VES School Improvement Plan 2013-2014
advertisement
Vonore Elementary School P.O. Box 159 – 1135 Highway 411 Vonore, TN 37885 Phone (423)884-6392 Fax (423) 884-6981 TENNESSEE SCHOOL IMPROVEMENT PLAN 2013-2014 Mark Pickel, Principal Donna Stapleton, Assistant Principal Monroe County Schools Michael L. Lowry, Director Vonore Elementary School is accredited by Southern Association of Colleges and Schools. Tennessee School Improvement Planning Process (TSIPP) Assurances with Signature of Principal I certify that _______________________________________________________ School has utilized the data and other requirements requested for each component. The school will operate its programs in accordance with all of the required assurances and certifications for each program area. I CERTIFY that the assurances referenced above have been satisfied to the best of my knowledge. _________________________________________ Signature of Principal ______________________ Date Signed 2 Table of Contents Component 1a – School Profile and Collaborative Process 1.1.1 SIP Leader Team Composition ……………………………… .6 1.2 Subcommittees Formation and Operation Component 1a: School Profile and Collaborative Process………………… .8 Component 1b: Academic and Non-Academic Data Analysis……...……….9 Component 2: Beliefs, Mission and Shared Vision………………………..10 Component 3: Curricular, Instructional, Assessment and Organizational Effectiveness………………………………………………..10 Component 4: Action Plan Development…………………………………..11 Component 5: The School Improvement Plan and Process Evaluation……12 1.3 Collection of Demographic Data and Analysis Student Characterisitics……………………………………………………..12 Vonore Elementary Staff Characterisitics………………………………..…15 School and Community Data ………………………………………..……20 Parent and Guardian Demographics………………………………….……...29 Community Characteristics………………………………………………….32 Component 1b Academic and Non-Academic Data Analysis 1.4 1.5 1.6 1.7 1.8 Variety of Academic and Non-Academic Assessment Measures….35 Data Collection & Analysis………………………………………..42 Report Card Data Disaggregation………………………………….54 Narrative Synthesis of all Data……………………………………..68 Prioritized List of Targets…………………………………………..69 Component 2—Beliefs, Mission and Vision 2.1 Collaborative Process……………………………………………...….71 Belief Statement………………………………………………………..……73 Mission Statement……………………………………………………..…….74 3 Component 3—Curricular, Instructional, Assessment and Organizational Effectiveness 3.1.a Curriculum Practices…………..……………..…………………………. ...77 3.1.b. Curriculum Gap Analysis……………………………………………………81 3.1.c. Curricular Summary Questions ……………………………………………...82 3.2.a. Instructional Practices………………………………………………………83 3.2.b. Instructional Gap Analysis………………………………………………….89 3.2.c Instructional Summary Questions…………………………………………..90 3.3.a. Assessment Practices……………………………………………………….91 3.3.b. Assessment Gap Analysis…………………………………………………...96 3.4.a. Organizational Practices…………………………………………………….98 3.4.b. Organizational Gap Analysis………………………………………………..101 3.4.c. Organizational Summary Questions………………………………………...101 Component 4—Action Plan Development 4.1 Goal 1-Action Plan Development………………………………………….102 Goal 2- Action Plan Development…………………………………………105 Goal 3- Action Plan Development…………………………………………107 . Component 5—The School Improvement Plan and Process 5.1 5.2 5.3 Process Evaluation…………………………………………………………111 Implementation Evaluation………………………………………………...113 Monitoring and Adjusting Evaluation……………………………………..114 4 5 6 Component 1a. School Profile and Collaborative Process 7 1.1 SIP LEADERSHIP TEAM COMPOSITION Member Name Position Committee Chair Mark Pickel Principal Yes Donna Stapleton Vice Principal Candy Bolix K-1 Teacher Lynne Millsaps Media Specialist Tammie Millsaps 4th Grade Teacher Amanda Woody Pre-K Teacher Whitney Morton Guidance Counselor Gina Guider 5th Grade Teacher Susie Christman Special Education Teacher Kathy Cooper Parent Alicia Russell Speech Teacher Stephanie McDonald ESL Teacher Donnie Ballard School Psychologist Denise Self Parent LeeAnne Strickland Telisha O’Dell Parent Involvement Coordinator, Monroe County Central Office 2-3 Multiage Teacher Coordinator All Levels Coordinator All Levels Component I/School Profile/Data Component I/ School Profile/Data Component I/ School Profile/Data Component I/ School Profile/Data Component I/ School Profile/Data Component I/ School Profile/Data Component I/ School Profile/Data Component I/ School Profile/Data Component I/ School Profile/Data Component I/ School Profile/Data Component I/ School Profile/Data Component I/ School Profile/Data Component I/School Profile/Data Marissa Cagle 4-5 Teacher Betsy Riley Music Teacher Brian Harrill 4th Grade Teacher Andrea McCallie Ist Grade Teacher Julie Easter Parent Leah Johnson Physical Education Teacher Jennifer Bryson 5th Grade Teacher Component II/ Beliefs Component II/ Beliefs Component II/ Beliefs Component II/ Beliefs Component II/ Beliefs Component II/ Beliefs Component II/ Beliefs Component III/ Curriculum Assessment Yes Yes 8 Tanya Randolph Sarah Amos Dara Sarshuri Miranda Harris Billie Kollar Bobby White Jackie Tallent Bonnie Langner Kristin Cochran Abby Frerichs Colleen Russell Karen Bosket Carrie White Donna Davis and Sunshine Freeman Teri Baker Kristy Vance Hope Barber Anita Whitehead Amanda Walker Ashley Irwin Kay Robinette Lana Gibby Leslie Addis Kindergarten Teacher Component III/ Curriculum Assessment 3rd Grade Teacher Component III/ Curriculum Assessment 1st Grade Teacher Component III/ Curriculum Assessment Kindergarten Teacher Component III/ Curriculum Assessment 3rd Grade Teacher Component III/ Curriculum Assessment Physical Education Teacher Component III/ Curriculum Assessment Kindergarten Teacher Component III/ Curriculum Assessment Reading Intervention Component IV/ Teacher Action Plan 2nd Grade Teacher Component IV/ Action Plan 2nd Grade Teacher Component IV/ Action Plan 1st Grade Teacher Component IV/ Action Plan Art Teacher Component IV/ Action Plan 3rd Grade Teacher Component IV/Action Plan School Nurses Component IV/ Action Plan Title I Aide Component IV/ Action Plan nd 2 Grade Teacher Component V/ SelfMonitoring Special Education Teacher Component V/ SelfMonitoring 4th Grade Teacher Component I School Profile/Data 5th Grade Teacher Component V/ SelfMonitoring Kindergarten Teacher Component V/ SelfMonitoring 3rd Grade Teacher Component V self Monitoring 3-4-5 Teacher Component II Beliefs Reading Intervention Teacher Component I School Profile/Data Yes Yes Yes Yes 9 1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis STUDENT CHARACTERISTICS The Monroe County School System consists of one primary school, four elementary schools, one intermediate school, two middle schools, one junior high school, and three high schools. Of the four elementary schools, Vonore Elementary School is the largest. Because the school is located in a rapidly growing industrial area with a number of planned communities, enrollment is increasing steadily and is expected to continue over the next few years. Enrollment patterns fare as follows: 2012-2013 504 2013-2014 503 A federally funded program provides children at Vonore Elementary School with free or reduced lunch. Eligibility for this program is based on meeting specific criteria regarding total household size and total household income. Vonore Elementary School is a Title One school participating in a school-wide program. All regular classroom teachers at Vonore Elementary School have proper certification from the state of Tennessee. Therefore, all students at Vonore Elementary School receive their regular classroom instruction from a highly qualified teacher as per No Child Left Behind criteria. Vonore Elementary School attained the following attendance rates over the past five school years: School Year Grades K – 5 2007-2008 94.4 10 2008-2009 94.9 2009-2010 94.6 2010-2011 94.9 2011-2012 95.7 Vonore Elementary School employs a rather extensive incentive program to boost attendance. Students who maintain perfect attendance for a semester, with no tardies, are rewarded. Additionally, students who maintain this status for the entire school year receive a trophy. This incentive program seems to benefit students at all grade levels. Students are allowed five parent notes per absence and tardy each school year. Each five unexcused tardies equals an unexcused absence. If students accumulate five unexcused absences, they are reported to the truancy department. The administration at Vonore Elementary School handles discipline referrals. Though each teacher handles in class discipline problems individually, students are generally referred to the office after three offenses in the classroom. In August 2010, Vonore Elementary began The Positive Behavior School Program where students are rewarded for positive behavior. A representative from each grade level, the guidance counselor, the reading intervention teacher and the principal are a part of the PBS team. Records are kept to track students with habitual discipline problems. The transfer rate at Vonore Elementary School is higher than desired. Several factors, including the high availability of low-income housing in the area, contribute to the high number of students moving in and out of the school. The faculty and administration of Vonore Elementary School work hard to address the needs of students while they are at school. However, as in all schools, students with habitual or repetitive transience are often behind in academic skills. 11 STAFF CHARACTERISTICS Faculty Member Addis, Leslie Position Years of Degree(s) Experience Part-time 14 Middle Tennessee State University- BS Assistant Elementary Education K-8 / Tennessee Principal, Technological University- MS & Ed.S Title I Teacher Instructional Leadership-Administrative License Amos, Sarah 2nd Grade 13 Hiwassee College- AS Elementary Education /Tennessee Wesleyan CollegeBS Human Learning K-8 Barber, Hope Resource 12 Maryville College- BA Elementary Education 1-5/University of TennesseeMA Special Education Christman, Cheryl CDC 30 Tenn. Tech. – BS and MS in special education Karen Bosket Art 31 Goddard College--MA Ballard, Donnie Psychologist 25 Tennessee Tech. BA Psychology MA Educational Psychology Cochran, Kristin Kindergarten 11 Tennessee Wesleyan College- BS Human Learning K-6 & Education/ Tennessee Technical University- MS Instructional Leadership Woody, Amanda 2nd grade 14 Tenn. Wesleyan BS Lincoln Memorial MS 12 Bobby White Physical Education 7 Tennessee Wesleyan College- BS Physical Education & Science K-6 Fosters, Abby 2nd Grade 7 Tusculum College- BS Elementary Education Gibby, Lana 3-4-5 Grades 22 University of Tennessee: BS Elementary Education / MS Curriculum & Instruction Guider, Gina 4th-5th Grade 13 Roane State Community College- AA Secondary Education / Tennessee Wesleyan College- BS Interdisciplinary Studies & Elementary Education Harrill, Brian 4th Grade 24 University of Tennessee- BS Education & Industrial Arts /MS Human Resource Development-Workforce Training Irwin, Ashley Kindergarten 13 Tennessee Wesleyan College- BS Human Learning K-8 Johnson, Leah Physical Education 8 Tennessee Wesleyan College—BS Physical Education & Science, K-6 Bryson, Jennifer 5th Grade 5 Tusculum College BA Kollar, Billie 3rd Grade 28 University of North Florida- BS Elementary Education Langner, Bonnie Reading Intervention Teacher 48 Georgetown College- BA Elementary Education /Xavier University- ME Russell, Alicia Speech 6 UT of Knoxville BS in Speech Pathology McCallie, Andrea 1st Grade 20 Hiwassee College- AA / Tennessee Wesleyan College- BS Elementary Education / University of Tennessee- MS Elementary Education 13 McDonald, Stephanie ESL 17 King College- BA Religion & Theology / BA English / BS Education Millsaps, Lynne Media Specialist 7 Southeastern College of Florida- BS Elementary Education-Early Childhood 1-8 12 Tennessee Wesleyan College- BS Human Learning Randolph, Tanya Kindergarten Riley, Betsy Music 19 Hiwassee College- AA / Tennessee Wesleyan College- BS Music Education Russell, Colleen 1st Grade 13 Southern Illinois University- BS Elementary Education / Lincoln Memorial University- MS Curriculum & Instruction Sarshuri, Dara 1st Grade 6 Tusculum College- BA Elementary Education K-6 Tallent, Jackie Kindergarten 17 Tennessee Wesleyan College- BS Human Learning K-8 / University of TennesseeMS Curriculum & Instruction /Lincoln Memorial University- Ed.S Administration & Supervision Vance, Kristy 2nd Grade 15 Tennessee Wesleyan College- BA Psychology / Lee University- BS Elementary Education K-8 White, Carrie 3rd Grade 14 Tennessee Wesleyan College- BS Elementary Education Whitehead, Anita 4th Grade 27 University of Tennessee - BS Art Education / MS Elementary Education 4-5 3 Cagle, Marissa Maryville College--BA 14 1.3.2: SCHOOL AND COMMUNITY DATA Vonore School was established in 1911. It has continued to grow and change since that time. In 1995, when Vonore and Madisonville High Schools consolidated to create Sequoyah High School, Vonore became a K-8 school. The present day Vonore Elementary School building was erected in 1950. In order to meet the demands of increased enrollment, four additions have been constructed. Two major building programs culminated in 1999, added eighteen classrooms, a larger library, and a technology lab. In the fall of 2005, a Vonore Middle School was created to meet increased demands of enrollment. Therefore Vonore Elementary became a Pre-K-5 school and currently has 27 classrooms in the facility. The Pre-K classroom is funded through the state department for four year olds and greatly helps our students prepare for kindergarten the following year. In 2012, building renovations began. The gymnasium, cafeteria, the kindergarten wind, the third grade area and several classrooms in the main hallway were updated. A new library was built and a clinic. A heightened focus has been placed on safety conditions in recent years. Several measures have been taken at Vonore Elementary to provide a safe learning environment for our students. Security cameras have been installed in strategic sites throughout the school and on all school buses. In addition to continuous surveillance, all visitors are required to enter the building through the front lobby, sign a log, and obtain a visitor’s pass before entering student areas. Only those visitors who have an appointment can enter student areas throughout the day. 15 Additionally, Vonore Elementary has a Crisis Response Plan and a Crisis Response Team. Training for team members was funded through the federal program for Safe and Drug Free Schools or Title IV. This same program also provides funding for Melinda Fowler, our School Resource Officer. These measures were implemented to handle situations ranging from weather emergencies to intruders in the building. As part of the Crisis Response Plan, all classrooms have a schematic of the school plan with exit routes clearly marked. Drills for disaster and fire are conducted routinely to ensure that students and teachers are prepared to respond to emergencies quickly and effectively. The school also has an SRO who works part-time here and with our feeder school, Vonore Middle. The officer helps in maintaining a safe environment for our school, from helping with loading buses to communicating with students the importance of keeping our school safe. Several teachers, the principal, vice principal, and a special educational assistant are a part of our CPI team. Members were trained at the central office in the Crisis Prevention Institute where staff learned strategies in preventing violent situations and ways to control a situation by working in a team. The school year is comprised of 200 days for teachers, of which 180 are for student instruction. Students attend school seven hours and 15 minutes daily, with teachers working seven-and-one half hours each day. Instruction is provided for students in pre-kindergarten through fifth grade. Instructional groupings at Vonore Elementary include traditional self-contained classrooms and multi-age groupings. Students in fourth and fifth grades change classes throughout the day, receiving instruction from different teachers within their grade levels. 