizational Summary Questions---------------------------------------------------------
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Component 5 – The School Improvement Plan and Process Evaluation
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Component 5.1 Process Evaluation
• Measures to include teachers in decision regarding assessment results
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Component 5.2 Implementation Evaluation-----------------------------------------------------
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Component 5.3 Monitoring and Adjusting Evaluation------------------------------------------
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1
Tennessee School Improvement Planning Process
(TSIPP)
ASSURANCES WITH SIGNATURE OF PRINCIPAL
I certify that Riverview Elementary School has utilized the data and other requirements requested for each
component. The school will operate its programs in accordance with all of the required assurances and
certifications for each program area.
I CERTIFY that the assurances referenced above have been satisfied to the best of my knowledge.
__________________________________________
Signature of Principal
______________________
Date Signed
2
Component 1
School Profile and
Collaborative Process
3
Component 1a - School Profile and Collaborative Process
Template 1.1 SIP Leadership Team Composition (Rubric Indicator 1.1)
SIP Leadership Team
Member Name
Leadership
Chair?
(Y/N)
Position
Veronica Parish
Mary E. Rodgers
Patricia Baker
Kristi Calderon
Y
CO
N
N
Shonda Clark
Carolyn Carr
Patricia Dees
Stephanie Parham
Cynthia Harris
Tamara Miller
Earnestine Benton
Gloria Walker
Georgiana Givand
N
N
N
N
N
N
N
N
N
Early Childhood
5th Grade
Kindergarten
1st Grade
SPED Teacher
Librarian
Guidance Counselor
Secretary
Non-Certificated Personnel
Component 3
Component 4
Component 3
Component 3
Component 3
Component 1
Component 1
Component 1
Component 1
Lisa Wheeler
Glenda Pryor
N
Adopter
N
N
Parent
Parent
Component 1
Component 2
Kiawana Smith
Principal
Instructional Facilitator
2nd Grade
4th Grade
Name of Subcommittee(s) (when
applicable)
All Components
Component 1
Component 2
Component 4
Component 1
4
Component 1a - School Profile and Collaborative Process
Template: 1.2 Subcommittee Formation and Operation (Rubric Indicator 1.2)
Subcommittee for Component 1, School Profile and Collaboration Process
Member Name
Position
Chair
Earnestine Benton
Mary Rodgers
Shonda Clark
Gloria Walker
Guidance
Instructional Facilitator
Pre -K Teacher
Secretary
Yes
Co
N
N
Mary Rodgers
Lisa Wheeler
Instructional Facilitator
Adopter
N
N
Hilda Rodgers
Non-certificated Personnel
N
Jennifer Taylor
Parent
N
Component 1 Subcommittee has met to address critical
components of the SIP and minutes are on file.
YES
NO
Subcommittee 1 Chair Signature
Subcommittee for COMPONENT
2 Beliefs, Mission and Vision
Member Name
Patricia Baker
Cecerlia Booker
Hazel Settles
Patricia Dodd
Jermey Warren
Randy Leslie
Ruth Rawlings
Glenda Pryor
Position
2nd Grade Teacher
2nd Grade Teacher
Art Teacher
Music
2nd Grade Teacher
Adopter
Parent
Component 2 Subcommittee has met to address critical
components of the SIP and minutes are on file.
Subcommittee 2 Chair Signature
Chair
Yes
N
N
N
N
N
N
YES
NO
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Sub Committee for COMPONENT 3
Curricular, Instructional, Assessment, and
Organizational Effectiveness
Member Name
Position
Tamara Miller
Stephanie Parham
Carolyn Williams
Darrel Montgomery
Shondra Clark
Cynthia Harris
Librarian
1st Grade
5th Grade
Physical Education
Early Childhood
Special Education
Robert Herrod
Timothy Fields
Sylvester Donerson
Sylvester Donnerson
Adopter
Parent
Adopter
Adopter
Chair
Yes
CO
N
N
N
N
N
N
N
(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
Subcommittee for COMPONENT
4 Action Plan Development
Member Name
Position
Chair
Kristi Calderon
Anita Albonetti
Sheila Fitzgerald
Patrice Harrington
Nancy Freeman
4t Grade Teacher
4th Grade Teacher
2nd Grade Teacher
Kindergarten Teacher
Kindergarten Teacher
Yes
Co
N
N
N
Carolyn Carr
Liza Wheeler
Georgiana Givands
5th Grade Teacher
Adopter
Non-certificated Personnel
N
N
N
RaShunda
Hazzle
Ozell Ward,
Sr.
Parent
N
h
Component 4 Subcommittee has met to address critical
components of the SIP and minutes are on file.
Subcommittee 4 Chair Signature
YES
NO
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Subcommittee for COMPONENT
5 The School Improvement Plan and Process Evaluation
Member Name
Position
Chair
Yes
N
N
Fregenia Moore-Harris
Randy Leslie
Jeremy Warren
3rd Grade Teacher
2nd Grade Teacher
Music Teacher
Cecelia Booker
Patrice Harrington
1st Grade
Kindergarten
N
N
Ada Kelly
Carla Shipp
Vallary Taylor
Non-Certified Personnel
Clerical
Parent
N
N
N
(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.
Subcommittee 5 Chair Signature
YES
NO
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Component 1b - School Profile and Collaborative Process
Collection of Academic and Nonacademic Data and Analysis/Synthesis
This committee considered the following factors in determining the surveys administered to capture perceptual
data and present our relevant findings:
Riverview Elementary School has pre- kindergarten through fifth grade. This indicates stability for a majority of
the parents for seven years.
The transfer stability rate for Y 09- 10, 64% and SY 10-11 was 74% over this period of time the stability rate
has increased by 10%. The leadership changed for school year 2011-12, and the organizational practices of the
school this school year.
Template 1.3.1 Data Sources (including surveys) (Rubric Indicator 1.3)(See Addendum PP.3-5)
Data Source
Relevant Findings
Advanc-Ed
Strengths:
Riverview Elementary
1. The school promotes good relationship with parents. (83%)
School
2. The school is doing a good job in preparing student for the next
(Students, Parents,
level (67%)
Teachers) Survey
3. The parents see the school as a good place for the student to
learn (67%)
Weakness:
1. Increase parental involvement in school and parent
organization (84%)
Annual School Survey
SAC Documentation
Strengths:
1. The literacy program including all components such as
Accelerated Reader, leveled readers, Ticket to Read, was fully
implemented successfully by 100% of the teachers and students.
2. Classroom and the computer lab were fully utilized for the
designed purposes.
3. Adequate parental communication was established through
progress reports, conferences, and telephone calls.
4. Grade level meetings were dedicated to best practices, data
analysis, synthesis and plans.
5. Support classes aided classroom instruction and met learning
needs.
6. Authentic instruction was adequately provided in language arts,
math, reading, and science.
Weakness:
TEMPLATE 1.3.2: School and Community Data
(Rubric Indicator 1.3)
Narrative and analysis of relevant school and community factors:
Historical Background/ Community Characteristics
To understand the character of Riverview Elementary School a historical background is needed since the history
of the school is an important ingredient to the working of the school and its place in the neighborhood. In many
instances our students are the third generation to attend
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Riverview Elementary School. Riverview Elementary School was constructed in 1952 at the
corner of Joubert Avenue and Benford Street to serve the Riverview community. The school
shares 12.62 acres with Riverview Middle School and is adjacent to a public park. The school’s
first principal was Mrs. Emma Crittenden. Twelve teachers and approximately five hundred
students transferred from Florida Elementary School to open Riverview Elementary School.
Between 1957 and 1966, three additional units and a library were built, and the cafeteria was
expanded. In 1994, a fire destroyed part of the school. After renovation Riverview was a more
modern school with space for technology and pupil services. In 1999, Riverview underwent
renovation again, making it a 21st century school with air conditioning, handicap accessibility,
inter-net connections in every classroom, a parent room, multipurpose room, a guidance suite,
and two conference rooms for professional use. The renovation of the facility has enabled the
school to pursue the highest standards and use the latest techniques in education.
Riverview Elementary School has had four previous principals. They are Mrs. Emma L.
Crittenden, Mrs. Eleanor M. Olgesby, and Mrs. Amanda Johnson, all deceased. Mr. Samuel L.
Polk, former principal began serving in 1979 -2011. Mr. Polk led the school into the 21st
century not only in building design but also in the teaching and learning process. He retired at
the end of the school year in 2011. He served as Riverview
Elementary School principal for 31 years. Mrs. Veronica Parish took over as the new principal
August 1, 20ll. Mrs. Parish has made many new changes all to increase the academic
achievement of all students. She wants to ensure all students receive an education based on the
latest knowledge and proven techniques in teaching and learning. She has initiated weekly data
assessments to ensure students receive Good First Teaching and Just-in-Time interventions to
move them to the highest academic levels. The professional learning communities on grade
levels meet twice weekly to discuss the student data, reteach skills not mastered, differentiate
instruction, and develop action plans of improvement based on data collected. The information
is shared with the school leadership team who is responsible for research of data proven
methods in every domain. This information is shared with the entire faculty and instilled in
every classroom. Decisions regarding teaching techniques are based on data that is gathered and
analyzed weekly and after every formative assessment per class and student under the direct
supervision of Veronica Parish, the principal, and Mary E. Rodgers, Instructional Facilitator.
Facilities
The school consists of 17 regular classrooms each equipped with the latest innovations in
technology to aid in teaching and learning. Every classroom has Internet access with at least
five computers all grades. The classroom computers serve as a teaching tool with on line
research, the use of educational sites for remediation and enrichment, and programs provided by
the school or district. Each classroom is equipped with a teacher station and projector. Grades 35 teachers have a laptop with Ebeam connection. There is also a computer lab with 26 on line
computers with a class schedule ensuring every student receives a minimum of 45 minutes on a
computer weekly. The library is a modern facility with six computers for student use. The
library contains the professional library and a conference room. Riverview Elementary has two
SPED teachers and offers both a Head Start Program and an Early Childhood Program. The
school has a full-time physical education teacher also, employed at the school is an Orff music and art teacher.
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Riverview has a guidance suite with an office for the guidance counselor, a conference room for staff, and
workrooms for the faculty. We also have a parent room equipped to supply parents with a zone of comfort for
meetings and a teachers’ lounge.
Environment and Safety Concerns
Safety is a top priority at Riverview Elementary School. Cameras have been installed to view those entering the
building. The school has six keyless locks that are opened by either badges provided by the Board of Education
to qualified personnel, or by being “buzzed” in by the office. Staff members wear identification badges
provided by the Board of Education.
Committees at Riverview Elementary have developed a safety plan, emergency management plan, and positive
behavioral Invention strategies plan, which are reviewed and updated yearly. These plans are presented the
faculty and parents in written form and submitted to the Memphis Board of Education. In addition Riverview
Elementary adheres to the policies of the Memphis Board of Education including, but not limited to, a yearly
seminar on hazardous waste and student safety.
Riverview Elementary has continued the Character First Program with classroom instruction and monthly
classroom meetings conducted by the guidance counselor. This Memphis City Schools’ approved program
presents and utilizes components needed in character building. Character First is strengthened and added to by
daily announcements by the principal and instructional facilitator and assembly programs. Our teachers and
instructional facilitator have also participated in the Peaceable Schools program sponsored by the Memphis
Board of Education to establish an atmosphere of safe learning within the school.
Riverview Elementary has always been known for the warmth with which it receives both parents and visitors.
The school is noted for the care that has been given to its interior. The hallways are filled with motivational
material, cultural artifacts, and examples of students’ work.
Grade Distribution:
Riverview Elementary School is Pre Kindergarten through 5th Grade.
Grade
Pre-K
KK
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
Population
20 students 1 teacher 1 assistant
60 students 3 teachers
65 students 3 teachers
65 students 3 teachers
65 students 3 teachers
58 students 2 teachers
52 students 4 teachers
Grades 4th and 5th are departmentalized with one teacher, on each grade, responsible for
Reading Language Arts and Social Studies and the 2nd teacher responsible for Mathematics and
Science.
Length of School Year and Day
Length of the school year – 180 days
Length of school day – 6 hours 45 minutes
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Operation Budget Distribution Equity
The total budget for Riverview Elementary School for the school year 2011 – 2012 was
$90,500.00. This money was used for professional development, supplies of paper, books,
furniture, copy equipment, few waivers, and parental support. The limited property maintenance, printing
and postage are paid with school activity funds.
The Total Title 1 NCLB budget is $148,000. This money is used for: Instructional Facilitator’s salary and the
salary of one full-time paraprofessional, library books, testing materials, professional development, parental
involvement, after school enrichment, classroom equipment, supplies, and transportation for field trips,
materials and supplies, computers equipment, laptops for teachers, computer teacher work station, and computer
programs. Our after school enrichment program is paid for by the Memphis City Schools Extended Contract
$4,500.00.
Visual Arts Teacher
An additional teacher was allocated to Riverview Elementary School to support the fine arts. This position
allows us to provide students with visual arts classes. Funding was allocated to provide for this teacher in the
amount of $65,000.00. Funded by the BEP 2.0.
Per Pupil Expenditure
The per pupil expenditure for grades kindergarten through third grade was $25.00 per student. The per pupil
expenditure for grades four and five is $20.00.
Administration, Faculty, and Staff Demographics (Race, Gender, Ethnicity)
Position
1 Principal
15 Teachers
4 Teachers
2 Teacher
1 Guidance Counselor
1 Librarian
Race
Black
Black
White
Black
Black
Black
Gender
Female
Female
Female
Male
Female
Female
Ethnicity
U.S.
U.S.
U.S.
U.S.
U.S.
U.S.
Years of Experience of Administrator and Faculty
Administrator – 2 years of service
3 teachers 20 – 30 years of service
15 teachers 5 – 15 years of service
1 teachers under 2 years of service
Instruction by Highly Qualified Staff
All of the professional classroom teachers at Riverview Elementary School are listed by the Education
Department of the State of Tennessee as highly qualified and are endorsed in their teaching area. Riverview
Elementary currently employs four paraprofessionals (educational assistants and interventionist); all four are
listed as highly qualified.
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Percentage of Faculty and Staff That Hold Advanced Degrees
50% of the faculty and staff hold advanced degrees.
Parent – Student Demographics
Riverview Elementary School is a Title 1 School with 322 students. 98.2% of the students are on free/reduced
meals. The student body is 100% Black. Riverview Elementary School is in the 38109 area. According to the
2010 census within this area 95.5% of the population is Black, 2.9% is White, and .6% is Hispanic, and 1% is
multiracial. Within the 38109 area, 34% did not graduate from high school, 35% are high school graduates,
19% have some college, and 12% are college graduates. 38.4 % of the population has never married, 33.5% are
married, and 28% are separated, widowed, or divorced. The census shows that 18% of the households earn
below $10,000.00, 17% from $10,000.00 to $25,000.00; 65% earn from $25,000.00 to $50,000.00, and 1%
earns from $50,000.00 to $100,000.00. The median household income is $28,368.00. According to the United
States Census the 65.6% which graduated from high school is below the national average; the 33.5% married is
below the national average, and the median household income of $28,368.00 is below the national average. (See
Addendum graphs pages 3-4)
Curriculum
Memphis City Schools and the state of Tennessee establish the basic curriculum of Riverview Elementary
School. Differentiated teaching is assured by data analysis of individual students and is practiced in every
classroom. Riverview Elementary School incorporates Aimsweb data, Discovery Education data and learning
probes, Stanford Math, Reading Plus, Destination Reading, Headsprout phonics, and Writing Folio into its
curriculum.
Unique Programs
Riverview Elementary stresses the development of suitable personality characteristics
with the development of the Character First program, and the Peaceable School Program.
Cargill Corn Milling, an adopter, has established a program with Lichterman Nature Center that begins with
fourth grade classes and extends through the fifth grade. The nature of this program is both enrichment and
reinforcement of basic science concepts. The fifth grade enrolled in the Junior Achievement “Building a City
Program”.
Our school recognizes the accomplishments and citizenship of our students each nine-weeks with an honors
program and incentives. The program features speakers from the community, adopters, and the Memphis City
Schools board of administration. The school has established a rubric for behavior and attendance with suitable
rewards and incentives for students reaching the desired levels. Many of these incentives are provided by an
adopter: Hershey Inc. Memphis.
Interaction with community leaders is provided with a variety of school- sponsored events and special
programs. Activities include Memphis City Schools Reads, Read Across America, Thanksgiving and Christmas
programs, Career Day, Black History Observances, Field Day, Adopt -A-School programs, and a series of other
activities designed to develop the whole child.
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Velaro Refinery, an adopter, sponsors enrichment in the field of science. This year they are sponsoring a field to
Nashville TN to take part in a science exposition.
Honors Classes:
C.L.U.E. – Creative Learning in a Unique Environment
EdPlan Intervention
The EdPlan Intervention Program, “Support Our Students”, was implemented in 2009. This is a plan developed
to follow students throughout the district to ensure students receive the necessary interventions for improving
their academic skills. Teachers will not lose valuable time with a student intervention program after transferring
from one school to another. All of the student test results, assessment data, attendance and conduct and tier
information is listed in one location on the EdPlan for easy access to continue needed interventions.
Interventionist used with the EdPlan include: The Scott Foresman Leveled Readers, calendar math, Everyday
Math Skills Link, Problem Solving Step-by-Step programs, Aimswebs progress monitoring, discovery
education probes, Headsprout phonics, Reading Plus, Destination Reading, Stanford Mathematics and new
adoption mathematic textbook Scott Forseman Envision textbook and materials. We use the data collected to
drive instruction, revise, review, reteach or modify teaching based on formative assessment data.
Enrichment Programs
Literacy enrichment is provided through such programs as Memphis City Schools Read Program, Reading
Shake-up and Vocabulary Stretch. Riverview Elementary offers extended preparation and enrichment through
planning, instruction, after school enrichment, a summer enrichment program, and activities of the Beta Club.
Parental Support
Parents support the school by belonging to and participating in the Riverview Elementary Parent, Teacher, and
Student Organization. Parents also attend and participate in academic awareness nights in all core subjects,
Muffins for Moms, Donuts for Dads, TCAP Family Preparation Meetings, Family Literacy Nights,
Mathematics/Science Nights, Social Studies Family activities and volunteers help in classrooms with field trips
and other class activities.
Parental Communication
Riverview Elementary School considers education to be a cooperative enterprise between the school and the
home. As such, communication is of the utmost importance. Every classroom is provided with a telephone and
parents are urged to keep in communication regarding concerns and educational needs. A progress report is sent
home every Monday for every child in the school. There are monthly parent meetings and an open house.
Meetings are alternated between day and night times to accommodate all parents. Parents have always felt
welcome at Riverview Elementary School.
Leadership Council
The School Leadership Council is composed of three parents, four teachers, and two adopter representatives.
The Council meets seven times a year to be involved in school- based decision-making. Major roles and
responsibilities of the Council are to help develop, approve, monitor
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and evaluate the School Improvement Plan approve the school budget, monitor school climate, and
participate in pertinent school decisions.
Adopters (School Business Partnership)
Our adopters include Cargill Corn Milling, Hershey Foods, The Memphians, Oak Grove Baptist
Church and Valero Refinery. These companies offer their time and services by donating school
supplies, providing food for Thanksgiving and Christmas baskets, sponsoring field trips, and selected
mentoring. Of note is the science initiative sponsored by Cargill in conjunction with the Lichterman
Nature Center. Valero Refinery has continuously sponsored a monthly science initiative by providing
chemists to do presentations.
Student Characteristics
Number of Students
Enrollment in Riverview Elementary School includes 322 students in Early Childhood through the fifth
grade.
Student Demographics
Riverview Elementary has 170 males and 152 female students. The student population is 100% Black.
In recent years the district rezoned the school boundaries and Riverview Elementary increased its
student body by 23% with students who had been attending other elementary schools.
English Proficiency
100% of the families at Riverview Elementary School indicate on their Home Language Identification
Form that English is their primary language.
Free and Reduced Lunch Rate
322 students receive free and reduced lunch rates. The household’s total income and the total number
of people in the household determine eligibility for free or reduced price meals. Children from families
that are eligible for AFDC services or foster parent services automatically qualify for free meals.
Students who receive free or reduced price lunch also receive breakfast, as well as, waiver of some
field trip fees.
Discipline Referrals
In school year 2010 –2011 there were 49 suspensions (13.6%); and 2 expulsions (.6%).
Students Scheduled in Classes Without a certified Teacher
All teachers at Riverview Elementary are certified and listed as highly qualified by the Tennessee State
Department of Education.
Attendance (%)
The attendance rate for the Y08 -09; was 93.5%; Y09-10 was 92.9%; Y 10- 11 was 94%. The state
goal was 93%.
Promotion Rate (%) Promotion rate for the Y08 -09; was 98.5%; Y09-10 was 98.9%; Y 10- 11 was
99.8%. The state goal was 97%.
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Areas of Certification
There are 0% of teachers teaching outside their area of certification.
Mobility and Longevity of Staff
Riverview Elementary School has 1% new teachers this school year. 99% of the teachers have
been at Riverview Elementary School for two or more years.
Highly Qualified Paraprofessionals
Riverview Elementary has 4 highly qualified paraprofessionals.
Mentors
There are two trained and qualified mentors at Riverview Elementary School.
Special Education Disability Types, Numbers and Percents
Instructional Resource:
Total Number of Students: 39, Developmentally Delayed 3 (7.6%), Learning Disabled 19
(49%), Functionally Delayed 6 (15%), Mentally Retarded 3 (7.6%), Health Impaired 2 (5%),
Language Impaired 6 (15%)
Speech: Number of students: 23, impaired 8 (34%), Language impaired 12 (52%), speech
impaired 3 (13%)
Students Attending Pre School
1 class – 19 children
Extra Curricular Activities
Boys Club for 4th and 5th grade boys
Girls, INC.
Football
Girl Scouts
Cheer leaders
Step team
Working with Girls INC the guidance counselor and the instructional facilitator will work with
students to establish an environment which female students are inspired to excel. In order to
mentor young female students and to effectively assist them through the college recruiting
process, we have developed a number of pillars on which this vision is held: be determined







exude strength
strive to achieve
positively represent
expand awareness
practice “game day”
make no excuses
seek to inspire
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The TCA 2012 Conference will deliver a message on how to face our personal and professional
challenges, barriers, obstacles, or challenges. From the conference we will learn that the he key
to success is not avoiding them (that's unrealistic) but rather dealing with and overcoming them.
Strategies will be presented including:




The importance of shifting your vision
Focusing on the goal, dealing with setbacks
The power of attitude
Coming together as a team to accomplish great things
Attendance of the Tennessee Counseling Conference will be the basic for the professional
development needed to carry out the vision and mission for the students at Riverview
Elementary.
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Students Attitudes/ Perceptual Data
(See Addendum School Climate Survey Pages 30-32)
Template 1.4 Variety of Academic and Non- Academic Assessment Measures (Rubric Indicator 1.4)
List Data Sources
TCAP (AMO)
Disaggregated Data by No Child Left Behind Sub Group
Pre K Early Childhood Assessment
School Report Card Data
School Report Card – State of Tennessee – Attendance, Promotion
AIMSWeb
Unit Tests
Discovery Formative Assessment
Kindergarten Readiness Indicator (KRI)
TVAAS
Nine-weeks test
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 TCAP data was collected from the State of Tennessee web site and the Pearson web site.
We collected the data for the third, fourth and fifth grade and made charts comparing the data for school years,
2010 -2011, 2012 and noting gains or losses. The narrative on this data was written from the charts and
comparison of years and groups of students.
The school report card data is compiled each nine weeks by each teacher in every subject. This data is used by
class grades, and also disaggregated by gender and by achiever status (both by numerical grades and high,
medium, and low.) Each nine- weeks this data is collected and composed not only by section but by grade. At
the end of the semester and of the school year this data is summarized. For the school improvement plan we
used the end of the year summary for grades three, four, and five in every subject. We used the data
disaggregated by gender and level of learning.