16 Art, music, library, physical education, and guidance supplement the general curriculum of the school. An emphasis is placed on cross-curricular activities. Title V or Creative and Innovative Program funding has provided many resources, such as mobile LCD projectors, for specialty area teachers to use to enhance their instruction, as well as those of the general classroom teachers. One of the ways we attract highly qualified teachers is in having two computer labs where the teachers can take their students to work on our programs. We also have common planning periods so teachers can work together to plan, pace and teach their curriculum objectives. Each classroom teacher has a promethean board to use for instruction. Our special education teacher and assistants do an inclusive program in fourth and fifth grades for reading and math. This is a joint effort between the classroom teacher and special education teacher to provide better assistance for these students. Federal programs that help fund certain areas at Vonore are RTI and ELL. Federal programs help fund one full time teacher in reading and math interventions, one part time teacher in the intervention program, and three full time assistants. In ELL, two full time assistants and one teacher is funded through federal programs. Federal programs’ money was also used to help fund the Kindergarten Dr. Tyner’s strategies for Tier Reading interventions in October 2013. Title I improves the academic achievement of the disadvantaged. Title II, Part A funds teacher quality. Title III funds language instruction for limited English Proficient and Immigrant students. Title VI: Rural and low income schools, IDEA: Individuals with 17 Disabilities education act. CTE funds career and technical education. (From the Monroe Co. Schools No Child Left Behind Parent information Packet). In 2010, a parent advisory board (PAB) was established to help aide in our Title I parent involvement policies. This council works in conjunction with the schools’ PTO and provides ways to increase our parent attendance at school functions. The PAB met on October 29, 2013 to update the parent involvement plan, develop a parent-studentschool compact, and create activities for a family fun night in January 2014. A data team was put into place in August 2009. The team consists of a fifth grade teacher, the assistant principal, the guidance counselor and a first grade teacher. The team meets once a month to analyze data from various tests and provides the rest of the staff with their results. The teachers look at the entire school using data analysis of NCLB subgroups. The team also devises lesson plans and strategies for the teachers based upon the students’ weaknesses in that sub-skill. All teachers are highly qualified and our Paraprofessionals are highly qualified, whether by taking the Para-Pro test or by having two years of college. They work under the direct supervision of the Title I teachers in RTI providing the Tier Two reading interventions. ECIRP (Early Childhood Intervention Reading Program) is a reading program designed for students at-risk in attainment of skills necessary to achieve grade level competency. Students meet daily with a teacher or assistant for an intense one-on-one literacy session or in a small group setting. The students focus on the five components of reading: fluency, phonemic awareness, phonics, vocabulary and comprehension. 18 A component of the ECIRP is being used at the kindergarten level to ensure that students enter first grade with beginning reading skills. This program is designed to ensure that all students experience a full literacy lesson on a daily basis with the classroom teacher. Kindergarten Camp is offered for two weeks before the school year starts for students beginning to enter kindergarten in the fall. This past year the camp was from July 16-27. The program had three teachers and two title I assistants that worked. A daily attendance of 37 students were exposed to letter recognition, phonemic awareness, number recognition and other pre-kindergarten skills. This program is funded by Title One. This camp greatly assists preschool children and introduces them to our elementary school program. Vonore Elementary School’s student population has seen a continued growth of minority students, largely comprised of students whose native language is Spanish. We provide an ELL (English Language Learners) class for these students, utilizing a certified instructor and an aide with full fluency in their native language. The purpose of this program is to keep the students in the regular classroom as much as possible, with the ELL teacher giving modifications and strategies for the teacher to use. The pull-out program gives the ELL teacher time to assist each student with assignments from their classroom along with daily practice in English every day. Accelerated Reader (AR) is a computerized learning information system designed to help motivate, monitor progress, and manage reading practice. Students select books from the school library based on their assessed reading level, read the books, and then take reading quizzes to measure their comprehension. Each time a student reads an AR book and passes the corresponding quiz; his or her AR account is credited with points. 19 The STAR Reading Test is used to supplement the Accelerated Reader Program. It is a computerized norm-referenced test designed to assess reading levels. When students take the STAR test, a diagnostic report is developed. This report provides information about students’ general reading abilities. Students are assigned an AR level based on the diagnostic report. Use of the STAR Reading Test has helped classroom teachers provide books for each of their students that are neither too challenging nor too easy. The STAR Early Literacy Test is used to assess students in kindergarten through third grade. This program assesses the five components of reading. The program classifies students as emerging readers, transitional readers, or probable readers. Teachers may use this information to target weaknesses and better meet the individual needs of the students. We also have our speech pathologist, which works with pre-K in addition to grades K-5, which helps ease transition into school. Parent communication is vital at Vonore Elementary. One way the teachers provide information and increase parental involvement is through Engrade. Teachers place missing assignments, test/quiz grades and homework for parents to view each day. This helps the child and parent to see what the student needs to complete and how they are doing in class. Every student has a planner that teachers communicate in every day. The child must have their planner signed by a parent or guardian and return the planner to school the next day. A School Support Team was developed in the fall of 2002 to help classroom teachers deal with low achieving students in their classrooms. The team is comprised of the principal, guidance counselor, school psychologist, special education teacher, regular 20 classroom teacher, and the school’s RTI teacher. Once a struggling student has been referred to the team, interventions are developed in an attempt to improve their classroom performance. If interventions are not successful, then students are referred for further special education testing. This process has helped make the special education referral procedures more efficient and expedient. Vonore Elementary provides tutoring for the lowest achieving students in grades 3-5. The tutoring began in Fall 2013 and will be provided after school until the end of the school year. The data team and the administrators looked at scores from the April 2013 TCAP and picked students who were experiencing difficulties mastering the current common core standards. One way teachers are involved in learning about their students’ achievement in through the PLC (Professional Learning Communities) that were created in the Fall 2013 year. The PLC’s look at think link, TCAP, and Aimsweb to determine our students’ strengths and weaknesses. The team then develops strategies for the teachers to use for the teachers to help their students in those areas of weakness. There are two community athletic organizations available to Vonore Elementary School students as well. Vonore Little League is a football and cheerleading organization available from August to November each year. Children in kindergarten through eighth grade are eligible to participate. There are approximately 150 students from the school that participated in this organization during the 2006-2007 school year. Vonore Youth League is a basketball organization that has activities available from December through February. There were approximately 80 students from the school that participated during 21 the 2006-2007 school year. Both organizations promote responsibility, social skills, and good sportsmanship. Though they have been around for several years, the interest and participation in these organizations continue to flourish each year. The following ongoing professional development activities have been offered at Vonore Elementary for our teachers and paraprofessionals. In August 2013, classroom teachers that attended common core training by the state department in the summer presented their strategies to the school. The focus was math and ELA. Teachers gave practical lessons and ways to incorporate the new standards into their daily instruction. Beginning in August 2013, teachers are attending “Common Core State Standards for English Language Arts Classes 1-2” at the central office once a month until May 2014. Teachers are trained by Mrs. Angie Garrett, Monroe County’s instructional coach. Teachers learn new reading strategies and learn about the upcoming RTI square model. Teachers complete homework, learn new assessments and discuss ways to help struggling readers. In the fall of 2013 and ongoing throughout the 2014 school year, Dr. Beverly Tyner will be training teachers and assistants in research based reading strategies to use in intervention classes. Teachers are already implementing Dr. Tyner’s strategies in Kindergarten during reading groups and the Title I Teachers and assistants are using her model in Tier 2 and Tier 3 reading groups in grades 1-3. We have ninety minute blocks in grades K-5 and the classroom teachers provide instruction for our students in Tier One with the Title I assistants and teachers instructing Tier 2a and Tier 2B students. Special education is then our Tier 3 instruction. We use Aimsweb testing three times a year and pull the lowest fifteenth percentile for Tier 2 22 interventions. We then provide tutoring to all of the Tier 2 and 3 students. After eight weeks, if a student is not making gains in tier 2b the S-Team meets to determine if additional testing for special educational services is needed. In addition to parental age, knowing how many students come from single-parent homes can help us better serve our students. Children from one-parent homes do not always have the same opportunities as those from two-parent homes. A child’s family structure may also affect his/her access to after-school activities, as well as educational support at home. The following information was found regarding the family structures of our students: Seventy-six percent of students who returned surveys lived in a two-parent home. Twenty percent lived in a one-parent home, 2.2% lived with grandparents, while 1.8% lived with someone other than the aforementioned. Parent or Guardian Education Levels Highest Level of Education Percent of Total Parents Surveyed Elementary or below 1% Junior High School 3.4 % Some High School 14 % GED 7% High School Graduate 39.2 % Some College 23.4 % College Graduate 12 % The employment status of parents was an area of interest as well because this could affect the household income and the amounts of time parents have to be involved with school activities. The following information about parent or guardian employment was gathered: Employment Status of Parent or Guardian Employment Status Percent of Total Parents Surveyed Outside of the home 68.2 % Homemaker 13.6 % Unemployed 16.4 % 23 Retired 2.5 % The annual income of the parents was also determined. Twenty-four (24%) percent of the parents surveyed made less than $20,000 annually, while 51 % earn between $20,000 - $50,000 each year. The annual income of 20% of the parents surveyed falls between $50,000 and $75,000. The remaining 6% earn over $75,000 each year. The higher percentages on the low end of the income scale reflect the number of students we have receiving free or reduced meals at Vonore Elementary School each day. COMMUNITY CHARACTERISTICS Vonore is an incorporated community with a population of around 1,440 but serves many surrounding rural communities. The town is located on the edge of Monroe County. Although the area is historically rural with an abundance of small farms, Vonore is experiencing economic and cultural growth. According to the 2000 Census, the majority of citizens in Vonore are Caucasian (94.3%). There are a limited number of American Indians, African-Americans, Asians, Pacific Islanders, and citizens of two or more races. However, there are a growing number of Hispanic Americans (2.6%) moving into Vonore and its surrounding communities. Monroe County School System consists of the following public schools: School Coker Creek Elementary School Madisonville Primary School Madisonville Intermediate School Madisonville Middle School Rural Vale Elementary School Sequoyah High School Sweetwater High School Tellico Elementary School Tellico High School Tellico Junior High School Vonore Elementary School Vonore Middle School Student Population K-8 K-2 PK, 3-5 6-8 K-8 9-12 9-12 K-4 9-12 5-8 PK-5 6-8 Number of Students (as of 9/18/2007) 136 496 473 545 251 968 675 379 499 314 519 235 24 In addition to the public schools listed above, Monroe County has two private schools. Covenant Christian Academy is located in Sweetwater, Tennessee. It is funded and operated by Fairview Baptist Church. Monroe County Christian Academy and Home School is located in Tellico Plains, Tennessee. It is funded and operated by Shaw Farms. The location of two major industrial parks in Vonore has created growth in population for the area in recent years. Niles Ferry Industrial Park, located on the northern end of Vonore, houses Havco Lumber Co., Millican Lumber, Lowe’s Distribution Center, Titan Trucking, and PolyOne Corporation. Tellico Reservoir Industrial Park is adjacent to the city of Vonore on State Highway 72. This park includes Sea Ray Boats, J-TEKT, National Seating, Carlex Glass, Cobia Boats, Mastercraft Boats, Cobalt Yachts, Great Lakes Boat Tops, Tennessee Watercraft, and Wyeth Pharmaceuticals. The industrial parks have a combined workforce of more than 4,000 employees. However, many of the employees commute from surrounding areas, just as many of Vonore’s citizens commute to other areas for employment, with a large number employed in the construction industry. The unemployment rate was recorded as 6.7% for Monroe County as of September 2001. The total number of households in Vonore was recorded at 496 in the 2000 census. 