Discovery Formative Assessment data was used to collect specific items of challenges for the students. In order
to use the data for this report we matched SPI’s for third – fourth, and fourth – fifth grade and the Discovery
scores of the SPI’s were used to identify areas of need and also to compare mastery of the SPI’s.
Unit tests were chosen for examination in Social Studies, Science and Language Arts which were common to
the grade. The unit tests were used to identify particular areas of need in subject areas according to preliminary
findings from the TCAP scores. The unit tests were used to locate and identify specific areas of learning needs.
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TVAAS is available on the State of Tennessee Education web site. The State of Tennessee TVAAS scores are
an average of three year scores. For this study we compared the TVAAS scores for 2009, 2010, 2011- 2011, and
2012 school years. For School year 2011-2012
Riverview Elementary reviewed and analyzed 2012 projected Academic Performance for enrolled students
Projected Prior 2012. We used the Accelerate I, Accelerate II, and Accelerated III data to develop instructions
to move students from Accelerate I and II to Accelerate III.
Interventions are in place to accomplish this goal.
Schools can and should add value for each student during a school year.
• This is true whether the student comes in above grade, at grade or below grade.
• Students are entitled to grow at least at a rate they have demonstrated in the past.
Report:
School:
System:
Year:
Future Academic Performance
Riverview Elementary School
Memphis
2012
Currently Enrolled Students Projected to the Next Test
Grades 4-8 Projected to Next Tested Grade TCAP Math
Probability of Proficiency
Nr of Students
Percentage
Advance: Greater than or equal to 70%
3
3%
Accelerate II: Between 50% and 70%
7
7%
Accelerate I: Less than or equal to 50%
89
86%
Students who lack sufficient data
4
4%
Grades 4-8 Projected to Next Tested Grade Reading
Probability of Proficiency
Nr of Students
Percentage
Advance: Greater than or equal to 70%
4
4%
Accelerate II: Between 50% and 70%
5
5%
Accelerate I: Less than or equal to 50%
90
87%
Students who lack sufficient data
4
4%
Value-Added calculates a projected test score for a student in a given grade and subject.
• The projected score is based entirely on the student’s prior academic achievement.
• It is then compared to the actual score at the end of the year
In 2012, the state implemented the state common core standards and assessment
more reflective of national and international student performance in the 21st Century. The changed begin with
elementary students on grade K-2 in mathematics and language arts. Grades
18
3-8 implementation for math was implemented partially for the 2012-13 school year. The math and English
Language arts Common Core Standards for English/Language Arts will be fully implemented school year 20132014 to prepare for the PARCC Testing. To meet these standards new expectations for student academic
progress will be necessary. The state is expecting a 4 point scale score growth for all students in 4th grade
Mathematics on the NAEP and a 3-5% increase in percent of students proficient/advanced on the TCAP test
2013-2014. Therefore, the Common Core State Standards will strengthen teaching and learning with standards
that are: focused, coherent, clear, and rigorous with internationally benchmarked, anchored in college and career
readiness that are evidence and research-based. Tennessee Department of Education has reset the growth
standard to reflect the state’s average student performance in 2009. These new standards should be viewed as
the minimal expectation for student academic progress.
The Kindergarten readiness indicator is administered by the district. The teachers in the Professional Learning
Community analyzed the data and developed appropriate plans for academic achievement.
The Early Childhood Assessment is given at the end of October, January and April to determine early readiness
skills. The scores from this assessment are analyzed by the teachers in their learning community and plans are
formulated to ensure student learning.
Teachers on all grade levels use the AIMSweb data in Reading and Mathematics to formulate activities and
intervention strategies for student in Tier III.
Template 1.6 Report Card Data Disaggregation (Rubric Indicator 1.6)
School Report Card Data Disaggregation (See Addendum graphs pages 10 -11)
Race/Ethnicity:
Riverview Elementary school student a body is 100% Black and 98.2% economically disadvantaged and on free
and reduced lunch. Due to these statistics data cannot be disaggregated by race or economics.
Report card data is accumulated, analyzed, and action steps are formulated by class and grade as a whole using
gender, proficiency level, and growth differences. This analysis is used in grade meetings, professional learning
communities, the instructional Facilitator, Mrs. Mary Rogers, and by the Principal, Mr. Polk, in planning
instruction and to ensure every effort is made for the academic growth of each student.
Special Education
Special education data is maintained and analyzed by the special education teacher by gender and proficiency
level. Special education six weeks and periodic plans are formulated by the special education teacher with the
aid of the classroom teachers, and Instructional Facilitator, and are submitted to the Principal for review and
approval.
At the end of the first semester of each school year an overall report card data comparison is done by each
teacher, and every grade pertaining to the growth during the semester. This comparison is disaggregated by
gender, achievement level, and growth differences. At the end of
19
the school year a summary of the data is completed by each teacher and by every grade level for the academic
year according to class as a whole, gender, proficiency level, and growth differences. The end of the year
summaries are used by the next grade level in making preliminary plans for the school year and also used by the
learning communities, principal of the school, and the Instructional Facilitator in tracking cadres of the same
children from year to year. All raw data, data summaries, and charts are available at the school.
Proficiency Levels
Established Priorities:
1. Increase the number of boys in the high level of achievement on all grade levels by 5% in reading, language
arts, and math.
2. Increase the number of students on the medium level of proficiency on all grade levels from the low level by
3%.
TCAP Achievement Rates Spring 2012
Subject
Grade
Rate 2011
Goal
2012 AMO
2012 Rate
Math
3-8
22.6%
4.84%
RLA
3-8
10.7%
5.6%
Subject
GrLev
PAStudents
Tested
PercentPA
Reading
3-8
29
172
16.9%
5.2%
Math
3-8
33
172
19.2%
5.0%
Reading
3
8
65
12.3%
5.5%
Math
3
9
65
13.8%
5.4%
27.44%
16.3%
Diff.
19.2%
16.9%
-3.4
6.20
Growth
Target
22.1%
24.2%
17.8%
19.2%
2012 TCAP Results: RLA -3rd Grade tested 62 students (10 of 62 were SPED) with 12.3%
Advanced/Proficient; Math 62 students (10 of 62 were SPED) with 14% Advanced/Proficient; Science 62
students tested (10 of 62 were SPED) with 19.4% Advanced/Proficient; Social Students 62 students (10 of 62
were SPED) with 44%. RLA 4th Grade tested 52 students (10 of 52 were SPED) with 11%
Advanced/Proficient; Math 52 students tested (10 of 52 were SPED) with 23% Advanced/Proficient; Science 52
students tested (10 of 52 SPED) with 28.3% Advanced/Proficient; Social Studies 52 students tested (10 of 52
were SPED) with 72% Advanced/Proficient. RLA 5th Grade tested 47 students (7 of 47 are SPED) with 28%
Advanced/Proficient; Math tested 47 students (7of 47 were SPED) with 17.4% Advanced/Proficient; Science 47
students tested (7 of 47 were SPED) with 21.3% Advanced/Proficient; Social Studies 47 students tested (7 of 47
were SPED) with 68% Advanced/Proficient. Overall Advanced/Proficient in SPED grades 3rd-5th (27 students)
at .37% in Reading; 0% in Math; .37% in Science and 33.3% in Social Studies.
At Riverview Elementary School for 2012 TCAP Reading/Language Arts grades 3-5, were 16.9%
Advanced/Proficient. Our growth (AMO) for 2013 is 5.2%. Our target (AMO) is 22.1%. Our goal for 2013 is
32% in Reading/Language. 2012 TCAP Math grades 3-5, were 19.2% Advanced/Proficient. Our growth (AMO)
is 5.0%. Our target (AMO) is 24.2% our goal for 2013 is 34% in Math. 1 out of 27 SPED students in
Reading/Language Arts in grades 3-5
20
was Proficient. In Math 0 % Proficient. The SPED teachers will meet in PLC's weekly with regular Ed
teachers. We now have two full-time SPED teachers, grades K-3 and Grades 4-5.The SPED teachers will
continue to implement inclusion and grade pull-out to ensure that SPED students meet standards and improve
their proficiency rates to 30% for school year 2013. Detailed Action Plan: Reading Strategies: analyze data
weekly in PLCs, create assessment before teaching skill(s), differentiate instruction and teaching strategies
based on analyzed data, utilize district/school intervention programs, utilize latest classroom technology (CPS
Clickers, Teacher Mobies and Student Learner Mobies; additional computer lab with 20 computers, teachers
attend school level and district level Avatar Professional Developments in the areas of needs to strengthen
instruction, Utilize TEMs evaluation model for Professional Growth Plans and principal feedback; Instructional
facilitator coaching/mentoring teachers on Common Core Standards, data analysis, and video reflections. The
4th-5th grades are departmentalized to increase intense planning and instruction. The instructional schedules
including 30 minutes double dose instruction.
All State and District programs are fully implemented at Riverview Elementary School. Aims Web is monitored
to ensure progress monitoring is completed once weekly for Tier III and every two weeks for Tier II on all
grade levels. The data from EPGY Stanford Math, Headsprout (Mimo), and Destination Reading, Reading Plus,
Reading Street, My Sidewalk, Writing Folio, EdPlan, Discovery Ed, TCAP and TVAAS results will be
analyzed to guide teaching and learning. Programs will be closely monitored by interventionists, teachers,
facilitator and principal.
Using the TCAP unofficial data Riverview Elementary will move students scoring below
Basic and basic to the level of proficient. We will use the student test score percentage
And develop intervention plans to match the students deficiencies based on the Discovery Formative
Assessment Test P, Aimsweb, Scott Foresman Benchmark Test, and Mathematics
Test.
Narrative Synthesis-Reading and Language Arts
Strengths and Needs
Our main area of identified concern is Reading/Language Arts/Writing.
We will address our concerns with interventions that include: data analysis to meet the needs of individual
students, differentiate instructions, Stanford LAW, Good First Teaching, My Sidewalk Intervention Providers,
Retired Title I during the school day Reading Tutor, after school, and Saturday School to improve students’
academic in Reading/Language Arts.
Narrative Synthesis
Mathematics Data (See Addendum graphs and charts (pages 17-23)
According to the Unofficial TCAP data we did not met our AMO for mathematic on the Spring TCAP 2012
We will analyze all student data for intervention plans to match the needs of individual students on all grade
level to move more students to the level of proficient in math. We will utilize Stanford Mathematics; continue
with the retired intervention tutor for 45 minutes daily beginning in January to move students scoring Below
Basis and Basis to the level of proficient.
21
Strengths and Needs
In order to ascertain exact strengths and weaknesses SPI’s were examined comparing the third to the fourth and
the fourth to the fifth. Commonalities between grades were identified for these comparisons. The strengths in
the fifth grade were in solving real world problems, determining data sets and predicting outcomes. The fourth
grade strength was in using estimation, and connecting to real world situations and the weaknesses were in
solving real world problems and in connecting open sentences to the real world. The greatest fourth grade
weakness was in measurement. The greatest strength in the third grade was in determining outcomes and the
weaknesses were in real world situations and interpreting data.
We are concerned in the drop in percentages reading proficiency levels based on the new TCAP cut scores
which, is evident each year in both CRT and report card data. We will develop Reading activities throughout the
school and work with students with clear defined goals and based on individual student need based on all data
sources available.
We are concerned by the continual loss in the advanced category and gain in the below proficiency. It is also of
concern that the boys have scored below the girls in the advanced and proficient categories for each year.
Pre-K Assessment Memphis City School (See Addendum charts p.33)
Early Childhood students at Riverview Elementary School enter a formal educational setting lacking many of
the basic skills needed for academic achievement. In 2011 and 2012 students were assessed in the areas of
Language Development, Mathematical Concepts, and Personal Data.
Students have continuously shown an increase in mathematical areas such as, recognizing numbers from 0-20,
quantitative concepts, positional words, and matching and sorting colors and shapes. There was, however, a
slight increase in 2011 in color naming and shape recognition.