162 households were recorded as having children under that age of 18. The average household size was recorded at 2.34 and the average family size was recorded at 2.82. These numbers do not include the surrounding rural communities that Vonore serves. Local businesses and community members support Vonore Elementary School both financially, with donations of money and materials, and physically, with volunteer hours. addition to the school-wide recognition assembly, these students receive a prize package. Numerous other businesses, civic groups, and individuals lend support to various programs within our school. Both parents and teachers are active in the Parent-Teacher Organization (PTO). The PTO sponsors a variety of fundraisers throughout each school year. The money raised is used to buy supplies and equipment needed in classrooms and for school-wide projects. 25 The PTO also works with local businesses to maximize community participation in school events. Vonore Elementary School welcomes and encourages parents and community members to get involved during the school day. The school has a large number of regular volunteers that work several hours a week with students and on clerical tasks. Students can access the program, STUDYISLAND, at home so parents can see their child’s progress in math and reading for grades 2-5. Beginning Winter 2011, the program will be available to all of our students in grades K-5. Monroe County purchased a program called “School Reach.” This is an automatic dialing system that contacts parents via telephone. The messages vary from the principal announcing upcoming events to parents being contacted about their child’s absenteeism. 26 27 Component 1b. Academic and Non-Academic Data Analysis 28 1.4: Variety of Academic and Non-Academic Assessment Measures Vonore Elementary School is celebrating! Students, community members, and administrators now realize that with the implementation of specific goals, strategies and an action plan, our school can achieve success. Teachers, administrators, parents, and students are experiencing a positive school climate due to this achievement. In 20052006 and 2006-2007 Vonore Elementary achieved AYP in reading/language arts and math and is currently recognized as a “school in good standing.” During 2005-2006 our school became a pre-school through fifth grade facility. Through the planning process, a warm, nurturing learning environment has been created. Enrichment classes and classroom areas are adequate and ensure a positive learning environment. The nurse has a rate of 93 % of students returning back to class after 29 student visits for illness or injury and a community behavioral health counselor provides counseling services to address non-academic barriers. Partnerships within the community are being developed. JTEKT, an automotive parts manufacturer, has adopted our school, giving us dollar incentives for students and teachers in the areas of reading. The Rotary Club donated a student dictionary to every third grade student to keep for home and school use. Other businesses involved with our school include: Citizen’s National Bank, Rarity Bay Women’s Club, Grand Vista Hotel, National Seating, Direct TV, Kimberly Clark, and Mayfield Dairy. Community support is strong and growing. Vonore is the fastest growing town in Monroe County. We currently have enrolled 527 students with the projected growth estimated to steadily increase. Due to this increased growth, planning must address the needs of a population that is much more diverse than previously experienced. We have established, as a component of our School Improvement Plan, the need for a full time assistant principal to help facilitate programs, curriculum, and administrative concerns for our increasing student population. The training of teachers and administrators is key in meeting these needs. Therefore, professional development continues to be a priority in our School Improvement Plan. The following academic and non-academic assessment measures were used to analyze data for school improvement. Academic Assessment Measures AIMS WEB (K-5) (Dynamic Indicators of Basic Early Literacy Skills) 2005-2006 STAR Reading (1-5) STAR Early Literacy (K-3) TCAP (Tennessee Comprehensive Assessment Program) Think Link, Discovery Education (2-5) 30 Tennessee Writing Assessment 5th Grade WADE (Wilson Assessment)—Special Education Successmaker Reading and Math—K-5 Brigance (Kindergarten and Special Education) CRA, (Criterion Reference Assessment, math) 2012 ELDA (English Language Development Assessment) 2006-2007 Non-Academic Assessment Measures Attendance Rates Promotion Rates Transient and Transfer Rates Disadvantaged Students 1.5 Data Collection and Analysis Academic Measures Median National Percentile Scores A review of the Median National Percentile Scores (MDNP) from the TCAP Achievement Test by grade levels provided data comparing Vonore Elementary students with other students across the nation. Since the state does not require second grade students to take the TCAP, we were unable to make any comparison at this grade level. We choose to test our second grade students to obtain baseline data only. The subtests in which scores were reported in the 2004 testing year changed from previous years and did 31 not include spelling, vocabulary, language mechanics, and math computation, therefore the following analysis needs to be interpreted appropriately. The analysis of the TCAP Achievement Test MDNP scores for 2003 and 2004 shows that students in the third grade performed at higher levels in math computation and mathematics for the 2003 academic year, but performed better in word analysis in 2004. Students in fourth grade performed at higher levels in language consistently over the two academic years. Students in fifth grade performed highest in reading for the 2003 academic year. The lowest MDNPs over this two-year period were varied across grade levels. Vocabulary for the third grade was the lowest for the 2003 academic year. Fourth grade students scored lowest in math for the 2003 academic year; however, reading was the lowest in 2004. Fifth grade students were inconsistent throughout the two-year period as well, with the lowest scores occurring in vocabulary and language. Vonore Elementary TCAP Score Comparison –All Students Percentage of Students Proficient/Advanced Grade Subject 2004-2005 2005-2006 2006-2007 32 3rd 4th 5th Reading/Language 84% 89% 92% Math 78% 92% 93% Reading/Language 79% 96% Math 92% 92% Reading/Language 78% 91% 89% Math 86% 90% 88% An analysis of the percentage of students proficient by grade level indicates that a larger percentage of students were proficient in 2007 than in 2006 in the following areas: third grade reading/language, third grade math, and fourth grade reading/language. The percentage remained the same in fourth grade math. Percentages dropped in fifth grade reading/language and math. Math 2008 2009 Economically 90% 89% 85% 84% 93% 92% 88% 88% Disadvantaged Reading Economically Disadvantaged All students math All students reading 33 Grade 3 4 5 2007 Mean 51.9 61.0 43.2 2008 Mean: 53.3 55.9 51.4 2009 Mean: 45.4 51.5 50.3 2010 Mean: 46.8 47.0 43.3 2007 45.3 52.7 39.7 2008 48.0 47.3 47.0 2009 41.7 46.5 42.9 2010 47.4 44.0 48.0 Subject: math Reading Our strengths were in grade four in 2007 in math while in reading that grade was also the highest. The lowest scores were in 2007 in grade 5 reading and in math Grade 5 in 2007 34 and 2010. In 2010 we had 260 students who were tested in grades 3-5 with 3% who were ELL and 9% were special education students. We had 64% free/reduced lunch and 10% minority. With the introduction of our preschool program we will now be able to access student achievement before entering kindergarten to find student strengths and weaknesses. This information will enable teachers to serve student needs more adequately to ensure that students experience success in school. The ECIRP (Early Childhood Intervention Reading Program) is a scientifically based reading research program funded by Title I. ECIRP is at every elementary school in Monroe County. This additional reading time allows at risk students to receive additional instruction. This is apart of our RTI program and the assistants and Title I teachers use Title I funds to assist the students in reading interventions. Three times during the year all students in grades K-5 are assessed in Aimsweb. These benchmarks determine if students will be placed in interventions. The title I teachers and the classroom teacher examine the results. If the student scores in the twentieth percentile or lower, the student still receives reading instruction in the classroom, tier one. Another reading assessment, STAR Reading Assessment, has been available for all VES students for the past three years and was administered at the beginning, midterm, and end of each school year. By analyzing the 2006-2007 growth reports substantial gains for individual students was evident. After reviewing this data and attending Renaissance Learning professional development sessions it was reported that another reading assessment for our students with less than a one hundred word reading vocabulary was needed. Therefore, in the fall of 2007, STAR Early Literacy was purchased and students in K-3 are initially tested to analyze areas of reading readiness. This instrument is computer based and enables the instructor to view weaknesses and strengths in the five area of reading. We are hopeful that this data will help our teachers pinpoint and focus instruction. 35 Wilson Assessment of Decoding and Encoding (WADE) is administered to students with special needs when they enter the program and at the end of each school year. The Brigance Diagnostic Comprehensive Inventory of Basic Skills was administered to kindergarten students at the beginning and ending of each school year to measure progress and mastery of skills. Beginning 2005-2006 students entering special education will take the Brigance for baseline information on skills and then re-test to measure progress. The Vonore Elementary English as a Second Language (ESL) Program identifies students for whom English is not the primary language with the HLM (Home Language Survey) upon enrollment. After identification, the students’ English proficiency is assessed with the ELDA, the instrument adopted by the state of Tennessee in 2006-2007. Students determined to have LEP (Limited English Proficient) receive daily services from an endorsed ESL teacher. The ESL teacher also collaborates with staff members on progress, classroom modification, and standardized test accommodations. students that are ELL. Non-Academic Assessment Measures School Year Grades K – 5 2006-2007 94.5 2007-2008 94.4 2008-2009 94.9 2009-2010 94.6 Attendance has shown to be strength in our school and is indicative of the importance that parents place on the education of their children. Academics are strengthened when students are attending school and not missing valuable instructional 36 time. Many studies suggest that health, social, recreational and other support services are essential to children’s academic success. Vonore Elementary, through the effort of Monroe County Coordinated School Health, has a full time LPN on site. On average, 17.8 students are seen per day by the fulltime LPN. Of those seen, 92.9% were able to return to class and our attendance rate has shown an increase over the past three years. In order to maintain gains in attendance and academics, we need to continue to have a full time nurse in our school. Childhood obesity has become a nation wide problem. Vonore Elementary School has two part-time certified physical education teachers who are at our school four days per week. Even though students have some form of Physical Education daily, each student only has a certified physical education teacher for fifty minutes per week. The Tennessee Association of Health, Physical Education, Recreation, and Dance recommend that each child receive 150 minutes per week of structured physical education classes from a certified teacher. Research suggests that schools that offer intensive physical activity programs see positive effects on academic achievement even when time for PE is taken from the academic day, including: increased concentration, improved mathematics, reading and writing scores, and reduced disruptive behaviors. Student report cards are issued every nine weeks and include all major disciplines [reading/language, math, science, social studies] and special enrichment classes [library, music, art, and physical education]. Special Education IEP reports are also distributed at this time. The report card aligns with the Tennessee Blueprint for Learning that lists student performance objectives in reading/language, math, science, and social studies. Teacher made assessments are also used for formal and informal evaluations. Some examples of this include rubrics, unit and weekly tests and quizzes, and group/individual reports and projects. Vonore Elementary School has several factors, which contributed to the overall improvement shown in the TCAP assessment of our students, especially in math computation and language. One contributing factor is ongoing professional development 37 for faculty in reading and language arts. Various academic and non-academic assessment measures determine student needs and allow for focused effort in areas where needed. A growing number of business partnerships and adequate building space have helped VES meet goals and better serve the student population. Improved skills in mathematics, specifically higher order thinking and problem solving, and the writing process are areas that need improvement. Through the process of developing the school improvement plan a need for a more efficient way to track and monitor student progress has been determined. School Profile General Information Grades Served: PK5 ? Safe School Status Safe School Students: (ADM) (Grade 493 N not included) View Chart ? Student Body Demographics # of % of Students Students African American 3 .6 Asian / Pacific Islander 0 .0 Hispanic 55 10.7 38 Native American / Alaskan 0 .0 White 458 88.8 Economically Disadvantaged 354 71.4 Female 237 45.9 Male Academic Achievement Grades Grades 3-8: TCAP Criterion Referenced Academic Achievement View Chart ? (3 year average) 2010 CRT Score Grade Score Grade Score Grade Trend Score Grade Trend Math 50 B 48 C 48 C NC 52 B NC Reading/Language 46 C 47 C 49 C NC 50 B + Social Studies 49 C 46 C 49 C NC 54 B NC Science 48 C 46 C 47 C NC 50 B + 2011 2012 2012 State Grades 5 & 8: TCAP Writing (3 year 2010 average) 2011 2012 279 54.1 View Chart ? 2012 State 39 Writing Score Grade Trend Score Grade Trend Score Grade Trend Score Grade Trend Writing 5th 3.9 B NC 3.9 B NC 4.1 A + 4.2 A NC Writing 8th - - - - - - - - - 4.2 A NC Academic Growth (Value Added) Grades K-8 Value Added - Growth Standard (3 year average)* 2011 2012 ? 2012 State CRT Status Mean Gain Status Mean Gain Growth Std Math D -1.8 B 1 0 Reading/Language C -0.1 A 1.9 0 Social Studies F -4.7 C 0.4 0 Science F -4.1 D -1.2 0 40 Vonore Elementary School Report Card Academics 2003-2007 Subject 2004 2005 2006 2007 Grade Rank Grade Rank Grade Rank Grade Rank Reading 46 C Average 46 C Average 48 C Average 51 C Average Language 46 C Average 46C Average 48C Average 51C Average Math 46 C Average 48 C Average 53 C Average 58 A Exemplary Science 45 D Below 46 D Below 48 C Average 53 C Average 49 C Average 52 C Average Average Social Studies 45 D Below Average Average 45 D Below Average 41 Writing 3.5 B 4th/5th Above 3.5 B Average Above 3.9 B Average Above 3.7 B Average Above Average An analysis of the report card data indicates that Vonore Elementary School continues to make gains in most academic areas. Rankings for reading, science, and social studies are in the average range. Ranking for the 5th grade writing assessment is above average, and mathematics is ranked as exemplary. The only decrease from 2006 to 2007 is in the 5th grade writing assessment, which fell two-tenths of a percentage point but maintained the same ranking as previous years. TVAAS (Value Added) Elementary: Grades K-5 Growth Standard 2004-2007 2004 CRT 2005 Status Mean Gain Status Mean 2006 Status Gain 2007 Mean Status Mean Gain Gain Reading/Language F -1.0 B 0.7 A 1.9 A 4.8 Mathematics C 0.0 A 3.2 A 5.4 A 3.3 42 Science C -0.5 A 1.4 A 2.8 A 3.2 Social Studies C -0.7 A 0.7 A 1.9 A 2.6 An analysis of our TVAAS data indicates that we made positive gains in each subject area from 2005-2006 school year to the 2006-2007 school year. For the second year in a row, we received an A for each subject. However, our numerical gains varied within the subjects for that same time period. Reading/Language, Science, and Social Studies had larger gains while mathematics had a smaller gain. Comparison of Student Scores on Median National Percentile Non-Economically Disadvantaged and Economically Disadvantaged Students Vonore Elementary 2005 – 2007 Disadvantaged vs. Non-Economically Disadvantaged 2005-2007 43 Subject Areas 2005 Reading 2006 2005 Math 2006 2007 2007 Non-Economically Disadvantaged Economically Disadvantaged Grade 4 88 % 92% 100% 85% 100% 97% 81% 86% 86% 72% 82% 90% Non-Economically Disadvantaged 92% 90% 96% 88% 97% 93% Economically Disadvantaged 92% 76% 93% 97% 87% 86% 85% 87% 88% 93% 78% 89% 74% 93% 87% 81% 95% 83% Grade 3 Grade 5 Non-Economically Disadvantaged Economically Disadvantaged 44 Subtest Non-Economically Disadvantaged Boys 2005 2006 2007 80% 100% 100% Grade 3 Reading/ Language Math 73% 100% Grade 4 Reading/ 92% 93% Language Math 87% 78% Grade 5 Reading/ 92% 85% Language Math 100% 77% Non-Economically Economically Economically Disadvantaged Disadvantaged Disadvantaged Girls Boys Girls 2005 2006 2007 2005 2006 2007 2005 2006 2007 94% 86% 100% 77% 80% 79% 79% 90% 91% 94% 94% 100% 100% 78% 80% 84% 62% 90% 96% 95% 100% 100% 100% 85% 79% 90% 90% 71% 96% 89% 91% 100% 100% 86% 92% 80% 93% 81% 92% 85% 80% 90% 94% 80% 86% 91% 68% 96% 92% 85% 87% 80% 100% 73% 93% 81% 92% 96% 84% The analysis of the economically disadvantaged versus non-economically disadvantaged data reveals that economically disadvantaged students have not on average scored as well on the tests. During the years 2005-2007, economically disadvantaged students in the third grade scored an average of 5 percentage points lower in reading and 7 percentage points lower in math than non-economically disadvantaged students. The fourth grade economically disadvantaged students scored an average of 6 percentage points lower in reading and 2 percentage points lower in math than non-economically disadvantaged students during this same time span. The same trends were apparent when analyzing the fifth grade scores, scoring 7 percentage points lower in reading and 2 percentage points lower in math. There were three areas in which economically disadvantaged students scored better than non-economically disadvantaged students – math in 2005 and math and reading in 2006. Further desegregation of this data by gender does not reveal that there is a consistently lower achievement level among males than females or vice versa. 45 Comparison of Student Scores - Special Education Boys vs. Girls Vonore Elementary School 2004 3rd Grade 4th Grade 5th Grade Special Education Boys Special Education Girls Subtest 2005 2006 2007 2005 2006 2007 Reading/Language 100% 75% 100% 50 % 100% 100% Math 100% 50% 67% 0% 100% 100% Reading/Language 100% 50% 75% 83% 17% 67% Math 100% 50% 25% 67% 50% 33% Reading/Language 50% 25% 100% 0% 86% 40% Math 25% 50% 80% 0% 71% 50% *Percentages of students proficient In 2007, the third grade special education boys and girls were 100% proficient in reading/language arts. In math the third grade girls were 100% proficient and the boys were 67% proficient. However, the reading/language arts and math for third grade boys reflect an increase in proficiency from 2006 [reading/language arts 75% to 100% and math 50% to 67%]. In 2007, the 4th grade special education boys and girls increased proficiency in the reading/language arts area from 50% to 75% [boys] and 17% to 67% [girls]. The special education girls and boys both decreased proficiency in the math area from 50% to 25% [boys] and 50% to 33% [girls]. The data as reflected by comparison scores from 2005, 2006, and 2007 indicates that the 4th grade special education boys and girls in mathematics have decreased in proficiency alarmingly. This is an area for further examination. The fifth grade special education boys made a huge jump in proficiency in reading/language arts [25% to 100%] and math [50% to 80%]. The fifth grade girls, 46 however, show a decrease in proficiency in both reading/language arts [86 to 40%] and math [71% to 50%]. Albeit, different students with different disabilities it would be interesting to further investigate these downward trends. Hispanic Students vs. Non-Hispanic Students 2005-2007 Subtest 2005 Grade 3 Reading/ Language Arts Math Grade 4 Reading/ Language Arts Math Grade 5 Reading/ Language Arts Math 2006 2007 Hispani c NonHispanic Hispani c NonHispanic Hispani c NonHispanic 100% 84% 75% 90% 67% 94% 50% 79% 75% 92% 83% 94% 86% 93% 60% 83% 100% 96% 43% 93% 80% 92% 80% 93% 100% 77% 100% 90% 100% 89% 100% 84% 100% 80% 100% 88% The desegregation of our scores by ethnicity does reveal that a higher percentage of non-Hispanic students were proficient in both areas, reading/language arts and math, during their third and fourth grade years. The fifth grade data, however, reveals that a higher percentage of Hispanic students are proficient when compared to their nonHispanic counterparts. 47 Vonore Elementary School TCAP Achievement Test Percentage of Students Proficient/Advanced – Male vs. Female Gender Reading/Language Mathematics Grade Year 05 06 07 05 06 07 3 Female 88 88 95 78 95 97 3 Male 81 91 89 79 91 89 4 Female 95 84 98 95 89 95 4 Male 88 79 95 92 92 89 5 Female 74 95 93 89 92 90 5 Male 84 85 87 73 85 85 A review of the 2007 data indicates that females scored slightly higher than males in reading and mathematics with the largest gap being in third grade mathematics. In that area, 97% of females were proficient or advanced while only 89% of males were proficient. The smallest achievement gap when comparing males and females is found in fourth grade reading/language (98% female, 95% male). 48 1.7 Narrative Synthesis of All Data Vonore Elementary School has several strengths, which contributed to the overall improvement shown in the TCAP assessment of our students, especially in math computation and language. All grades showed gains in all areas (from 2005 to 2007). A contributing strength is ongoing professional development for the faculty. The Monroe County Central Office personnel offered Wilson training for K-1, River Deep training for 1 representative per grade level, and Modern Red Fluency and Phonics and Phonemic Awareness training for new kindergarten through second grade teachers. Other professional training is ongoing and pertinent to student achievement and need. A second strength, which contributed to improved student achievement, is data analysis. Many varied academic and non-academic assessment measures aide us in determining student needs. Academic assessments we periodically employ are AIMSWEB, STAR, TCAP, Tennessee Writing Assessment, WADE, Successmaker Reading and Math, ERSI, Brigance and CELLA. Non-academic assessments utilized are attendance rates, promotion rates, transient and transfer rates, tabulations of disadvantaged students, student report cards, and teacher made assessments. 49 A third strength worth noting is a growing number of business partnerships, which have facilitated community interaction with our school. Business supporters are JTEKT, Citizens National Bank, Rarity Bay Women’s Club, Grand Vista Hotel, Kimberly Clark, National Seating, Direct TV, Mayfield Dairy, and the Rotary Club. A final strength is an active and caring PTO, which has supported VES with its programs and finances by providing classroom needs and technology. Although, the financial support has been significant an additional benefit has been an increased parental involvement and the inclusion of the principles of healthy living. VES is currently striving to continue the progress we have shown on improved test scores, notably the 2005-2006 TCAP. 1.8 Prioritized List of Goal Targets Vonore Elementary is continuing a renaissance in its history as we begin to see great success in meeting goals set forth by the NCLB. In the past several years we have been exceeding the goal of 93% for student attendance. We encourage daily attendance and commend students’ daily efforts to be in school for a full six-week period by rewarding them at the end of each six weeks with a recognition program that they seem to love. . An end-of-the-year recognition program and trip have also proved to be a success for the noteworthy accomplishment of not missing a day of school for the entire year. Vonore Elementary has made adequate yearly progress in the reading/language arts area by making the NCLB benchmark of 83% in the school year 2006-2007. We will continue to work with our students in these subject areas to foster the skills needed to succeed in reading/language subject areas. In the MAAS, math and science continues to be an area of need for 2010-2011. In the ELDA, teachers should focus on increasing reading and writing skills. Our needs for thinklink should be focused on 2nd and fifth graders in reading and math. The Aimsweb data sows that reading in first and fourth grades should be a priority. On TCAP for 2209 the data revealed that our Hispanic population in reading and math was low and also the subgroup students with disabilities declined in 2009-10. The overall emphasis for all testing should be in reading and math. 50 Professional training in teaching strategies and best practices should be continued. Learning styles and research-based strategies should be considered to strengthen instruction and student performance. 51 52 53 Component 2 Beliefs, Common Mission, and Shared Vision 54 Subcommittee for COMPONENT2. –Beliefs, Common Mission, and Shared Vision Subcommittee Formation and Operation 3rd Grade Teacher Mary Millsaps th Tammie Millsaps 4 Grade Teacher Brian Harrill 3rd Grade Teacher Lana Gibby 2nd Grade Teacher Betsy Riley Music Andi McCallie 5th Grade Teacher Debbie Plemons Pre-K Teacher Leah Johnson Physical Education Teacher Yes Yes Collaborative Process This subcommittee worked to develop the ideas that have been synthesized to create a mission statement that reflects the purpose of our school. The beliefs were formulated through a consensus of student, staff, and community stakeholders in our school. The entire faculty unanimously agreed through a faculty vote and members of the subcommittees agreed. The statements articulate the values and practices we believe are important to fulfill the responsibility assigned to Vonore Elementary School to create successful experiences in education. BELIEFS 55 Teachers, parents, and the community share he responsibility for the support of the school’s mission. All children have the right to learn, to succeed, and to become productive citizens. Each student is a valued individual with unique physical, social, emotional, and intellectual needs. Students can be taught to set realistic goals that will enable them to adjust and adapt to their roles in society. Learning activities should engage students, creating connections with academic goals and life. Curriculum and instruction should be based on developmentally appropriate learning activities and the needs of students as reflected in assessment. Added emphasis should be placed on Reading and Writing, which are crucial elements in the learning process. Students learn best when they have appropriate opportunities for success. Character development and self-worth are the foundations of a well-balanced curriculum. Instruction should be delivered using a variety of strategies to meet the needs of all students. MISSION STATEMENT Monroe County School System 56 The mission of the Monroe County School System is to provide students with a quality education that will enable them to be a contributing member in a changing society. Vonore Elementary School The mission of Vonore Elementary School is to provide the opportunities and environment students need to achieve desired mastery levels that promote future educational success. 57 58 Component 3 Curricular, Instructional, Assessment and Organizational Effectiveness Subcommittee for COMPONENT 3. – 59 Member Name Nancy Kersten Position 5th Grade Teacher nd Jackie Tallent 2 Grade Teacher Tanya Randolph Kindergarten Teacher Sarah Amos 1st Grade Teacher Michelle Mayo 1st Grade Teacher Elizabeth Cardin Kindergarten Teacher Billie Kollar 3rd Grade Teacher Stacey Felker Physical Education Teacher Chair Yes Yes 60 3.1.a: Curricular Practices (Rubric Indicators 3.1 and 3.2T) Curricular Practices Evidence of Practice State in definitive/tangible terms) Is the current practice research-based? TN Blueprint for Learning * Instructional personnel have copies * Online access to TN Dept. of Ed. * Curriculum Map and Pacing Guide * Researched based programs * Instructional materials and plans correlate with state standards. Yes Curriculum Mapping Research Based Programs Learner-Centered * Grade appropriate cohesive standards based model * Instructional personnel actively engaged in development * Continual monitoring * Adjusting of the county wide curriculum map for * Six weeks objectives and parental enrichment activities *Online: AIMS Web, Ed. Performance, STAR and Early STAR Literacy, TFAP, Successmaker Reading and Math, CELLA, ELDA * Daily instructional use: FROGS’s Drops in a Bucket , Harcourt Math, Wilson’s Foundations’ * Data, organized by grade level, posted in the grade level areas for public viewing. * Data is also used to identify, through progress monitoring, students in need of interventions or disabilities. * Intervention programs * The grade appropriate learning objectives *Modern Red School House *RTI * Whole class, small group, and individual instruction occur. Individual peer, small group, and whole class projects, assignment, and assessments. Yes Yes Yes 61 Is it a principle & practice of highperforming schools? Yes Yes Has the current practice been effective or ineffective? Effective Effective Yes Yes Effective Effective 62 What data source(s) do you have that support your answer? (identify all applicable sources) Instructional lesson plans, field trip and movie request form all indicate standard correlations AIMS web benchmarks and TFAP on-going data collection and analysis; skill assessment forms TCAP scores Bi-weekly grade level meetings for analyzing data, planning lessons, and sharing instructional ideas are driven by the pacing of mapped learning objectives. Objectives and parental enrichment activities shared with stakeholders at beginning of each grade period. Mapped learning objectives are correlated to TN Blueprint for Learning’s appropriate grade level objectives and NCLB standards. • Data analysis of technologically based researched programs (AIMS Web benchmarks, TN Formative Assessment Program, STAR and Early STAR Literacy, Accelerated Reader, Destination Math, Harcourt Math, and Study Island) assess student achievement / performance/ progress and produce data. • Researched based programs used within the classroom instructional practices include: FROGS’s Drops in a Bucket, Harcourt