The area of Language Development included subtopics such as identifying upper & lower case letters,
identifying beginning consonant sounds, matching upper to lowercase letters and recognizing sounds that
rhyme. Identifying upper and lower case letters increased 33% from Y2011 to Y2012; matching upper to lower
case letters declined 28% from Y2011 to Y2012. Reciting months of the year, days of the week, and alphabets
reached 100% in Y2012.
22
Component 2
Beliefs, Common
Mission and
Shared Vision
23
Template 2.1 (Rubric Indicator 2.1 and 2.2)
Understands the attributes of High Performing School’, Beliefs, Mission, and Shared
Vision
Administrators, teachers, parents, and community members worked together and collaborate to
define the beliefs, and mission of Riverview Elementary School. Committee members
researched the state and district beliefs and the previous beliefs, mission, and vision for
Riverview Elementary School. Effective schools and practices, future trends, and the district’s
five year plan were considered. Examination of this research helped us to identify key issues
pertinent to the needs of the students and community we serve in our school. Initial drafts of the
belief and mission statements were distributed to administrators, teachers, staff, parents, and
community members for review and comment. Feedback was collected and modifications were
made based on the suggestions that were received. The stakeholders reached a consensus after
minor changes were made in wording.
In defining the school vision the committee requested the opinion of administrators, teachers,
parents, and community members. The question was “What are your expectations for the future
of Riverview Elementary School?” These comments, as well as the previous school vision,
were considered when forming the new vision. In conclusion, the newly revised vision is
aligned with the Memphis City School’s mission statement, which reflects a clear and strong
focus on successful student learning now and in the future.
Our Beliefs
Student needs and student learning are the focus of all decisions impacting the School.
Attendance is necessary for a successful school experience.
Challenging expectations and instruction with multiple assessments, analyses, and strategies
promote student success.
Decisions impacting the school are based on the collection, analysis, and synthesis of
appropriate data.
Each student is a unique individual who deserves positive relationships and respect to enhance
self-esteem.
A safe, secure, and comfortable classroom environment is conducive to student learning.
24
Literacy in content areas is essential for all students.
Skills demonstrating proficiency in modern technology are necessary for each student.
Research and evaluation are valuable components to ensure continuous learning for every
student.
Administrators, teachers, parents, and community members share in the responsibility for
student learning, and advancing the school’s mission and vision.
Our Vision
The vision of Riverview Elementary School provide each student with a quality
education in the areas of academic, technical, and social environment.
Our Mission
The mission of Riverview Elementary School is to provide each student with the opportunity to
receive a quality education in the areas of academic, technical, and social development where
the skills and concepts are mastered at each grade level. Students are active participants in the
learning process and inspired to become life long learners. Our mission is to prepare our
students to be successful citizens and enable them to live with dignity and purpose. We will
provide an organized, safe, and inviting climate of respect and compassion for the students,
staff, and community.
25
Component 3
Curricular, Instructional,
Assessment,
And
Organizational
Effectiveness
26
Schoolwide reform strategies based on scientific research
Weekly Reader, Balanced Literacy For All, Character First, Headsprout, Reading Plus, Destination Reading. Extended
Day, Family Literacy, Family Math, News paper in Standard Based Education, Portfolio Assessment, Marzano’s
Strategies for Learning, After School Enrichment, Title I Summer School Enrichment, Literacy Work Stations, Aimsweb
Benchmark Assessment, Renaissance Learning (Standard Master Assessment), Thinking Maps Technology for Learning,
Differentiated Instructions, Reading Fluency, Everyday Count Calendar Math and Stanford Mathematics/Stanford LAW
3.1. a Template 3.1 and 3.2 Curricular Practices –(Rubric indicator 3.1 and 3.2)
Current Curricular
Practices
District Lesson
Plans
TN A Blue
print for
Learning
District
Curriculum
Guide
Memphis City
School
content
Standards
Memphis City
Schools
Comprehensive
Literacy Plan
Shared vision of
student
expectations per
grade level
Support system is
in place for
enhancing the
quality of
instruction
Shared Vision
published and
distributeddiscussed in
parent
organization
meetings &
grade level
conferences
PDSC engaged
in intervention
and enrichment
daily – in
services –
Learning
Communities
Learning
Village lesson
plans provided
by the districtweb based
lesson plans
Blue print
distributed
and training
given
observation
Lesson
Plans
Observatio
nPLC
minutes
Lesson plans
classroom
observation
Grade
minutes
Is the current practice
research-based?
yes
yes
yes
yes
yes
yes
Yes
Is it a principle &
practice of highperforming schools?
yes
yes
yes
yes
yes
Yes
95% effective
effective
effective
effective
effective
effective
E
ffective
The plans are
juried- teacher
polled by
direction of
the Memphis
City Schools
100% of
instruction is
in accordance
with the
lesson plans in
pacing and
methodology100% of
teachers
submit lesson
plans to the
administration
for review
Available to
every teacherschool has
evidence of
usage by
100% of
teachers
continue
Discovery
Education/
formative
assessment
Discovery
formative
assessment
Aimsweb
Benchmark
Data
Data gains
on grades
from non proficient
to
proficient
2nd – 5%
3rd – 0%
4th – 8%
5th – 10%
Scores
Unit Test
Report Card
Data
Weekly
assessment
Report card
data gains on
grades from
non
proficient to
proficient
2nd – 9%
3rd – 11%
4th – 8%
5th – 11%
Reading
assessment
Unit tests
School
Climate
Survey
administered
yearly
School Climate
Survey- data
from formative
and summative
tests
100% of
parents are
informed in
meetings/
written
communicatio
n or grade
level
conferences
Average gains
from non
proficient to
proficient
2nd – 5%
3rd – 0%
4th – 8%
5th – 9%
Climate Survey
96% positive
response
Supplied to
and used by
every teacher
-school wide
in-service
Supplied to
and used by
every
teacherschool wide
in-service
In-service
training
Supplied to
every teacher
Gain in
fluency from
average of 86
WPM to 97
WPM in
Grades 1- 3
75 WPM to 89
WPM Grade
4,5
Retelling
Grades 3-5 56
WPM to 75
WPM
In service
training
School wide
student
assessment
The school
provides the
published
material for
every parent
continue
continue
continue
continue
continue
All instructors
engaged in
learning
communities
and is services
PDSC available
to all classes
continue
Evidence of Practice
(State in
definitive/tangible
terms)
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)
Evidence of equitable
school support for this
practice
Next Step (changes or
continuations)
Daily
schedules in
place
In service
training
provided
yes
Gains in
scores over
three year
periodaveraged 3rd -0%
4th – 8%
5th – 10%
27
Template 3.1. b: Curricular Gap Analysis-Narrative Response
“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?)
Curriculum Time Gap Analysis
The State Department of Education provides the State Approved Standards to the school each school year. The
standards are listed yearly on the Memphis City Schools Web site. The curriculum is prioritized by the district
and we follow the schedule for implementing the curriculum in the classroom. Three times a year we use the
Discovery Formative Assessment to see if the level is being achieved and pacing on schedule. The students are
monitored at the end of units and courses of study.
Curriculum Money Gap Analysis:
The budget allocates money for professional development to ensure curricular practices are in line with the state
and district. The materials are allocated to the schools in a timely manner for testing the students periodically.
The district provides assessment material three times a year for Discovery Formative Assessment. The school
buys testing material for each unit of the curriculum. Title 1 Instructional Facilitator provides training for
parents in using and understanding the curriculum. Mentors are provided by the district and Title 1 office to
ensure that new teachers can teach to the content standard and meet curriculum requirements.
Curriculum Personnel Gap Analysis:
The personnel at Riverview Elementary School are fully qualified for their positions. All classroom teachers are
highly qualified, and teaching within their subject areas. In service is given regularly on the curriculum and
curriculum expectations. The district area director ensures all State Performance Indicators are met and the No
Child Left Behind Benchmarks are achieved.
Curriculum Other Resources Gap Analysis:
District technology support ensures the technology curriculum is implemented.
Building Capacity
The use of the building has been designed to ensure the most efficient and practical use of space. Each grade
level has its own designated area to increase efficiency in teaching and teachers’ interaction. The support
classes and library are contained in one area easily accessible to every grade.
“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?)
In order to fully analyze the use of time, money and resources this committee turned to an evaluation based on
the School Climate Survey which was devised by a school committee to cover all aspects of the school culture.
This survey is administered yearly and is the primary mechanism for measuring the school climate and SAC’s
documentation instrument. This committee also reviewed The School Climate Surveys administered by the
Board of Education. These surveys show that 94% thought that the school set high standards for academic
performance, 79% would recommend this school as a good place to teach, 89% said that teachers were
enthusiastic, 92% believe that school provided supplies and textbooks were adequate, 89% believed the school
was clean and orderly. On the School Climate Parent Survey, the parents were asked to rank how the money of
the school should be spent. They listed as the top priorities:
1. Purchase and use educational materials and resources for helping children achieve at higher levels (27.3%)
28
2. Help each child improve his/her achievement by providing assistance with homework assignments, and/or
tutoring. (22.7%.)
Template 3.1.c: Curricular Summary Questions-Narrative Response
What are our major strengths and how do we know?
The school curriculum practices are aligned with TN State Standards and State Performance Indicators.
Riverview Elementary School has implemented a grade appropriate cohesive standards-based model for literacy
and mathematics. Riverview Elementary School has implemented formative assessment aligned with the school
benchmarks. Professional Learning Community groups are in place for enhancing the quality of curriculum and
instructions for continuous growth. Riverview Elementary School has become very strong in the use of data to
drive instruction. Our principal and instructional facilitator work with the PLC’s weekly. In the PLC’s the
weekly data is discussed and lesson plans are prepared to ensure that reteaching and other intervention strategies
are in place to ensure master.
What are our major challenges and how do we know?
The curriculum moves at an accelerated pace, therefore the flexibility for meeting the needs of students is
challenging. We are challenged in providing material to ensure diversified learning and meet the needs of all
levels of students while incorporating the standards and skills as set forth by the district and state. We are also
challenged in creating life long learners and making the learning applicable to everyday life. These challenges
are recognized through analyzing the test data, special education data, and the school climate surveys.
How will we address our challenges?
We will continue with the Professional Learning Communities composed of diverse sections of the faculty and
stakeholders. These learning communities explore educational techniques and search for new curricular
knowledge and techniques to present to the academic community. We also investigate, and purchase,
supplemental programs in all subject areas including the latest available technology.
29
Template 3.2.a. Instructional Practices (Rubric
Template 3.2.a. Instructional Practices (Rubric Indicators 3.3 and 3.4)
Current
Instructional
Practices
Evidence of
Practice (State in
definitive/tangibl
e terms)
Is the current
practice
research-based?
Is it a principle
& practice of
high-performing
schools?
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)
Evidence of
equitable school
support for this
practice
Next Step
(changes or
continuations)
Accelerated
Reader
Pre –K
Comprehensiv
e Literacy
Program
Number of
books
students have
read a year
Learning
Stations
Data Driven
Instruction
Purchased
by school for
every grade
level
Lesson plans
Lesson
plans
Learning
stations in
classroom
observatio
n
Data
Posting
Grade and
Learning
Community
minutes
yes
yes
yes
Yes
yes
yes
yes
yes
Yes
effective
effective
effective
effective
effective
effective
Increased
number of
books read by
the students
Aimsweb
Progress
monitoring
Lesson plans
Lesson plans
Administrative
check list
Rubric scores
Program
assessmentschool climate
survey
Administr
ative
check list
observatio
n
Discovery
Unit Tests
6 weeks
data
Family
Literacy
Nights has
resulted in
pleasure
reading by
increased
20% over a
year
according to
parent reading
record
checklist
Available to
every student
The mastery
score has
steadily
increased in
80% of the
students100% of
teachers
show
comprehensi
ve literacy
on lesson
plans
Used in
every
classroom
Differentiated
instruction is
practiced in
100% of classes
according to
lesson plans and
administrative
check list
Purchased
by the
school for
every
student
100% of
classroom
use
learning
stations
by
administra
tive
checklist
and lesson
plan
acknowle
dgment
Presence
in all
rooms in
service
training
Average
gains from
non
proficient to
proficient
2nd – 10%
3rd – 15%
4th – 10%
5th – 11%
Climate
Survey 96%
positive
response
Used in every
classroom
Rubric score
increase from 4
to 5
Grades
2 – 12%
3rd – 15%
4th – 20%
5th – 20%
Program
assessment
100% positive
in effectiveness
and use
Used on every
grade level
Built in
tests in
social
studies and
world events
Weekly
Readers
Averaged
scores of
proficiency
Grades
2nd – 70%
3rd – 72%
4th – 76%
5th – 82%
continue
continue
continue
continue
continue
continue
continue
Differentiated
Instruction
Write Source
Writing Program
Weekly
Reader
Lesson plans
classroom
observation
Test scores
Lesson Plans
Classroom
management
Tiered student
groups
Program
distributed and
training
conducted
Student
product
yes
yes
yes
yes
yes
effective
Template 3.2 b: Instructional Gap Analysis
in service
training
mentoring
30
“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?)
Instructional Time Gap Analysis:
The educational schedule for every grade is devised by grade level teachers at the start of each school year and
submitted to the Instructional Facilitator and the Principal for review. Each schedule is includes the state
mandated time for every subject area. The schedules for the support teachers (art, music, physical education,
library, and the computer lab) are devised by the PDSCC and Principal to ensure each child is given the
mandated time. Time is allocated for character development by lessons given in the classroom by the classroom
teacher on a weekly basis and the guidance counselor once a month. The special education teacher’s schedule is
determined by the student’s individual education plan to co ordinate with classroom schedules. School wide
motivational assembly programs celebrating the success of students are planned on a monthly basis. Grades
celebrate success in academics, and attendance month. After school enrichment and a summer program are
offered to targeted students needing to reach proficiency. There is a parent program monthly to enable parents
to be active participants in their child’s education through learning home applications.
Instructional Money Gap Analysis:
The financial resources of Riverview Elementary School are dispensed to enhance the learning situation and
academic achievement of every student, and the instructional environment of every teacher. All teachers receive
the same dollar amount twice yearly that can be spent at their discretion on classroom supplementary needs. The
Title 1 allocation supplements the district budget to improve student achievement to meet federal, state, and
local NCLB requirements. Title 1 has provided a learning computer lab used by each class and many other
benefits to the school. Title 1 enhanced the print rich environment of every classroom and provided extra
learning material in every classroom. Title 1 is providing multi-media work stations in every classroom and
other equipment for every teacher. The school budget is spent annually for the enhancement of educational
opportunities and an enhanced teaching environment. All money is spent with equity to ensure the needs of
students and teachers are met. The school provides instruments, such as calculators, and learning tools for use in
the home.
Instructional Personnel Gap Analysis:
The personnel at Riverview Elementary School are fully qualified for their positions. All classroom teachers are
highly qualified, and teaching within their subject areas.
Instructional Other Resources Gap Analysis:
We implement programs to ensure the community is an integral part of our learning environment. The men of
the neighborhood, church adopters, have organized a Boy’s Club for fourth and fifth grade students that meet
before school in the school building, two days a week. This club is supported and supervised by the guidance
counselor.
The adopters of the school are very active in the life of the school. Adopters provide motivational incentives for
academic achievement and attendance. They also provide learning opportunities in an annual field trip to the
Black History Museum, donated books, and have worked with Lichterman Nature Center to develop a program
to enhance the science experience of the students.
31
Building Capacity
The building has been designed to ensure the most efficient and practical use of space. Each grade level has its
own designated area to increase efficiency in teaching and teacher’s interaction. The support classes and library
are contained in one area easily accessible to every grade.
“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?)
In order to fully analyze the use of time, money and resources this committee turned to an evaluation based on
the School Climate Survey which was devised by a school committee to cover all aspects of the school culture.
This survey is administered yearly and is the primary mechanism for measuring the school climate and is the
primary SAC’s documentation instrument. This committee also reviewed The School Climate Surveys
administered by the Board of Education. These surveys show that 94% thought that the school set high
standards for academic performance, 79% would recommend this school as a good place to teach, 89% said that
teachers were enthusiastic, 92% believe that school provided supplies and textbooks were adequate, 89%
believed the school was clean and orderly.
On the School Climate Parent survey the parents were asked to rank how the money of the school should be
spent listed as the top priorities:
1. Buy and use educational materials and resources for helping children achieve at higher levels (27.3%)
2. Help you child improve his/her achievement by providing assistance or tutoring with homework assignments.
(22.7%)
3. Teach each child about drug awareness, school violence, safety issues, gang awareness, and conflict
awareness (18.2%)
Effective, Timely Assistances
After School Enrichment, During School Day Tutoring, After School Enrichment, Thinking maps-data driven,
Technology in the classroom, Literacy Reading Program, Memphis City Read Program, Teacher and PLC’s
knowledge of data, Differentiated Instruction, Tier level Instruction, Schoolwide needs, Good First Teaching, STeam process, on-going data Assessment, Discovery Education, Pretest and Posttest to target student learning,
Supplemental Services, Weekly Assessment for Reteaching or change of instructional strategies, Aimsweb
Assessment, EdPlan, On-going professional development, Weekly Lesson Plan Checked, Instructional
Assistants, Interventionist, Headsprout, Destination Reading, Stanford Math and Reading Plus.
Template 3.2.c: Instructional Summary Questions (Rubric Indicator 3.4)
What are our major strengths and how do we know?
Riverview Elementary School’s instructional staff aligns classroom instruction with the standards based
curriculum and assessments. Lesson plans are designed to meet the objectives
32
outlined in the curriculum guide which, is based on the state’s performance indicators. Lessons are designed to
meet the objectives that are to be assessed on the TCAP according to the Blueprint for Learning. Instruction is
based upon results from formative assessments such as the Discovery Education, in grades 3-5, Aimswebs
Benchmarks grades K-5. The data from these assessments are used as a tool to guide teachers in the planning
process for differentiated instruction. Teachers insure student success by providing assistance beyond the
regular classroom instruction by implementing the Voyager reading program for struggling readers outside the
90-minute reading block.
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.)
A major challenge identified on instructional practice is the need for more training and implementation of
differentiated instruction. Many novel instructional methodologies are utilized; more emphasis needs to be
placed on small group instruction rather than whole group.
How will we address our challenges?
More time, resources and professional development will be allocated to focus on differentiated and small group
instruction.
Instructional Summary Questions- Narrative Response Required
Template 3.3.a Assessment Practice (Rubric Indicators 3.5 and 3.6)
Measures to include teachers in assessment decisions to improve student performance.
Teachers work on grade level and in professional Learning Communities (PLC) twice weekly. In grade level
meetings teacher analysis student assessment data weekly and prepare action plans and weekly lesson plans
based on the data to improve instruction and achievement levels. In PLC meetings teacher make decisions on
test assessments and rubrics which are common to the grade and between grades. Teachers work between
grades to identify commonalities of SPI’s and to ensure continued and sprialing instruction. The Aimsweb
benchmark data is used by teacher to identify students for interventions and Tier instructional levels. Discovery
formative assessment and TCAP formative assessment data is analyzed and synthesized by grade section and by
grade as a whole in grade level meetings by learning level, and state performance indicators. This data is used
as the driving force behind instructional decisions. Teachers also analyze and synthesize the grade level and
inter grade level data in learning communities and do evaluation and research on appropriate instructional
techniques and further assessments.
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.
33
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.
Assessment Gap Analysis:
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?)
Assessment Time Gap Analysis:
Riverview Elementary School provides opportunities to measure student achievement through various
monitoring and assessment instruments. During staggered entry, Kindergarten students are administered the
K.R.I. (Kindergarten Readiness Indicator), to identify skill weaknesses. The KRI provides teachers with data to
develop differentiated instruction as well as remedial and or enrichment support. Preschool students are
administered the Brigance that measures the student’s present levels of performance which drives instruction.
Another measuring instrument we use is Aimwebs benchmark tests. These are given three times per year to all
students in Kindergarten and First grade. The initial Aimsweb benchmark test indicates those students that need
interventions due to reading deficiencies. Students involved in the Aimsweb progress monitoring Tier III
students receive intensive interventions daily. Regular progress monitoring is administered weekly and every
two weeks. Headsprout program for phonics is for grades K through 3rd grades to improve phonics and
Reading. Reading Plus is a program for grades 4th through 5th to improve reading skills. Destination Reading is
a reading program for all grade levels. The program listed above are web-based program that provide
assessment for each individual student and monitor reading level equivalencies. The scores of the programs and
assessment of individual students and class are analyzed by teachers to determine how students are progressing
during the year. Teachers use the data from all of these monitoring agents to adjust and redirect instruction in
order to improve student performance. Students who are considered at risk and performing below proficiency in
reading and math are identified in their Edplan intervention plan. These plans include the specific targeted areas
in which the student needs to build skills, and any special tutoring programs that are in place for these students.
The EdPlan folders are updated three times yearly by teachers and reviewed by parents three times during the
year. Three times yearly students in grades three through five are administered the Discovery Formative
Assessment Test for reading and math. This multiple-choice test has both predictive and pacing test questions
from the state performance indicators that are taught during this time period. Teacher, administrators, and
parents review the results of these tests to systematically track the progress of each student.
Assessment Money Gap Analysis:
Money is used to provide teachers with instruments and training that will aid in providing reinforcement tools
to improve areas that have been deemed deficient. The district has provided
34
funding for the Discovery Learning Formative Assessment, Ainsweb benchmark assessments, Reading Plus,
Designation Reading, Headsprout, Stanford Mathematic and Language Arts/Writing are district programs
design to improve Reading and Mathematics skills.
Assessment Personnel Gap Analysis:
The principal and Instructional facilitator observe classrooms to insure quality teaching practices are in place.
Teachers create, monitor and adjust lesson plans from Learning Village based on data assessment and the
learning needs of the students. Lesson plans are reviewed by the principal. PLC meeting minutes are used to
check data and improve assessment instruments.
Assessment Other Resources Gap Analysis:
Teacher, administrators, and parents review test results to systematically track the progress of each student.
Student progress/Assessment results are communicated to parents in a language that they can understand when
the results are released. TCAP tips are shared with parents during Family Night. A parent’s guide to
understanding TCAP results is given to each parent.
“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?)
The money allocated to Riverview Elementary should be used to employ additional teacher assistants in order to
assist in facilitating student learning. The teacher assistants will be used to provide additional individual
instruction to students in grades three through five, scoring below basis, and basis on the TCAP assessment.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
Riverview Elementary is providing equity and adequacy to all our teachers. If a teacher needs assistance in a
discipline, that teacher receives support through collaborative partnerships with veteran teachers within the
school. Teachers are also encouraged to attend professional development sessions provided by the district
through the Teaching and Learning Academy. These sessions are available via the internet or a classroom
setting.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective
with all their students?
Riverview Elementary is targeting funds and resources effectively to meet the needs of all our teachers in
effectively assessing their students. We utilize resources from various sources such as our adopters, the district,
as well as the state department of education. Theses resources are distributed based on need. For example,
additional support is provided for grades 3-5 because those are the targeted grades on TCAP. Riverview strives
to ensure that all teachers and students have the appropriate material needed in order to foster over all student
achievement.
Based on the data, are we accurately meeting the needs of all students in our school?
35
Based on the recent data, we are making progress toward meeting the needs of the students in our school. We
realize that continuous support is needed in order to meet and even exceed district and state targeted goals.
Assessment Summary Questions (Rubric Indicator 3.6)
What are our major strengths and how do we know?
Riverview Elementary School is provided with assessment tools such as Discovery Learning Formative
Assessment, Aimsweb benchmarks and TCAP by the district. The assessment tools and data available from
these tools are used to strengthen student achievement.