Math, and Wilsons Fundations • Benchmarks, NCLB standards, and the TN Blueprint for Learning standards. • Instructors have received professional development training: •Learner-centered environments • Differentiated instruction • Learning styles • Multiple intelligence • Online assessment programs (TFAP, AIMS, Riverdeep Math) • Classroom use: FROG’S Drops in a Bucket Math, Wilson’s Fundations, Harcourt Math 63 Evidence of effectiveness or ineffectiveness Effective: TCAP scores (2004-5 to 2006-07) for grades 3 & 4 in reading/language and math indicate consistent scores and some gains up to a 15% Effective: TCAP scores (2004-5 to 2006-07) for grades 3 & 4 in reading/language and math indicate consistent scores and some gains up to a 15% Ineffective: TCAP scores for grade 5 decreased from 2005-06 to 2006-07 by 1 to 2% in math and reading/language Ineffective: TCAP scores for grade 5 decreased from 2005-06 to 2006-07 by 1 to 2% in math and reading/language Effective: TCAP scores (2004-5 to 2006-07) for grades 3 & 4 in reading/language and math indicate consistent scores and some gains up to a 15% Ineffective: TCAP scores for grade 5 decreased from 2005-06 to 2006-07 by 1 to 2% in math and reading/language Effective: TCAP scores (2004-5 to 2006-07) for grades 3 & 4 in reading/language and math indicate consistent scores and some gains up to a 15% Ineffective: TCAP scores for grade 5 decreased from 2005-06 to 2006-07 by 1 to 2 % in math and reading /language 64 Evidence of equitable school support for this practice Instructional personnel’s access to TN Blueprint for learning Staff development Research based student performance data analysis Noted correlation of objectives with classroom practices Formal and informal observation Data team analysis Collaborative biweekly grade level meetings Professional staff development training • Documentation of the six weeks grade level review and adjustments of the curriculum map / pacing guide, and supplemental math resources used •Professional staff development • Common grade level planning time •Data team analysis of benchmarks as related in individual teacher, whole grade level, whole class, and individual students are on going. Equitable application of a learner-centered curriculum is evident in: • differentiated instruction • teacher lesson plans • monitoring of performance • Formal assessments of all students’ • Individual classrooms are achievement. not equitably equipped with • grades K-3 90 computers at this time to minute reading blocks allow students equitable / programs are classroom supplemental scheduled in the time to online assessment afternoon with this in programs; but two mind computer labs are available for whole class accessibility. 65 Next Step (changes or continuations) Continual: Implementation of practices Changes: Allot more professional and staff development time to analyze and correlate research based student performance data with the TN Blueprint for Learning to establish best classroom practices Continual: Implementation of the Curriculum Map and Pacing Guide and supplemental resources used along with State and system approved text. Changes: By monitoring each content area’s curriculum map, changes in the map may still occur. Continual: Implementation and continued use of online and classroom best practices that are researched based Changes: Equitable in-classroom accessibility to computers has been noted by the new administration. By working with the PTO, area businesses, parents, and other stakeholders, obtaining a more equitable number of computers in each classroom is a goal. Continual: As the student population changes for a teacher year-to-year, reevaluating the individuals that make up the classroom population must occur yearly. This constitutes changes the instructor must make in the planning, pacing, and implementation of the curriculum. 66 3.1.b: Curriculum Gap Analysis Curriculum Gap Analysis - Narrative Response Required In accordance with the Tennessee Annotated, Tennessee Curriculum Standards, and the Monroe County Board of Education, the leadership at Vonore Elementary allocates adequate time, personnel, financial funding, and other necessary resources in a manner that initiates, supports, and sustains the school’s vision and educational programs. The new administration is working toward becoming aligned with other county schools and a more equable distribution in regard to classroom allocation of curriculum resources and equipment. Classroom size is in accordance to state guidelines and personnel is hired and placed with regard to the needs of the students. Additional funding through federal programs provides further opportunities for the equity and adequacy of our building, programs, staff, and curricular resources. Such opportunities may include but is not limited to: ESL teachers, before and after school tutoring, staff development, data teams, Reading Intervention teachers, parent involvement programs, and Wilson Fundations Program. All instructional personnel actively engage in the development, monitoring, and adjusting of curriculum by using resources such as the Tennessee Blueprint for Learning, Monroe County’s Curriculum Map, research-based programs, and classroom intervention and learning centers in order to best meet the student’s needs. 3.1.c: Curricular Summary Questions (Rubric Indicator 3.2) Curriculum Summary Questions- Narrative Response Required What are our major strengths and how do we know? A primary strength of Vonore Elementary is the collaboration between the school and the stakeholders in regard to curricular goals and visions. Many various organizations such as JTEK, Rarity Bay Women’s Club, and Vonore Kiwanis help contribute to the planning and development of our vision and purpose. By providing financial and physical contributions, they have enhanced research-based programs such as: Accelerated Reader, Study Island, STAR Early Literacy, and others. Another strength is the availability of opportunities/resources for assessment and analysis. These provide our school with an abundance of measures for selfmonitoring and improvement. 67 Curriculum Summary Questions- Narrative Response Required What are our major challenges and how do we know? Our area of challenge is the commitment to the equity of students and all programs. Insuring the financial provisions for all academic and non-academic needs is a concern for the new administration. The need for classroom technology and materials varies from class to class, allowing for the possibility of an inadequacy of curriculum procedures in the classroom. We are also striving for improving opportunities for teachers to analyze and communication assessment data for the purpose of identifying and improving curricular needs, especially the fifth grade TCAP math and language arts scores. . Curriculum Summary Questions- Narrative Response Required How will we address our challenges? We are addressing the financial provisions and equality in curriculum resource distribution by first; complying with county guidelines in which all school funds are allocated through the administration and two; by forming an advisory board consisting of staff, parents, and community members to assess and prioritize needs of the curriculum program. In order to improve opportunities for communication between teachers concerning assessment data and practices, we will continue to request grade level meetings bi-monthly, provide common planning across grade level, and offer staff development opportunities to research, analysis and plan for effective curriculum practices. 68 3.2.a: Instructional Practices (Rubric Indicators 3.3 and 3.4) Current Instructional Practices Goal –oriented Instruction Learner-centered Instructional Strategies Instructional Materials Instructional Interventions and Enrichment 69 Evidence of Practice (State in definitive/tangible terms) Grade appropriate curriculum map objectives Correlated with the TN Blueprint for Learning Lesson plans, field trip and movie viewing Observations Student progress monitoring Differentiated instructional strategies Learning styles, multiintelligences Individual leaner needs (ELL and IEP. 504, or on consultation) Research based programs: Riverdeep Math, Harcourt Math, STAR and Early STAR Literacy, Wilson’s Fundations’s, FROGS’s, AR All students with IEP’s are in the regular classroom at some point during the day; the vast majority for over 50%. Grade appropriate instructional materials correlate with learning objectives include but are not limited to: Textbook activities, Online programs (Destination Math, STAR and Early STAR Literacy, AR, etc) Supplemental resources (United Streaming video, other textbooks, Wilson Reading and Writing, etc.). Technology is also used (Promethean boards, computers, multi-media, etc). Calculators are used in grades 3-5 at least twice a week as part of Beyond the regular classroom instruction, a system of further instructional support exist: Title 1: Reading and Instructional specialist (1.5 full time positions, highly qualified); seven paraprofessionals Special Education: 2 fulltime, highly qualified teachers, 2 fulltime assistants ELL: 1 part time highly qualified instructor and 1 part time assistant Library / computer: 1 full time highly qualified media specialist and 1 professional assistant Music Art Guidance Physical Education Computer All courses are taught by highly qualified instructors 70 Tutoring is available before and after school Is the current practice research-based? Yes Yes Yes Yes Is it a principle & practice of high-performing schools? Yes Yes Yes Yes Has the current practice been effective or ineffective? Effective Effective Effective Effective What data source(s) do you have that support your answer? (identify all applicable sources) TCAP On-going data collection of research based assessments (AIMSWEB, benchmarks, STAR and Early STAR Literacy, AR, etc.) Lesson plans Grades, midterms Observations TCAP On-going data collection of research based assessments (AIMSWEB, benchmarks, STAR and Early STAR Literacy, AR, etc.) Lesson plans Grades, midterms Observations ELDA TCAP On-going data collection of research based assessments (AIMSWEB, benchmarks, STAR and Early STAR Literacy, AR, etc.) Lesson plans Grades, midterms Observations TCAP On-going data collection of research based assessments (AIMSWEB, benchmarks, STAR and Early STAR Literacy, AR, etc.) Lesson plans Grades, midterms Observations ELDA Volunteer sign-in sheets Enrichment classes, for all grade levels, are scheduled daily. This allows for common grade level planning time. 71 Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) Effective: TCAP scores in grades 3 & 4 increased from 2004-05 to 2006-07 in all areas except in grade 4 math which remained at 92% Effective: TCAP scores in grades 3 & 4 increased from 2004-05 to 2006-07 in all areas except in grade 4 math which remained at 92% Effective: TCAP scores in grades 3 & 4 increased from 2004-05 to 2006-07 in all areas except in grade 4 math which remained at 92% Overall performance: Effective: TCAP scores in grades 3 & 4 increased from 2004-05 to 2006-07 in all areas except in grade 4 math which remained at 92% Ineffective: Grade 5 Reading / Language and Math scores decreased in 2005-06 to 2006-07 by 2% Ineffective: Grade 5 Reading / Language and Math scores decreased in 2005-06 to 2006-07 by 2% Ineffective: Grade 5 Reading / Language and Math scores decreased in 2005-06 to 2006-07 by 2% 5th grade TN Writing Assessment scores showed marked improvement from 2005-2006 but decreased from 3.9 to 3.7 in 2006 to 2007. 5th grade TN Writing Assessment scores showed marked improvement from 2005-2006 but decreased from 3.9 to 3.7 in 2006 to 2007. 5th grade TN Writing Assessment scores showed marked improvement from 2005-2006 but decreased from 3.9 to 3.7 in 2006 to 2007. 5th grade TN Writing Assessment scores showed marked improvement from 2005-2006 but decreased from 3.9 to 3.7 in 2006 to 2007. Special Populations: • Special Education student scores, 2006 to 2007 comparison, indicated a growth for both males and females 3rd graders; 4th grade growth in language arts for both genders but a loss for both genders in math; 5th grade boys had gains in both reading/language and math, while females’ scores indicate losses of 20% or greater in Special Populations: • Special Education student scores, 2006 to 2007 comparison, indicated a growth for both males and females 3rd graders; 4th grade growth in language arts for both genders but a loss for both genders in math; 5th grade boys had gains in both reading/language and math, while females’ scores indicate losses of 20% or greater in Special Populations: • Special Education student scores, 2006 to 2007 comparison, indicated a growth for both males and females 3rd graders; 4th grade growth in language arts for both genders but a loss for both genders in math; 5th grade boys had gains in both reading/language and math, while females’ scores indicate losses of 20% or greater in Special Populations: • Special Education student scores, 2006 to 2007 comparison, indicated a growth for both males and females 3rd graders; 4th grade growth in language arts for both genders but a loss for both genders in math; 5th grade boys had gains in both reading/language and math, while females’ scores 72 indicate losses of 20% or greater in both areas. Ineffective: Grade 5 Reading / Language and Math scores decreased in 2005-06 to 2006-07 by 2% Evidence of equitable school support for this practice Professional, relevant, and continual staff development Teacher observations Monitoring of data All teachers are highly qualified Paraprofessionals meet State employment qualifications. Professional development for staff, analysis of student performance data assessment. All teachers and students have textbooks. Teachers have instructional funding to purchase supplemental materials. Equal access to computer lab usage or Promethean board checkout from library are available Non-equitable: classroom computers numbers vary and some have in-class Promethean boards and mounted projectors while others do not. This prohibits equal access for students within the classroom to such programs as AR and Destination Math. All teachers are provided information on volunteers, who are retire teachers, and may choose to use them. All students have a daily enrichment class. Interventions for ELL, Title1, and special education are determined by the needs of individual students. 73 74 3.2.b: Instructional Gap Analysis Instructional Gap Analysis - Narrative Response Required We currently benefit from the major involvement of our stakeholders and business/community organizations and their financial and physical contributions to our school. Our goal-oriented instructional practices are enriched through such programs as Study Island, Accelerated Reader, STAR Early Literacy, and academic, non-academic incentive programs that have been funded or contributed to our stakeholders. Instructional groupings at Vonore Elementary include traditional self-contained classroom and multi-age groupings with highly qualified personnel. Students in fourth and fifth grades change classes to prepare for middle school transition. ELL classes, utilizing a certified instructor and aide, provide modifications and strategies for diverse cultural and learning needs. We are also in the process of providing ongoing professional development in differentiated learning instruction, 90 minute reading blocks, and Response to Intervention and technology enhanced instruction for all learners. 