Aligned and balanced curriculum, shared leadership, and our learning culture are also identified as major
strength for Riverview Elementary School. Instructional staff uses the Memphis City Schools Curriculum
Guides and Blueprint for Learning State Standards to provide research-based instruction to the students of
Riverview Elementary School. Instructional planning is entrenched in weekly Professional Learning Committee
meetings, common planning five times a week, Thinking Maps, district designed lesson plans, differentiated
instruction and small group instruction.
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.)
More time is needed to evaluate the data from assessments in order to provide data-driven instruction.
How will we address our challenges?
Teachers will actively participate in professional learning communities in order to effectively analyze data.
More professional development on data analysis will be provided. More time is needed to analyze the data
from assessments in order to provide data-driven instruction. A professional development was provided in
September on continuous improvement and working with data and how to work with tier students.
Template 3.4. a: Organizational Practices
Strategies to Attract High Quality, Highly Qualified Teachers (See Addendum p.19)
Support is provided for uncertified personnel to gain certification, establish collaboration with colleges and
universities, provide on-going professional development, encourage local, state, and national professional
development, implement mentoring programs, establish networks to build capacity, make sure all teachers
register and attend at least 12 hours of professional development in Avatar including video presentation
workshop at the Teaching and Learning Academy or the Technology Center during a school year and summer
months.
Assistance to preschool children for early childhood programs to elementary (Addendum pp. 9-11)
Riverview Elementary School Pre-K program prepares children for school by providing an opportunity for them
to develop school readiness skills in an environment that fosters the love and joy of learning. Riverview
Elementary School Pre-K teacher, area daycare centers, and
36
parents work with the Kindergarten teachers on staff, by correlating activities: parent visitation, daycare
visitation, and parent participation in activities, Pre-K student activities to ensure the students move effectively
from Pre-K to Kindergarten to help make this transition successful. (Pre-K transitional plan included in the
addendum pp.9-11)
37
Organizational Practices (Rubric Indicators 3.7 and 3.8)
Current
organizationa
l Practices
Evidence of
Practice (State
in
definitive/tang
ible terms)
Is the current
practice
researchbased?
Is it a
principle &
practice of
highperforming
schools?
Has the
current
practice been
effective or
ineffective?
What data
source(s) do
you have that
support your
answer?
Evidence of
effectiveness
or
ineffectivenes
s (State in
terms of
quantifiable
improvement)
Evidence of
equitable
school support
for this
practice
Next Step
Beliefs,
Mission
define
purpose and
direction
Belief,
Mission, are
definitive in
planning, in
Site Based
Management
,&
Learning
Communitie
s
School
addresses
issues that
impede
teaching and
learning
PBIS Plan
Eagle Bucks
Continuous
professional
development
Professional
Development
Plan
Professional
development
given by
stated teacher
need from
school climate
survey
Extended Learning
Opportunities
After School
Enrichment
Summer
Enrichment
Program
Effective Time on
Task for All
Students
Schedules are made
according to state
mandated time
yearly –
uninterrupted
language arts
block- support
classes do not
interrupt academic
instruction
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
effective
effective
effective
effective
effective
School
Climate
response
data
Suspension
reports,
classroom
referrals for
behavior
report
Accumulated
evaluations of
in service
Agenda’s
Learning
Community
minutes
Presentation
Evaluations
98% in
service
beneficial
100% found
the topic
timely and
well presented
Comparison of pre
and post scores for
participating
students
Every teacher
is involved as
an active
participant
Available for every
student that wishes
to participate –
open enrollment
Continue
Continue
98.6%
responded
on School
Climate
Survey that
the Vision
and Mission
is
instrumental
in all
decisions
Every
classroom is
impact with
equipment,
learning
opportunities
Continue
The
suspension
rate is down
14% over the
three year
period
The referral
rate is down
by 27% over
the three year
period
In service
training
Blue Ribbon
Team
All classes
have
guidance
Continue
Pre – post tests
show that
participating
students rise an
average of 89% in
proficiency level
Teacher Survey
given yearly
School Climate
Survey
Teacher survey
98% responded that
they were able to
engage in
instruction without
interruption
School climate
survey 87% stated
scheduling was
proactive in
creating success
Every class,
teacher, and student
are participants
Continue
38
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.
Organizational Gap Analysis
“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?)
Organizational Time Gap Analysis:
The Leadership Council meets periodically to address the needs and concerns of the school and community.
Administration at Riverview Elementary School places high emphasis on the Literacy Reading Block to ensure
that all students receive 90 minutes of uninterrupted instruction. Flexible scheduling is in place to meet the
different learning needs of all students. Teachers meet twice weekly in Professional Learning Communities to
discuss instructional practices and analyze data for a cohesive approach to meeting the academic needs of the
students. Progress monitoring is done by administration in forms of a walk-through, Teachscape TEM
evaluations, and checklist evaluation to ensure that data gathered is used as a main source to develop and
modify instruction. Moreover, the principal and Instructional Facilitator is the guiding force to make certain
that the PLCs are meeting the needs of all involved. Family Engagement Nights are scheduled three six times
per semester to meet the needs of the community. Each grade plans and meets with parents to discuss the
curriculum and inform parents of the state performance indicators for their grade level. The school leadership
team meets to share content standards, objectives, and goals with the parents. Professional development is
paramount to assisting teachers with professional growth.
Organizational Money Gap Analysis:
Expenditures are supported by the school improvement plan and approved by The Leadership Council. To
identify and prioritize spending needs the council synthesizes and evaluates the needs of students and staff.
Adopters provide various incentives to help promote positive students’ academic and social performance.
Personnel Organizational Gap Analysis:
The administration, faculty, and staff members of Riverview Elementary School work cooperatively and
collaboratively to create a safe and positive learning environment that is conducive to overall academic success.
Furthermore, the mission, vision, and the goals are the
optimal focus of the school as a whole. All classroom teachers are highly qualified and receive at least 24 hour
per semester in professional development.
Other Resources Organizational Gap Analysis:
Title I funds are used to meet the needs of the students and school. Funds are used to provide training for
teachers and parents. Parents are trained on how to understand the curriculum and help their children.
“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?)
39
We are confident that we are addressing what should be done to meet the needs of the students at Riverview
Elementary. We are focusing our efforts on overall academic performance improvement.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
Equity and adequacy is provided to all instructional staff. Teachers are provided an adequate amount of time for
grade level planning and professional development. Teachers are provided
Based on the data, are we accurately meeting the needs of all students in our school?
The needs of Riverview Elementary Schools students’ are met. All parties at stake are informed of their rights
and responsibilities through the Family Engagement Plan and Student Compact. Administration and teachers
work closely together to ensure that information reaches families.
Template 3.4. c: Organization Summary Questions
(Rubric Indicator 3.8)
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.
40
Coordination and Integration
State, Federal And Local Services
1. NCLB Schoolwide Budget
2. MCS Extended Day Contract
3. Memphis City Schools Fund I
4. Memphis City Schools Fund II
1. District Mentor Program
2. NCLB Staff
3. Literacy Coaches
4. PBIS (Positive Behavior Intervention Strategies)
5. Aimsweb
6. Head Start
7. Comprehensive Literacy Program
8. State funds/CLUE
9. Free and Reduced Lunch
10. Mendez Too Good for Drugs/Violence
11. Stanford Mathematic/Language Arts/Writing
12. District Academic Superintendent and Directors
13. District Technology Support
14. District Professional Development Activities-TLA
15. District Discovery Assessment of State Performance Indicators
16. District School Budget
17. Headsprout, Destination Reading and Reading Plus
41
Component 5
The School
Improvement
Plan
And Process
Evaluation
42
Measures to Include Teachers in Decisions Regarding Assessment Results
The teaching faculty of Riverview Elementary School is not only included, but are the basic component in
decisions according to assessment results. Riverview Elementary utlize the discovery data because the reports
provide teachers and the administrators the prediction of proficiency and adequate yearly progress (AY)P) that
is critical to monitoring students progress toward state-mandated goals. An analysis of the Discovery Formative
Assessment Scores is done by each teacher on grades 3rd through 5th. The teachers’ analyze the student’s
proficiency levels and specific learning needs by item. Periodic testing scores and the scores from Discovery
Formative Assessment Standard are charted according to the State Performance Indicators and an analysis is
completed by grade section and grade. This data is used to formulate appropriate action statements and lesson
planning. In turn, this data and the subsequent action steps are submitted and reviewed by the Principal and
Instructional Facilitator. Each week classroom teachers on every grade level submit assessment data to the
principal. The weekly assessment data is review by the principal to ensure skills are re-taught to students not
meeting expectations. AIMSweb is a benchmark assessment that is completed three times a year fall, winter and
spring for early identification for general education and progress monitoring. The progress monitoring is system
based on direct, frequent and continuous student assessment. The results of these assessments are reported to the
principal and Instructional Facilitator to determine response to intervention on all grade levels for all learners
and Tiers. The principal ensure that at-risk students are Strategically Monitored monthly and the instruction is
evaluated for the effectiveness and instructional changes are made to ensure all students master their grade level
skills. Students are progressed monitored weekly to ensure Tier III students receive intensive instructional
services. Each week the assessments reports are analyzed and teachers in their PLC
by grades and learning levels and statements are written giving the progress made or challenges are identified
with steps to either enhance learning or provide for reteaching
this is submitted to the administration each weeks for review. When a need is recognized an individualized
student plan is written for students in EdPlan to be followed to improve every students academic achievement.
Evidence of Collaborative Process
The School Improvement Leadership Team consists of the Principal, Veronica Parish, the Instructional Facilitator, Mrs.
Mary Rodgers, and the chairperson of each
subcommittee. The Leadership Team includes parents, non-certificated personnel, staff, adopters and
community members. Each subcommittee meets weekly with the School Improvement Leadership Team. Each
subcommittee researched, evaluated, and produced their part of this document which was presented to the
subcommittee for a consensus acceptance. The chairperson of the subcommittee brought the product to the
Leadership Team which reached a consensus approval. Each part of the document was then presented to a
meeting of all the stakeholders, administration, faculty, non-certificated personnel, staff, parents, community
members, and adopters for a consensus before it was included in the final document.
Evidence of Alignment of Data and Goals:
The data was accumulated, analyzed, synthesized, and evaluated by the members of the sub committee. When
needed further data was assessed to pinpoint exact areas of academic need. After the data was analyzed and
synthesized the committee developed the SMART goal needs taking into account the No Child Left Behind
Goals and State Goals. This was then presented to the Leadership Team with evidence of need. In each instance
the school data supported the goal target. In reading, language arts, and writing the school is presently on the
state Target list in reading/language arts and mathematics.
Evidence of Communication with all Stake holders:
The faculty and staff of Riverview Elementary recognize the importance of communication with all
stakeholders concerning the school improvement plan, implementation process, and assessment of the plan.
43
Administrators, teachers, non – certificated personnel, staff, parents, and adopters are part of the leadership
team and all subcommittees for which sign in sheets and minutes are available.
The parents and community are recognized as an essential part for the success of Riverview Elementary School
and have received communication in a variety of ways. Meetings have been conducted; flyers and newsletters
have been distributed as an informal means of providing information to parents and the community. The School
Climate Survey has been distributed to parents, students, teachers, and community members to provide
immediate feedback.
Riverview Elementary adopted a shared decision making plan and each section of the School Improvement Plan was
presented to all stakeholder groups to reach consensus
Evidence of Alignment of Beliefs, Shared Vision and Mission with Goals
The goals as stated in the School Improvement Plan are to increase the proficiency of students in subject areas
Reading language Arts/Writing and Mathematics. The Beliefs, Shared Vision, and Mission state that our
primary intention is to ensure the success in student learning and to meet the needs of every student in our
school. They further state that literacy, in all content areas, is of primary importance and that attendance is
necessary to be successful.
Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization
The classroom teaching strategies are based on the state performance standards. These standards are
implemented daily in the classroom by following the State’s Blue Print for Learning, Memphis City Schools
curriculum, and web-based lesson planning that includes the state performance indicators. The lesson plans
serve as a guide for learning, planning, and explicit systematic instruction to improve academic achievement.
The goals and objectives for learning in the plan are proven research action steps and strategies linked to
increase learning and proficiency levels to accomplish our goals. Teachers are required to assess student
learning and understanding of the SPI’s and accomplishments by testing weekly, six-weeks, end of unit testing,
benchmark testing, and district SPI’s event testing. The assessment data is analyzed for strengths and weakness.
The lesson planning and teaching strategies are organized to meet the learning needs of all students.
Suggestions for the Process
The School Improvement process is very functioning well and effective at Riverview Elementary School under
the leadership of new principal Veronica Parish. Each area of the process works well and there is total
cooperation among the participants. A suggestion for improvement would be better communication from the
State as to the expectations for fulfilling the requirements for “Curricular, Instructional, Assessment, and
Organizational Effectiveness”. The summary questions and charts were valuable in assessing where the school
is and needs to be, but the gap analysis was redundant in nature and did not serve a worthwhile purpose after the
first one.
Template 5.2 Implementation Evaluation
Evidence of Implementation
The action steps have been presented to the faculty and other stakeholders by the school leadership team and
have achieved consensus approval. This means that the faculty, administration, and parents believe them to be
of worth and workable. The implementation process will be greatly eased in that the concerned parties have
“bought into” the necessity for the steps. The school improvement plan is considered and treated as a living and
workable document and not a wish list. As such it will be immediately implemented on the administrative,
class, and home levels. In services will be presented when needed to ensure understanding and knowledge of
procedure. The lesson plans will be assessed to ensure that the steps are in place. The school surveys will also
be an accurate guide as to implementation.
Evidence of the Use of Data
44
Data has always been one of the driving forces behind decisions at Riverview Elementary School. Data is
accumulated, synthesized, and analyzed on every level starting with the classroom teacher and moving up
through the grade, learning communities, to the principal, PDSCC, and all management committees. Data is
used in evaluation to reshape and make new plans on a daily basis.
Template 5.3 Monitoring and Adjusting Evaluation
Evidence of Monitoring Dates
The principal, instructional facilitator and grade level PLC leaders, monitor the school improvement plan.
However, the plan is addressed and monitored in grade meetings and in the learning communities regularly. The
school leadership team reports the data analysis directly to the principal who will be instrumental in monitoring
the plan. The School Leadership Team will meet to analyze the state of the school and to make decisions for
presentation to the stakeholders on a regular basis throughout the three year period. The projected date for
meeting is: the second Tuesday in June (June 2012) The June date could vary according to the return to the
TCAP scores and how quickly the School Climate Survey can be analyzed. The committee will also meet prior
to the return of school- August 18, 2012 to ensure all areas of the plan are in place.
Evidence of a Process for Monitoring the Plan
The school data committee will analyze and synthesize the data from the TCAP, report card summary data, and
the School Climate surveys and will compare it to the data in the School Improvement Plan for gains or losses.
This will be made available to the members of the Site Based Management Team and the School Improvement
Leadership team at least one week before meeting.
Evidence of a Process for Adjusting Plan
During the years following this study and construction of the School Improvement Team, the School Leadership
Team under the direction of the principal will be fundamental in planning and making adjustments to the plan as
needed. The School Leadership Team will look at the data, analyze the need and formulate steps of correction
and present the changes along with causes to the stakeholder groups for consensus agreement. If the data
indicates that further study is needed before change can be made, the principal will develop a committee
composed of every area of stakeholders.
Evidence of a Plan for Communicating to All Stakeholders
The faculty and staff of Riverview Elementary recognize the importance of communication with all
stakeholders concerning the school’s improvement plan, implementation, and assessment of the plan and the
process. All decisions concerning the school improvement plan involve the active participation of every
stakeholder group. Parents, community members, adopters, faculty, staff, and administrators are part of every
group in the school. The school improvement plan has communicated, published, and presented to each of the
stakeholder groups at every step in the process. The finished product will be published, as well as presented and
referred to at every meeting of stakeholders.
Addendum
Assurance Page
I, ____________________________, principal of __________________________School, give assurance that
this Title I Schoolwide Plan was developed during a one-year period with parents and other members of the
community. This plan is available to the local educational agency, parents, and the public.
When appropriate there is a coordination with programs under Reading First, Early Reading First, Evan Start,
Carl D. Perkins Vocational Act, and Head Start.
High Priority Schools Only
____________________ School is on the “high priority” list. Therefore, I understand that not less than 10% of
Title I funds must be spent for professional development.
____________________________________
Principal Signature
____________________
Date
Riverview Elementary School
School Survey 2012 - 2013
1. The Balanced
Literacy Program was
implemented in my
room R- 17
2. The Accelerated
Reading program was
instrumental in
promoting pleasure
reading in my class. R17
3. The Accelerated
Reader Program
stimulated parental
involvement in reading.
R- 17
4. I promoted authentic
reading experiences by:
(multiples may be
circled) R- 17
5. The Accelerated
Reader book choices
fulfilled student
diversity of interest in
my classroom. R - 16
6. My students were
able to learn and
manage computer
testing in the
Accelerated Reader
program. R- 16
7. The basal reader was
useful in preparing my
students in higher
orders of thinking R 18
8.Please estimate the
percentage of
supplementary material
you used in preparation
for the reading TCAP R
- 16
9. Our current spelling
book provides adequate
material in presenting
word analysis in
encoding and decoding
R - 17
10. What percentage of
the time did you rely
solely on the
Mathematics Text book
for math instruction? R16
11. Approximately how
much extra math
material did you have
to obtain to prepare
your students for the
TCAP? R - 15
12. Authentic Math
experiences were
provided by (multiples
10 - 25 % of the
instructional time
26 - 50 % of the
instructional time 12%
51- 75% of the
instructional time .05%
76- 100 % of the
instructional time
87.5%
Yes 88%
No 12%
Yes 58%
No 42%
Newspaper in the
classroom 47%
The Weekly Reader
18%
Student reports on
topics of interest 53%
Shared and published
writing 71%
Yes 100%
No
Yes 75%
No 25%
Yes 88%
No 12%
10 - 25 % extra material
05%
26 - 50%
extra material 25%
51 - 75% extra material
31%
76 - 100% extra
material 43.5%
Yes 100%
N0
10 - 25% .05%
26 - 50%
.05%
51 - 75%
80%
76 - 100% 19%
10 - 25% 26%
26 - 50% 33%
51 - 75% 15%
76 - 100% 26%
Teacher made problems
94%
Guided cooperative
learning. 76%
Peer modeling and/ or
tutoring 88%
Newspaper and/ or
other media 41%
may be circles)R - 17
14. The classroom
computers became a
valuable resource for
research and learning
R- 20
15. My class utilized
the computer lab R - 17
16. The computer lab
was a learning
experience for my
students in: ( multiples
may be circled) R - 13
17. I used extra material
to prepare for the
TCAP in science R- 13
18. The Science text
book addressed areas of
the curriculum
reflective of the
TCAPR - 14
19. Supplementary
material in Science
such as Scoring High
enabled higher science
scores R - 14
20. My methods of
parental communication
were R - 20
21. I sent home a
progress report R - 19
22. Communication
with the librarian to
match my classroom
needs was R- 20
23. Communication
with the ORFF music
teacher to meet my
classroom needs was R19
24. Communication
with the guidance
counselor to meet my
classroom needs was
R - 19
26. The number of
referred students whose
evaluation was
completed R - 17
27. Communication
with the P.E. teacher to
meet my classroom
needs was R - 19
28. Communication
with the resource
teacher to meet my
classroom needs was
R - 19
29. I believe Class
Room Guidance and
interventions met the
State mandated
requirements for
instruction in character
development R- 20
31. The Blue Ribbon
Plan met my classroom
management needs R 21
32. Best Practices and
good first teaching were
discussed and evaluated
in grade level meetings
R - 21
33. Data supporting the
Yes
99.5%
No
.05%
Weekly 76%
Monthly 23%
When time permitted
1%
Internet research and
evaluation 46%
Memorization of basic
skills using computer
games 69%
Testing and relearning
from internet sources
30%
CD's which were
purchased 31%
10 - 25% 30%
26 - 50% 30%
51 - 75% 17%
76 - 100% 23%
Yes 100%
No
Yes 86%
No 14%
Telephone Calls
90%
Notes sent home by the
student 75%
Weekly progress report
70%
Parent Meetings
65%
Every other week
As in interim report
15%
Never
Very good 75%
Adequate 15%
Poor 10%
Nonexistent
Very Good 63.5%
Adequate 26%
Poor 05%
Nonexistent 10%
Very Good 31%
Adequate 33%
Poor 26%
Nonexistent 10%
Please give number
17
49% completed
Very Good 68%
Adequate 32%
Poor
Nonexistent
Very good 89%
Adequate 10%
Poor 05%
Nonexistent 05%
Yes
25%
No
75%
Yes 29%
No 48%
Yes 90%
No 10%
Weekly 85%
Partially 23%
I did not utilize the
computer lab
success or failure of
instruction in my
classroom is readily
available R - 17
34. I utilized the Blue
Ribbon Intervention
book successfully R 20
35. Classroom
Guidance gave my
students knowledge of
expectations for
behavior R - 17
36. Classroom
Guidance was
conducted as scheduled
R - 18
37. My learning team
achieved the districts
objectives in data
analysis and synthesis
for change R - 19
38. Working collegially
in inter- grade meetings
was successful R - 20
Yes 94%
N0 6%
10 - 25 % of the time
30%
26 - 50 % of the time
20%
Yes
29%
No 71%
Yes
16%
No
84%
Yes 100%
No
Yes 100%
No
38. I would like to see in service presentations on:
R - 16
Discipline/ Blue Ribbon 100%
Lesson Plan - 79%
Curriculum Co- ordination - 5%
39. I need further support in:
R-6
Discipline/ Classroom management - 100%
51- 75% of the time
20%
76- 100 % of the time
30%
Riverview Elementary
1
2011-2012 School Climate Survey for Parents
Responses for 3-19: 1=Always 2=Most Times 3=Sometimes 4=Never
Survey Questions
Average
of
Responses
3. Was your child safe at this school? 1.6
4. Was your child’s teacher (or teachers) effective? 1.7
5. My child's teacher (or teachers) encouraged my child to do her/his best in school. 1.8
6. Did the school do a good job preparing your child for the next level of school or for college? 1.7
7. When you visited the school, did people at the school make you feel welcome? 1.5
8. Did the principal set a good example for students? 1.5
9. Did the school return your phone calls or emails promptly? 1.6
10. Did the school schedule activities at times when you could attend? 1.4
11. Did the school promote good relationships with parents? 1.4
12. Did you attend open houses, parent-teacher conferences, Annual Title I Parent Meetings, or any
other parent meetings?
1.4
13. Were you given the opportunity to participate in school committees (for example, textbook
committee, School Improvement Plan Committee)?
1.6
14. Did your family eat supper together most nights during the school year? 1.8
15. Did you receive notifications in a language you could understand? 1.3
16. Does the Standards-Based Report to Families (new report card) give you information that you can
use to help your child at home?
2.9
17. Is the Standards-Based Report to Families easy to understand? 3.0
18. Do you understand the ratings (e.g., Not Meeting Standards, Meeting Standards, Exceeding
Standards) for each of the items on the new Standards-Based Report to Families?
2.9
19. Please respond to the following statement: The Standards-Based Report to Families is more
reflective of my child's progress than a traditional letter-grade report card.
3.2
Note that Questions 16-19 are for parents of Pre-K, K, Gr1, and Gr2 students only
Responses for 20-21: 1=Strongly Agree 2=Agree 3=Neither Agree nor Disagree 4=Disagree
5=Strongly Disagree
Survey Questions
Average
of
Responses
20. My child’s teacher (or teachers) made me feel comfortable in contacting him or her. 2.4
21. My child’s teacher (or teachers) gives students too much homework. 2.5
Department of Research, Evaluation, Assessment, and Student Information
SW Region
Total Respondents for This School: 17
Riverview Elementary 2
2011-2012 School Climate Survey for Parents
Responses for 22a-22h: Top four areas where the school and district should spend its money
in the coming year:
Survey Questions
Percentage
of
Responses
22a. Buy and use educational materials and resources for helping your child achieve at higher levels.