3.2.c: Instructional Summary Questions (Rubric Indicator 3.4) Instructional Summary Questions- Narrative Response Required What are our major strengths and how do we know? Our supplemental programs such as ERCIP, tutoring, ELL classes, and all the technology resources/ programs implemented greatly enhance the instructional practices at Vonore. Data collected through AIMSWEB testing, Accelerated Reader reports, ELDA, and TCAP scores provides us with a reliable academic analysis to help in determining instructional success and standard proficiency. Our common planning allows grade levels to use the data analysis to insure high quality and equitable instructional practices which is evident by the increasing proficiency scores in many areas. Instructional Summary Questions- Narrative Response Required 75 What are our major challenges and how do we know. Protecting the 90-minute reading block from interruptions and insuring that we are still able to provide assistance beyond the regular classroom instruction has been identified as an instructional challenge. The scheduling of uninterrupted reading blocks, in addition to providing supplemental programs with limited time and personnel, is an area of continued focus and improvement. We are also addressing the acquisition of computers and technology to provide equitable access for all students. Instructional Summary Questions- Narrative Response Required How will we address our challenges? An on-going and countywide professional development has been offered on researched-based 90 minute reading blocks and Response to Intervention (RTI). A steering committee has been created to submit a county comprehensive plan and to develop guidelines for the accomplishment of the Tier responses. In addition to the county’s emphasis, our administration requires grade levels to meet bi-monthly to determine needs and monitor growth with the wealth of data available from the individual and as a school. Our school has made a commitment to the equitable access and the protection of the learning environment. 76 3.3.a: Assessment Practices (Rubric Indicators 3.5 and 3.6) Current Assessment Practices State Sponsored Assessment Programs Assessment Used for Decision Making Purposed Assessments Targeting Reading and Math Assessment Training 77 Evidence of Practice (State in definitive/tangible terms) AIMSWEB (ongoing) Tennessee Formative Assessment Program (pilot program TCAP ELDA Data gathered used to Reading: make instructional, AIMSWEB diagnostic, and referral STAR Reading decisions include but STAR Early are not limited to: Literacy State TFAP sponsoredSuccessmaker AIMSWEB, Reading TFAP, ELDA, Brigance and TCAP TFAP Research basedTCAP STAR and Accelerated Early STAR Reader Literacy, Study Island WADE, Math: Successmaker AIMSWEB Reading and TFAP Math, ERSI, Successmaker Classroom Math performance Riverdeep Math Harcourt Math TCAP Teachers have received training in the administration and evaluation of data from the following sources: Reading: AIMSWEB STAR Reading STAR Early Literacy TFAP Successmaker Reading Brigance TFAP TCAP Accelerated Reader Study Island Math: AIMSWEB TFAP Successmaker Math Riverdeep Math Harcourt Math TCAP During the 2007-08 school year, VES administration and faculty established across the board guidelines for a grading scale (what constitutes in grades K-2 78 an S / 100-85%, P / 84-70, and N /below 70% mastery of objectives. For grades 3- Is the current practice research-based? Yes Yes Yes Yes Is it a principle & practice of high-performing schools? Yes Yes Yes Yes Has the current practice been effective or ineffective? Effective Effective Effective Effective What data source(s) do you have that support your answer? (identify all applicable sources) State sponsoredAIMSWEB, ELDA, and TCAP Resear ch basedSTAR and Early STAR Literacy, WADE, Successmaker Reading and Math, ERSI, Riverdeep Math, Accelerated Reader State sponsoredAIMSWEB, TFAP, ELDA, and TCAP Researc h based- STAR and Early STAR Literacy, WADE, Successmaker Reading and Math, ERSI, Riverdeep Math, Accelerated Reader State sponsoredAIMSWEB, TFAP, ELDA, and TCAP Research based- STAR and Early STAR Literacy, WADE, Successmaker Reading and Math, ERSI, Riverdeep Math, Accelerated Reader Training has empowered instructors with the knowledge of how to administer and evaluate researched base data. Computer lab sign-in sheets document the use of labs for online programs. Regularly scheduled benchmark testing is done. Uniformed grading scale for grades k-3 and 4 and 5. 79 Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) Effective: Analysis of the TCAP Achievement Test MDNP scores in all subcategories of Reading/Language and Math from 2004 to 2007 in grades 3 and 4 noted improvement as much as 24% (5th grade Content) The subcategories for Math in grades 3 and 4 also noted continual gains in all subcategories. Ineffective: 5th grade Reading / Language noted a drop from 2006 to 2007 in 6 of 7 subcategories. In Math a drop in 4 of 7 subcategories was noted. Effective: Analysis of the TCAP Achievement Test MDNP scores in all subcategories of Reading/Language and Math from 2004 to 2007 in grades 3 and 4 noted improvement as much as 24% (5th grade Content) The subcategories for Math in grades 3 and 4 also noted continual gains in all subcategories. Ineffective: 5th grade Reading / Language noted a drop from 2006 to 2007 in 6 of 7 subcategories. In Math a drop in 4 of 7 subcategories was noted. Effective: Analysis of the TCAP Achievement Test MDNP scores in all subcategories of Reading/Language and Math from 2004 to 2007 in grades 3 and 4 noted improvement as much as 24% (5th grade Content) The subcategories for Math in grades 3 and 4 also noted continual gains in all subcategories. Effective: Analysis of the TCAP Achievement Test MDNP scores in all subcategories of Reading/Language and Math from 2004 to 2007 in grades 3 and 4 noted improvement as much as 24% (5th grade Content) The subcategories for Math in grades 3 and 4 also noted continual gains in all subcategories. Ineffective: 5th grade Reading / Language noted a drop from 2006 to 2007 in 6 of 7 subcategories. In Math a drop in 4 of 7 subcategories was noted. Ineffective: 5th grade Reading / Language noted a drop from 2006 to 2007 in 6 of 7 subcategories. In Math a drop in 4 of 7 subcategories was noted. 80 Evidence of equitable school support for this practice All students participate in AIMSWEB testing Think link is used in grades 2-5 Studyi sland, grades K-5 All teachers have been trained in assessing data and the use of results in the decision making. All students participate in the AIMS Web testing. Grade level common planning allows for collaborative review of data results. * All teachers and students have access to different types of assessment; however, classroom accessibility for students to online researched based instructional programs and assessments is not equitable * All teachers have received continual professional development training concerning online and textbook provided assessments. 81 Next Step (changes or continuations) Continued progress monitoring throughout the year using AIMSWEB (or other state test) Continual progress monitoring through the use of State sponsored AIMSWEB Continue to use effective assessments that correlate with State standards and allow for continual monitoring. Continue to offer opportunities for professional development related to assessment training. Changes: Acquire computers so students may have equitable, inclass accessibility to online instructional programs and assessments. Changes: more training is needed for instructors in informal assessment, Authentic assessment of performance using RUBRICS, cumulative mastery percentiles (daily assignments), and test scores to formulate student’s final grade. 82 83 3.3.b: Assessment Gap Analysis Assessment Gap Analysis – Narrative Response Required VES uses various informal and formal assessment tools that are aligned with the Tennessee Department of Education standards and curriculum objectives. Informal testing is an ongoing classroom process that establishes a prior knowledge base of students and content mastery. Formal assessment produces individual student data and classroom profiles that is used by staff and administration as a diagnostic tool of learner’s progress / areas of need and instructional effectiveness. The formative and summative assessments and the compiled data are also used in the decision-making process of class placement, services provided, and retention of students. Finally, data drives the curricular and instructional goals of the school. 3.3.c: Assessment Summary Questions (Rubric Indicator 3.6) Assessment Summary Questions- Narrative Response Required What are our major strengths and how do we know? Vonore Elementary is committed to having a data driven curriculum. The administration requires bi-monthly grade level meetings and provides common planning time to facilitate this requirement. Grade levels are expected to analyze current and ongoing data from the varied sources available at VES and develop units, lessons, and best practices to address revealed trends. Our school is fortunate to have access to many research-based programs and. subsequent assessments. Our staff has been thoroughly trained on the use and implementation of data driven practices and engages in a collaborative process with administration to ensure effective instruction in the classroom. Assessment Summary Questions- Narrative Response Required What are our major challenges and how do we know. Meeting AYP for all disaggregated subgroups is always a concern. Monitoring of assessment tools to eliminate any possibility of bias and to insure a fair and equitable measure for instructional decisions is a priority. Raising math and reading scores is not only a school goal but a countywide one, as well. Professional development on differentiated learning and cultural understanding needs to be a continuous emphasis. 96 Assessment Summary Questions- Narrative Response Required How will we address our challenges? Professional development on differentiated learning and cultural understanding would assist our AYP challenges. The implementation of research-based reading and math practices chosen by the needs identified by our assessment data should help us to realize our goals. In addition, we hope that by increasing technology resources in the classroom, every student will have a more individualized portfolio of assessment data and resources for progress monitoring. 85 3.4.a: Organizational Practices (Rubric Indicators 3.7and 3.8) Current Organizational Practices Collaborative Organization Among Administration and Faculty Organization of Instructional Classes Organization of Time Organization of Building 94 Evidence of Practice (State in definitive/tangible terms) Is the current practice research-based? Is it a principle & practice of highperforming schools? The administration and faculty work collaboratively. The VES Data Team Common grade level, daily planning time and a representative for the following areas: 1. Lead teacher 2. School-wide newsletter columnist 3. CATCH / physical activity coordinator (organizes and logs the use of Coordinated School Health’s grant 4. Accelerated Reader • The Modern Read School House (researched based): division of class rolls is done with the assistance of all grade level faculty using various data sources to assist in placement. • Heterogeneous classrooms based on the Modern Red Schoolhouse’s three level reading groups. • One multi-age class, consisting of first and second graders, exists. • Grades preK-3 is selfcontained. • Grade 4 consists of two teams of two teachers who team-teach. • Grade 5 consists of four teachers who each teach their own language arts course to a homeroom class but all other classes are departmentalized. • Ninety-minute uninterrupted reading for k-3 occurs in the morning. • Grades 4-5 rotate 50-minute classes. • Enrichment classes for lower grades are daily scheduled later to allow for uninterrupted 90minute reading blocks. • Upper level grades have daily enrichment in the mornings. • Teachers have 250 minutes of common, grade level planning each week. • Increase ADA: new, stricter MCSB attendance policy for elementary grades • Grade level classrooms close together • Enrichment classes are all centrally located in main hallway (two computer labs, library, music, and guidance and art who use the same classroom space but on rotating days) • Intervention classrooms (speech, ELL, special education, and Title 1) are located in the main hallway except for the CDC classroom, which is located elsewhere for easiest bus accessibility. Yes Yes Yes Yes Yes Yes Yes Yes 95 Has the current practice been effective or ineffective? What data source(s) do you have that support your answer? (identify all applicable sources) Effective: the new administration set in place this more site-based management structure just this year (2007-08) Grade level meeting minutes, newsletter, AR reports, CATCH log Effective in most aspects; however, new administration is currently reviewing research related to grade level and selfcontained classrooms in relation to 4th and 5th grades rotation of classes. Effective Data related to grades k-3’s 90-minute reading time and RTI progressions. Modern Red Schoolhouse, AR, Wilson’s Reading & Writing, STAR and Early STAR Literacy programs TCAP, Wilson Reading and Writing Ample common grade level planning Effective; however, population shift may require changes. Thirty-eight (38) students participated in fall 2007’s perfect attendance incentive trip. ADA as reported by MSCB Attendance Director and previous TN School Report Cards Physical layout of school that has repeatedly been added on to, organizing classrooms is important to creating and maintaining an accessible and comparable learning environment 96 Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) • 100% of school newsletters are sent out on time • Grade level planning occurs bi-weekly • Documentation to meet state requirement 90 minute physical education • Data related TCAP scores reveal common planning effective in grades 3 and 4. Effective data yielded in grades 3 and 4 on TCAP; however, 5th grade data does not noted continual growth on TCAP scores. New administration may change this organizational structure. Effective use of the 90-minute reading block at the kindergarten level indicates, through the use of Early Reading Screening Instruments (ERSI), that from 2004 to 2007 a decrease of 26 to 7 children (27%) needed the Early Childhood Intervention Reading Program (ECIRP). New attendance policy is effective; according to the Effective use of physical space 100% of faculty has assigned classroom space. MCSB Attendance Director reports that VES has an ADA of 95.72% for the first five months of the 2007-08 school year. TN School Report Card: 2005-60 (94.7), 2006-07 (94.5) 97 Evidence of equitable school support for this practice Facility work at grade level, in subgroups made up of grade level representatives, and share in the decision making process Heterogeneous grouping allows equitable placing and opportunities for the advancement of all students. Next Step (changes or continuations) Continue: Common grade level planning Grade level representatives for various school assignments / programs Continue: Modern Red School House reading three level grouping. Attendance Incentive Changes may occur in multi-age classes and/or upper level classes due to shifting population and/or data performance results. All students grades k3 have 90 minute uninterrupted reading instruction and grade level teachers have common planning time Continue: 90 minute uninterrupted reading time Comm on planning times. Each teacher, including enrichment and intervention, has classroom area. Grade level organization allows for close contact amongst colleagues Continue to organize physical space according to grade levels. Changes may occur in teacher assignments due to shifting population and data performance results. Changes: Advance RTI level of interventions 98 3.4.b: Organizational Gap Analysis Organizational Gap Analysis – Narrative Response Required Vonore Elementary’s mission statement and beliefs include “All children have the right to learn, succeed, and become productive citizens, and that instruction be delivered using a variety of strategies to meet the needs of all students.” This statement and belief was written as a shared vision between the administration, teachers, and all stakeholders to guide the educational goals of our school. The administrative structure of our school is maintained through the established chain of command that begins with the system level and goes down to school based leadership. However, the diverse talents and skills of our stakeholders also provide many opportunities for leadership and participation in our school organization. 