(School)
82.4
22a. Buy and use educational materials and resources for helping your child achieve at higher levels.
(District)
82.4
22b. Help you understand what your child needs to learn and be able to do at his/her grade level.
(School)
94.1
22b. Help you understand what your child needs to learn and be able to do at his/her grade level.
(District)
94.1
22c. Help your child improve his/her achievement by providing assistance or tutoring with homework
assignments. (School)
88.2
22c. Help your child improve his/her achievement by providing assistance or tutoring with homework
assignments. (District)
82.4
22d. Provide parent training to make sense of test results such as the TCAP or Gateway to help your
child learn. (School)
82.4
22d. Provide parent training to make sense of test results such as the TCAP or Gateway to help your
child learn. (District)
70.6
22e. Pay for training the principals, teachers, and school staff in ways of communicating and working
with parents and students. (School)
23.5
22e. Pay for training the principals, teachers, and school staff in ways of communicating and working
with parents and students. (District)
41.2
22f. Teach your child about drug awareness, school violence, safety issues, gang awareness, and
conflict awareness. (School)
11.8
22f. Teach your child about drug awareness, school violence, safety issues, gang awareness, and
conflict awareness. (District)
5.9
22g. Provide training for teachers and staff on ways of working with special needs students. (School)
11.8
22g. Provide training for teachers and staff on ways of working with special needs students. (District)
5.9
22h. Provide training for teachers and staff on ways of working with non-English speaking students.
(School)
0.0
22h. Provide training for teachers and staff on ways of working with non-English speaking students.
(District)
0.0
Riverview Elementary School
Teacher/Parent/Student-Compact
No Child Left Behind
2012-2013
Riverview Elementary School
Home-School Compact-Revised 8-15-2012
The Home School Compact was developed jointly with parents, and approved by the Site Based Management Committee. The
school distributes the school-parent compact that outlines how parents, school staff, and students will share responsibilities for
improved student achievement. The compact also outline how the schools and parents will work together to achieve the high
content and performance standards set by the state for all students.
Parent and Family's Responsibilities
We as parents will support our children's learning in the following ways:










Make sure that our child attends school regularly, is on time, and is prepared to learn, with homework completed.
Know what skills our child is learning in reading and other classes each day.
Do activities at home that continue our child's classroom learning.
Read with our child for 30 minutes a day, five days a week. (K-3).
Provide a quiet place for our child to study and read.
Encourage my child to read for pleasure and to learn.
See that your child spends at least 10 minutes per grade level per day, five days a week, studying and completing homework
at home. (Example: 4th grader = 40 minutes).
Communicate with our child’s teacher to ensure success in academic and behavior on an ongoing basis.
Get our library card for our child, and encourage our child to bring reading materials from the library into the home.
Attend parent- teacher-student conferences and communicate with our child's teacher, through notes and conversation, about
how well our child is doing and what we can do to help.
Parent(s) Signature(s)_________________________________Date_____________________
Student's Responsibilities
We, as students, will share the responsibility to improve our academic achievement and achieve the State's high standards.
Specifically, we will:







Come to school on time and ready to learn.
Pay attention to my teachers, family, and tutors, and ask questions when I need help.
Ask my family to read to me or with me for 30 minutes each day, five days a week (K-3).
Read regularly for pleasure as well as to learn.
Study at home in a quiet place at least 10 minutes per grade level per day, five days a week (example: 4th grade = 40
minutes).
Complete my homework on time and in a thorough and legible way.
Behave responsibly and treat other people with respect.
Student's Signature___________________________________Date_____________________
School Responsibilities
Riverview Elementary School will provide an academic program that is rigorous and challenging to improve our academic
achievement and achieve the State's high standards.
Teacher's Responsibilities
We as teachers want all students to reach their full academic potentials. Therefore we will commit to do the following.









Set high instructional standards for myself that promotes the development of the district's content standards and benchmarks.
Provide quality teaching and leadership to my students and their families.
Communicate frequently with families about their children's progress including weekly progress reports on an ongoing basis.
Assign homework regularly, and collect, evaluate, and return homework.
Read to my class, provide time for students to read, and encourage discussion, and writing about reading.
Participate in professional development.
I will encourage my students to behave responsibly and treat other people with respect.
Provide weekly timely progress reports to parents every Tuesday.
Encourage parents to volunteer in the classroom.
Teacher's Signature___________________________________Date____________________
Principal's Responsibilities:
I want all students to reach their full academic potential. Therefore, we commit to do all of the following:
















The school will share responsibilities with parents by developing a partner to improve academic achievement.
Provide parents with the opportunities to participate in parents conferences yearly to discuss the compact as it relate to
individual student achievement.
Provide high quality curriculum and instructions for all students.
Have high expectations for students, staff, families, and myself.
Provide a safe learning environment.
Communicate with families to support student learning.
Remove barriers to improve performance on all learning levels by providing high quality curriculum and instruction.
Provide parents with reasonable access to staff, encourage parent volunteers, and participation in the school, and their child’s
classroom.
Consider accessing possible resources for all extenuating circumstances shared with appropriate staff by the
parents/guardians to assist them in realizing a full commitment.
Distribute the written School Level Family Engagement Plan yearly to all parents and the community in the Parent Student
Handbook and on the School website.
Notify parents of the written Family Engagement Plan in an understandable uniform format, and in a language they can
understand.
Provide meetings to explain and give assistances to parents the state standards, academic achievement standards on each
grade level, and explain state/local assessments.
Provide Family Literacy meetings and workshops to families to work with their children to improve academic achievement.
Respond to students as individuals.
The school will hold parent conferences in the fall and spring to discuss the school compact as it relates to the academic
achievement of individual students.
The school will schedule meetings to accommodate different schedules-morning afternoons and evenings.
Principal's Signature__________________________________Date_____________________
Riverview Elementary School
Parental Involvement Policy Plan for Pre - School Transition
Pre-School Action Plan
Complete Action Plan for assisting in pre-school transition.
Action Steps
Required
Person(s)
Timeline
Resources
Responsible
Utilize the Early
Childhood
Assessment,
Brigance, to assess
students’ readiness
level and to
monitor students’
academic progress.
Start date Oct.
16-19, 2012.
Jan. 14-18
2013 and
April 15-19,
2013
Conduct a parent
meeting (including
student) to inform
parent of student’s
Brigance (Early
Childhood
Assessment) data,
Kindergarten
curriculum,
expectations and
policies.
April’13
Students and
parents from area
day care centers,
and students
enrolling into
kindergarten for
the first time, will
visit kindergarten
classrooms to
experience the
kindergarten
classroom setup, be
informed of the
kindergarten
curriculum and
expectations, and
to receive a
kindergarten
educational packet
that parents can
utilize during the
summer to prepare
students for
kindergarten.
Title I Budget:
Brigance, Early
Childhood
Assessment
PreK &
Kindergarten
Teachers
Guidance Counselor
Daycare
Providers,
Parents,
Students
Agendas, SignIn Sheets
Refreshments
Instructional
Packets
Veronica Parish,
Principal
Mary Rodgers,
Instructional
Facilitator
Parent Involvement
Parents will attend
meetings to gain
knowledge of
Kindergarten
curriculum,
expectations, and
policies.
Parents will utilize
Kindergarten
instructional packets
Parents and daycare
providers will ask
questions.
.
Students will
participate in a
three weeks
summer
kindergarten
transitional
program. (Upon
Title I Approval)
June’13
Title I Budget
Mary Rodgers,
Instructional
Facilitator
Parents will ensure
students are in
attendance daily.
Certified Teachers
Parents will monitor,
assist with
completing
homework
assignments and
projects
Students
Teacher
Instructional
Materials
KK Curriculum
Snacks
Parents will attend
scheduled ParentTeacher Conferences
Riverview Elementary School
Middle School Transition Plan
Grade 5
Plan for Transition to Middle School from Elementary School
Goal: To ensure elementary students experience a successful transition to middle school.
Standards:
Standard #1: Skills for academic, self-confidence, learning and success
Standard #3: Relates school to life experiences
Standard #7: Self-knowledge and interpersonal skills
Standard #9: Acquires personal safety skills
The following activities will support a successful transition from elementary to middle school:
1. Middle school representative will conduct an informational session with elementary
students and parents.
2. Elementary student will visit the Riverview Middle School with peers, teachers and
counselor.
3. Elementary students will participate in an orientation that will include m presentations
from middle school staff.
(Topics to include, but not limited to peer pressure, study skills, friendship,
communication, organizational skills, curriculum and expectations)
4. Middle school representative will speak to students during the fifth grade promotional
exercise.
Coordination and Integration
State, Federal And Local Services
1. NCLB Schoolwide Budget
2. MCS Extended Day Contract
3. Memphis City Schools Fund I
4. Memphis City Schools Fund II
5. District Mentor Program
6. NCLB Staff
7. PBIS (Positive Behavior Intervention Support)
8. Aimsweb
9. Mimeo
10. Comprehensive Literacy Program
11. State funds/CLUE
12. Free and Reduced Lunch
13. Mendez Too Good for Drugs/Violence
14. Site Based Decision Making Council Meetings
15. District Academic Directors
16. District Technology Support
17. District Professional Development Activities-TLA
18. District Discovery Learning Assessment of State Performance Indicators
19. District School Budget
Report of Assessment Results
The office of Research, Evaluation and Assessment provides individual student academic assessment results to
parents for the following assessments:
 TCAP
 TCAP Competency
 Gateway Exams
 TCAP Writing Assessments
 English 9 End of Course Test
 School, State, and Memphis City School website
This school provides individual student assessment results to parents for the following assessments:
TCAP Achievement Test Results
TCAP Writing Assessments Test Results_____________________________________________
TVASS Reports
Weekly Assessments –Each Grade
Aims Web Reports
Reading Plus
Headsprout Reports
Report Cards Each Nine-Weeks
Discovery Learning /Assessment Reading, Language Arts and Mathematics
Weekly Teachers...Parents Communicator Folders color-coded according to grade level.
Parent meetings and conferences
Weekly Grade Level News Letters
Weekly Progress Reports are provided each Monday of the week
Aimsweb Assessment-Tier II and III students
Parent Meeting and conferences
Benchmark Test results – reading and mathematics
End-of-unit Test results
District Progress Report each three weeks of the nine-week period
Parents may request assistance translating these results.
Riverview Elementary School
Teacher Mentoring Program
Teachers with at least five years experience that successfully complete the mentoring program are eligible to
serve as mentors to new or less experienced staff members
Complete Action Plan for developing and implementing a mentoring program.
Action Steps:
Timeline:
Required
Person (s) Responsible:
Resources:
Mentor will develop
a professional collegial
relationship and a system of
ongoing communication with
new teachers/ protégés.
Mentor will share goals and
expectations.
Mentor and teacher/protégé
will observe and identify
problems and seek solutions
(proactive –vs- reactive) for
improving instruction.
Mentor will encourage
teacher/protégé to be willing
to learn, take risks, ask
questions, and try new ideas.
Mentor will solicit
teacher/protégé to evaluate
mentor program and give
suggestions on how to
improve the program.
The mentor will provide
ongoing support, advice, and
counsel to the
teacher/protégé.
The mentor will maintain
confidentiality.
Sept.’12-May’13
TN Curriculum
Guides
Common Core
State Standards
Riverview
Elementary
Instructional
Practices Booklets
of Best Teaching
Practices
Instructional
resources and
materials
Professional
Development
Catalog
MCS & Riverview
Elementary School
Policies and
Procedures
Veronica Parish, Principal
Mary Rodgers, Instructional
Facilitator/ Mentor Coordinator
Fergenia Moore-Harris
Mentor