3.4.c: Organization Summary Questions (Rubric Indicator 3.8) Organization Summary Questions- Narrative Response Required What are our major strengths and how do we know? The collaborative nature of our faculty and staff utilizes the multi-faceted skills and resources available for our school. The leadership is committed to maintaining and providing innovative, research-based curriculums to meet the needs of the students. The organization of classroom instruction, schedule, and facilities has been best arranged for a productive and successful learning environment. Many various organizations help contribute to the planning and development of Vonore’s vision and purpose. By providing financial and physical contributions, they enhance our programs in ways that could not be possible otherwise. Organization Summary Questions- Narrative Response Required 98 What are our major challenges and how do we know. Our major challenge with the organizational aspect of our vision would have to be the commitment to equity of all students and programs. Furthermore, we continually look for ways to use the physical space to create and maintain an accessible and comparable learning environment for all. Insuring financial provisions for all academic and non-academic needs has been a concern of the new administration. We are also continuing to look for more effective ways to provide common planning time for teachers to analyze and communicate data for the purpose of school and classroom improvement. Organization Summary Questions- Narrative Response Required How will we address our challenges? Our challenges will be addressed with a renewed commitment for providing equitable and adequate resources for our staff and students. We will continue to offer professional development activities on research-based programs, protect the learning environment and schedules, provide common planning time, insure data driven decisions, allocate resources, and facilities according data identified needs, and communicate such goals/objectives with staff and stakeholders. 99 100 101 Component 4 Action Plan Development 102 Subcommittee for COMPONENT 5. – Member Name Position Chair Bonnie Langner Reading Teacher Yes Kristin Cochran Kindergarten Teacher Yes Abby Frerichs 3rd Grade Teacher Colleen Russell 1st Grade Teacher Christy Yearwood Art Teacher Dara Sarshuri 1s Grade Teacher Cissy Joslin School Nurse Brenda Owenby Reading Intervention Assistant 103 GOAL 1 – Action Plan Development Template 4.1 – (Rubric Indicator 4.1) Revised DATE: February 12, 2008 Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.) Goal Students in grades 3-5 (all sub-groups included) will score 94% proficient in order to meet the NCLB requirement by May 20010. Which need(s) does this Goal address? As defined in component three of our plan, “students need to develop reading, listening comprehension, interpretation, analysis, evaluation, and appreciation of print and non-print text.” In addition, students need to enhance their structural and creative skills of the writing process. Monroe County’s five-year plan states that all students in grades 3-5 will score at the proficient level in language arts by 2008. How is this Goal linked to the system’s Five-Year Plan? ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2) Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal. IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3) Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.) Timeline Person(s) Responsible Required Resources Individual student word rings made from index cards, metal rings, and permanent markers Reading Buddy Bag Action Step The students in grade K will read letters of the alphabet and phonemes and later sight words to a teacher or an assistant every week from their instructional level word ring that goes home every night for parents to review with their child. August 6, 2010-May 23, 2011 Ashley Irwin, Kindergarten Lead teacher and all kindergarten teachers and K assistants Action Step The students in kindergarten will receive a reading bag and daily practice assignments to allow parents to be informed about their developing skills. August 13, 2010May 20, 2011 Bonnie Langner, Title I Projected Cost(s) & Funding Sources $150 (teacher accounts) $200 Evaluation Strategy Performance Results / Outcomes Oral word recognition daily along with formal tests every six weeks to monitor progress. Increased speed and word levels Daily by the ECRIP instructors and the classroom teachers. AIMSWEB scores from nonsense word fluency-three times a year 105 1st -5th grade lead teachers The students in grades 1-5 will use Drops in the Bucket (FROG Publications) two or three times a week to review tested reading and language skills. August 13, 2010May 20, 2011 Action Step The teachers in grade K-2 will implement the Wilson Fundations Reading/Writing Program. August 2010- May 2011 K-2 lead teachers Action Step The students in grades K-5 will work twice weekly on Study Island, an online test preparation program. January 20, 2011May 24, 2011 Vice Principal; Leslie Addis Action Step Students in the Gifted program will learn technology and web casting on various projects and plays to help students deal with various issues such as bullying. The students will have a school-wide Accelerated Reader incentive program rewarding students for (1) reading and comprehending on grade level, (2) increasing level of books read, and (3) reading independently. October 2010-May 2011 Gretchen Kidd, Media Specialist Video Camera Estimated $495, Special Ed. Dec. 2010 and May 2011 Media Specialist, Gretchen Kidd Leveled Library books, classroom computers with internet connection. Purchased by Monroe County schools for district wide use. Computers in place in classroom. $2100.00 purchased by J-TEKT (communityindustry sponsor) $458 in materials, $1,000 for teachers Action Step Action Step Drops in the Bucket –FROG Publications Wilson Fundations Reading Program Study Island, networked software Action Step The students in K-2 will work with STAR and Early Literacy Tests used to place the students in an appropriate reading level for instruction. August 2010-May 2011 Media Specialist, Gretchen Kidd Networked software Action Step Pre-kindergarten students will attend a kindergarten Camp for two weeks prior to school starting. April 2010 Principal Priscilla Gregory & Vice Principal Leslie Addis Magnetic letters, paper, pencils, and crayons July 2010 Materials currently in place, no further cost expected. Standard-based grade level assessments to be given weekly by the classroom teachers. AIMSWEB oral reading fluency tests-three times a year $500 District Weekly assessment of student progress. Students’ progression through different skill level groups. $1715 Title I Weekly reports of student progress and comparison to TCAP results at the end of the year. Mid-term progress reports Improvement of TCAP scores in grades 3-5 language arts. AR online tests, running records of AR points earned, grade level of books, and percentages of number correct. Fluency, comprehension, skill level, and independent reading. Teachers have access to scores for analysis at all times. Mid-year gain report Alphabet and nonsense word fluency from AIMSWEB at K registration and end of the camp. The group gained 104 letters or an average of 4.5 letters per child. Title I AIMSWEB end-ofyear reading benchmarks 106 Action Step The classroom teachers will use Reader’s Theater for centers or for reading buddies at least once a month. August 21, 2010May 2011 Action Step Parents will receive skill objectives that are covered during each six weeks to inform and promote their involvement in student’s academic achievement. Sept.19, 2010-May 2011 2008 Action Step The students in all grade levels will be given a Writing Assessment assignment on three occasions during the school year. Action Step Teachers will receive professional development on reading and math activities along with classroom management and writing assessment rubrics. Parents will receive Leapfrog’s reading games once a week to enrich skills at home. Action Step Action Step Students will participate in morning or afternoon tutoring. Leslie Addis, Reading Intervention teacher and Angie Garrett, grade 5 teacher. Principal Priscilla Gregory Internet, readers, theater scripts None Copy paper $50 (general budget fund) October 2010 December 2010 February 2011 Reading Intervention teacher, Leslie Addis Writing prompts provided by Central Office county-wide. None January 3, 2011 Leslie Addis Professional development activities None February 2010- May 2011 Reading Intervention teacher, Leslie Addis Ms. Gregory, Principal October 2010-May 2011 Leapfrog Parent Involvement Kit Computers and books Classroom teachers’ informal observation for fluency, and a formal AIMSWEB oral reading fluency benchmark test given three times a year. School administrator and Instructional Supervisor at Central Office will check each six weeks. Selected teachers from each school will grade assessments for grades 4 and 7 at central office using the state rubric. All other grade levels will grade their own class and report advance, proficient, and nonproficient percentages to the central office. Lesson plans by classroom teachers Increased skills acquisition for reading fluency Increased parental involvement will increase student achievement and school effectiveness. Cross correlation of writing instruction throughout the county and increased student performance on the assessment. Reduction in number of students identified in Tier 3. Materials already in place Checklist and materials returned Parent Surveys $4,000 Title I/Special Ed. Extended Contract Studyisland and Think Link Scores will increase in Studyisland and Think Link 107 Action Step Think Link, Discovery Education Benchmark Testing, Grades 2-5 Action Step Aimsweb, Grades K-5 Benchmark and Progress Monitoring Sept., Nov. 2010 and Feb. 2011 Aug., Dec. 2010 and May 2011 Ms. Addis, Vice Principal Computers $9.00 per student, Title I Test Scores Comparing Think Link to TCAP and analyzing subskills Ms. Addis, Vice Principal Tests provided by the central office $5.00 per student Title I and Title IID Used for RTI and placing students in reading groups Comparing scores to classroom performance and placing Tier II B students into special education services GOAL 2 – Action Plan Development Template 4.1 – (Rubric Indicator 4.1) Revised DATE: February 12, 2008 Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.) Goal Which need(s) does this Goal address? Students in grade 3-5 (all sub-groups included) will score at 94% proficient or above in order to meet future NCLB requirement of 86% by 2009 in mathematics by May 2010. As indicated by data in component three if the School Improvement Plan, students need to increase their algebraic thinking, real world problem solving, and geometry skills. 108 How is this Goal linked to the system’s Five-Year Plan? Monroe County’s five-year plan states that all students in grades 3-5 will score at the proficient level in mathematics by 2010. ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2) Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal. IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3) Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.) Timeline Person(s) Responsibl e Required Resources Action Step All students in grades 1-5 will complete daily assignments from FROG’s publication of Drops in a Bucket. August 13, 2010-April 21, 2011 1st-5th grade lead teachers Drops in a Bucket, (FROG publication) Action Step Students will have before and afterschool tutoring in grades 1-5 targeting ESL and students who scored below proficient during the previous school year. October 15, 2010May 1, 2011 Principal Priscilla Gregory Flash cards, money kit, clocks Action Step The teachers will use the Blueprint for TCAP Success workbooks by Harcourt Math Tennessee, Grades 2-5. Assistant Principal Leslie Addis Blueprint for TCAP Success workbooks January 2011 Projected Cost(s) & Funding Sources Materials currently in place; no further costs expected. $1000 stipend for teachers contracting for 70 hours and $500 for those contracting for 35 hours. (extended contract/sped. Funds/ Title I funds) None, materials in place Evaluation Strategy Performance Results / Outcomes Daily progress checks by teacher. Standardbased grade level assessments to be given mid-year and end-of-year. Student progress reports by tutoring teachers and TCAP test results. AIMSWEB Math Benchmark Scores three times a year Monitoring of lesson plans and curriculum objectives by teachers and TCAP test results. Ensures curriculum and objectives are data driven and in correlation with state standards. End-of-year AIMSWEB Math Benchmark 109 The teachers will incorporate technology into their regular teaching routines using River Deep (Destination Math), Harcourt Math Software, TFAP (Tennessee Formative Assessment Program), and Study Island (grades 35). The teachers will also have ongoing professional development at the central office in Destination Math. September 2010-May 2011 Reading Intervention teacher, Leslie Addis and Computer Lab Assistant, Shelia Anderson Action Step The students will use the Harcourt Manipulative Kits for every student in grades K-5 weekly. September 12, 2010May 20, 2011 Grades K-5 lead teachers Action Step The students will use calculators at least twice a week in grades 2-5. September 2010-May 2011 Principal Priscilla Gregory Action Step Software programs networked by central office technology department; computer labs (2) and classroom computers with internet access. Individual Harcourt Manipulative Kits Classroom calculator sets (28 sets) None-materials already in place. None, materials in place with math book adoption $500.00 to replace calculators as needed. (general budget fund) Computer lab sign-up sheets; weekly or monthly usage reports, and data analysis TCAP test results Progress reports and math assessments Use of concrete to resolve abstract mathematical concepts. Teacher made tests and activities using calculators. Increased proficiency in solving mathematical problems using calculators. GOAL 3 – Action Plan Development 110 Template 4.1 – (Rubric Indicator 4.1) Revised DATE February 12, 2008 Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.) Goal Which need(s) does this Goal address? How is this Goal linked to the system’s Five-Year Plan? ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2) Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal. Action Step Coordinated School Health Program is a place to promote a healthy environment for all school community. Student attendance rates will be maintained to meet or exceed state and NCLB standards by 93%. Students learn best when they have appropriate opportunities for success. (Component 2) Students will participate in learning activities on a daily basis to receive instruction needed to achieve performance standards through regular school attendance. (Component 3). The school system’s goal statement is to improve student attendance in Monroe County. IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3) Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.) Timeline Person(s) Responsible Required Resources August 2010-May 2011 Clinic Administrator Laura Harris Building Level Coordinators : Angie Garrett5thgrade teacher and Donna Davis, School Nurse Clinic room and medical supplies Projected Cost(s) & Funding Sources $600 (state funded) Evaluation Strategy Performance Results / Outcomes Review of annual attendance rates and clinic policies. Improvement in school and community health for an increased physical and mental ability to learn. 111 Action Step Mentoring Program-Every Adult in the building will be assigned at-risk student(s) to mentor on a weekly basis. A behavioral health counselor also provides services to address non-academic harriers. Action Step The school nurse will provide assistance to maintain attendance. Action Step The office staff will log on the countywide web site to report students who are absent. An automated computer program will then call each home to alert parents of their child’s absence. Action Step Incentive Program for Perfect Attendance each semester. School-wide recognition at the end of the first and second semester. August 2010-May 2011 August 2010-May 2011 August 2010-May 2011 January 2011 and May 2011 Principal Priscilla Gregory and Reading Intervention teacher, Leslie Addis Nurse Supervisor, Cindy Cooper and School NurseDonna Davis Guidance CounselorPam Phelps, and Office Staff- Mildred Cooper and Reba Kirkland. Principal Priscilla Gregory and Guidance CounselorAmy Talley None None Mentoring checklist and review of annual attendance rates. $25,924 salary funded by Title I Review of annual attendance rates. Computer with internet access to the STAR program None Phone call log Improved attendance and communication with parents. Incentive awards/tokens Field trip opportunities $750 from General Budget Fund Review of daily attendance rates. Increased attendance by students. School nurse position Improvement of social, physical, and mental well-being of student, enhancing potential for success. Improvement of students’ physical well being. 112 113 115 116 Component 5 The School Improvement Plan and Process Evaluation Subcommittee for COMPONENT 5. – 117 Member Name Position nd Chair Kristi Vance 2 Grade Teacher Yes Sandi Boone Special Education Teacher Yes th Anita Whitehead 4 Grade Teacher Liz Davis 5th Grade Teacher Ashley Irwin Kindergarten Teacher Carrie White 1st Grade Teacher Gina Guider 4th Grade Teacher Component 5 – The School Improvement Plan and Process Evaluation 5.1: Process Evaluation (Rubric Indicator 5.1) Evidence of Collaborative Process – Narrative response required What evidence do we have that shows that a collaborative process was used throughout the entire planning process? Throughout the entire process, collaboration occurred. Collectively, various stakeholders participated. They include but are not limited to: each faculty member, paraprofessional, various community / business advisory committee members and parents. All these groups were surveyed to determine the strengths and areas of need, as they perceive them. Evidence of this a collective effort is logged and documented in Component level notebooks. However, the SIP’s process must be reflective, allow for adjustments and on-going in order to be effective. Evidence of Alignment of Data and Goals – Narrative response required What evidence do we have that proves alignment between our data and our goals? Evidence of alignment between the data and the development of our goals was evident throughout the process and clearly presented in the final product documentation. The correlation(s) between data and school practice were analyzed to insure alignment with our goals. Component 1, data analysis noted quantifiable areas of strengths and improvement needs. These are the foundations for which our goals are comprised. Analysis of this data as presented in Component 3, provided tangible measurements with which to determine the effectiveness and equitable school support practice for curriculum, instruction, assessment, and organizational practices. Evidence of Communication with All Stakeholders – Narrative response required 118 Evidence of Communication with All Stakeholders – Narrative response required What evidence do we have of our communication of the TSIPP to all stakeholders? Evidence of communication between all TSIPP stakeholders exists in various forms. Surveys given to parents, students, and faculty members were given. Meeting minutes for Title 1 Parent Night; the Student-Parent-Teacher Contract’s are available for review; parental notifications via student’s planner, midterm report, grade card, and grade level objective and parental enrichment guides may be reviewed; a school web site may be accessed; and monthly newsletter sent in hard copy to all parents, Board members, volunteers, and corporate support groups is available online and in hard copy. Copies of all documents sent out to all stakeholders are maintained in a notebook for recordkeeping purposes. Each component level has comprised a notebook of documentation also. Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals – Narrative response required What evidence do we have that shows our beliefs, shared vision and mission in Component 2 align with our goals in Component 4? Vonore Elementary School’ beliefs, shared vision, and mission as stated in Component 2 are aligned with the goals of Component 4. First and foremost VES is aware that the children our school services are diverse in many ways. While the majority is from a lower socio-economical level a few are from the other extreme. Our English Language Learner population is quickly growing, the fastest in our county. The population growth and industrial growth of the community is a consideration, as well as the rise in unemployment due to current economical strains. Our community is changing and the backgrounds and needs of the students we services are also changing. We must continually self assess our effectiveness because VES wishes to provide every student with the basic skills to be a life-long learner and do so in a respectful and safe environment. Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization – Narrative response required What evidence do we have that shows our action steps in Component 4 align with our analyses of the areas of curriculum, instruction, assessment and organization in Component 3? Evidence of the correlation of alignment between Component 3 and Component 4 are actually found in Component 1’s performance data. There, data analysis reveals areas of effectiveness (strengths) and areas of need (ineffectiveness). By reviewing and analyzing student data gathered over a number of years, better decisions may be made concerning strategies for success in relationship to the teaching of reading and math. Since student daily average attendance dropped last year, it too has become an area of concern. Further strengthening the attendance incentives program benefits students by promoting a consistent, good work ethic. Attentive learners have less reinstructional time of curriculum objectives and better assessment readiness. Effective reading/language and math instruction, which includes time management, is directly tide to attendance as noted in the analysis of data presented in Component 1. 119 Suggestions for the Process – Narrative response required What suggestions do we have for improving our planning process? Suggestions for improving our planning process include the continuation of adequate, grade-level common planning time with more professional / staff development time allotted to the periodic review and maintenance of TSIPP goals and programs listed therein. Person’s appointed to overseeing these programs, etc., could report to the stakeholders the progress or needs that best insure effectiveness. 5.2: Implementation Evaluation (Rubric Indicator 5.2) Evidence of Implementation – Narrative response required What is our plan to begin implementation of the action step? The implementation of Action Plan-Goal 1:Reading/language of all students in grades 3-5 having a proficiency rate of 89% to meet the NCLB requirements by May 2008 has already begun. The implementation of the Modern Red Schoolhouse Reading Method, preserving the 90 minute uninterrupted reading time, maintaining the Accelerated Reader Program, STAR Literacy, Wilson Fundation, Drops in the Bucket FROG Publication and the addition of the Early STAR Literacy Program are collectively maintained and monitored to use through lesson plan notation and observation. Recently purchased and available for parental checkout is the Leapfrog’s Reading Games, which further enrich the learning experience and reinforces learning. The implementation of Action Plan-Goal 2: Mathematics scores for grades 3-5 will be 81% proficient or above to meet future NCLB requirements or 86% by May 2008 has already begun. VES uses researched based online programs such as Harcourt Math Tennessee, Riverdeep (Destination Math), Study Island, and the pilot program of TFAP (Tennessee Formative Assessment Program). Differentiated instruction, textbooks, using calculators twice a week in grades 2-5, Frog’s Drops in a Bucket, and manipulatives assist in achieving the goal. The implementation of maintaining to meet or exceed state and NCLB standards of 93% ADA is already in place. The first semester perfect attendance field trip had 38 participants. Coordinated School Health Programs furnish a fulltime school nurse. Currently, (as of Jan. 07 and according to the monthly Nursing Report Summary) 92.90% of students who utilize the clinic are able to return to class. On average, 17.8 students a day visit the clinic. This service clearly assists in VES’s ADA. The Mentoring Program initiated this year is also showing benefits by allowing weekly contact with these identified at-risk students on a weekly basis. 120 Evidence of the Use of Data – Narrative response required What is the plan for the use of data? Formative assessment yields data at particular intervals throughout the year and are as follows: AIMS Web Benchmarks – Oct, Jan., and May; Accelerated Reader- student’s individual pace / ongoing and reviewed every six weeks; STAR Literacy- Aug. Dec. and April; STAR Early Literacy- Aug.; Student Midterm Reports- three weeks; Student Grade Cards- six weeks; Attendance Reports- monthly; Textbook test- weekly; Edperformance (2nd grade only)- Sept. Dec., May; TFAP- Nov., Jan., March (grades 3-5); Study Island- weekly. Summative Assessments yielding data and their timelines are as follows: TCAP- April; Value Added- November; Attendance-June; Retention-May/June; CRT’s -Oct. When assessments are administered and time allotment for data analysis is adequate, an effective two-fold process occurs. Grade level data, graphed, is currently hanging in the hallways. In the faculty lounge, VES data as compared to other Monroe County Schools and aggregated according to grade level content objective is posted. Teachers are to evaluated and monitor student data in order to make instructional decisions. Administration monitors data for the same reasons. Both make decisions based on the analysis of performance indicators. Therein, strengths and areas of need may be determined and a plan implemented for correction and monitored for success. 5.3: Monitoring and Adjusting Evaluation (Rubric Indicator 5.3) Evidence of Monitoring Dates – Narrative response required What are the calendar dates (Nov/Dec and May/June) when the School Leadership Team will meet to sustain the Tennessee School Improvement Planning Process? Identify the person(s) responsible for monitoring and the role they will play in the monitoring process. The School Leadership Team consisting of the Principal Priscilla Gregory, Assistant Principal Angie Davis, Leslie Addis, Christie Amburn, Becky Condon, Mary Millsaps, Tammie Millsaps, Nancy Kersten, Bonnie Langner, and Kristy Vance will meet once a month during the school calendar year. This team’s purpose is to monitor and maintain adherence to the School Improvement Plan Goals and identified areas of strength and possible weakness. Further meetings will occur after benchmark testing in the Fall (Oct/Nov.), Winter (Jan/Feb), and Spring (March/April) to analyze areas addressed in the action goals. The SLT will collaborate with the Data Team, made up of lead teachers (Christie Amburn, Angie Garrett, and Becky Condon) during these same benchmark times, to gather summative assessments of performance. In addition, the grade level chairs will hold bi-weekly meetings with their grade level teachers to review and ensure the implementation of the SIP. Those grade level chairs will be designated at the end of the current school year for the upcoming year. Evidence of a Process for Monitoring Plan – Narrative response required 121 What will be the process that the School Leadership Team will use to review the analysis of the data from the assessments and determine if adjustments need to be made in our plan? Formative assessment of the plan is ongoing and the correlation between the data and school practice will be continually monitored. The team, instructional staff, and stakeholders will collaborate to evaluate the results as they become available throughout the year. The data team further dessegrates data three times a year, to analyze subgroups and to identify strengths and weakness. The administration will take these tangible measurements to determine effective and equitable practices and adjustments needed for curriculum, instruction, and organizational goals. The Leadership Team will continue to monitor and make adjustments based upon the evaluation of data and the identified areas of need as it arises. Evidence of a Process for Adjusting Plan – Narrative response required What will be the process that the School Leadership Team will use for adjusting our plan (person(s) responsible, timeline, actions steps, resources, evaluation strategies) when needed? The School Leadership team (listed above) will continually throughout the school year, assess and analyze performance, effectiveness, and needs. These will be communicated to the staff, parents, and stakeholders. A plan of action to correct or adjust the plan will be discussed and developed. The administration will provide directives and resources for ensuring adherence of the action steps during the school year. The school and our stakeholders will conduct an ongoing evaluation and review to self assesses our effectiveness in order to provide every student with the basic skills to be a life-long learner and do so in a respectful and safe environment. Evidence of a Plan for Communicating to All Stakeholders – Narrative response required How will the School Leadership Team communicate success/adjustments of the plan to stakeholders and solicit ongoing input from stakeholders? The first faculty meeting after the Leadership’s review will be used to celebrate and communicate the successes and attainment of our goals and instructional performances. Communication to and input from our parents and stakeholders are attained through a variety of means such as: the school newsletter, website, PTO and parental involvement meetings, and parent-teacher conferences. 122
