Bruce Elementary School Improvement Plan
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Bruce Elementary School 581 South Bellevue Boulevard Memphis, TN 38104 (901) 416-4495 Martha L. West, Interim Principal ~Inspiring Learners for Life~ Tennessee School Improvement Plan, 2011-2012 Tennessee Department of Education Commissioner Dr. Kevin Huffman Dr. Kriner Cash, Superintendent, Memphis City Schools Table of Contents Assurance Page Pages(s) 4 Instruction by Highly Qualified Staff 20 Component 1: School Profile and Collaborative Process Component 1a—School Profile and Collaborative Process 1.1 SIP Leadership Team Composition 1.2 Subcommittee Formation and Operation 1.3 Collection of Academic and Non-Academic Data and Analysis/Synthesis Data Sources; Comprehensive Needs Assessment (School Climate Survey) School and Community Data; Homeless Education Component 1b—Academic and Non-Academic Data Analysis 1.4 Variety of Academic and Non-Academic Assessment Measures 1.5 Data Collection and Analysis; Subgroup Disaggregation 1.6 Report Card Data Disaggregation 1.7 Narrative Synthesis of all Data; Measures to Include Teachers in Assessment Decisions 1.8 Prioritized List of Targets Component 2: Beliefs, Mission and Vision 2.1 Beliefs, Mission and Shared Vision Component 3: Curricular, Instructional, Assessment and Organizational Effectiveness 5 6 6 7—11 12—34 12 30 35 35-36 37-46; 40 47-51 47-49 51 52 52-55 57 Reports of Individual Assessment Results to Parents in an Understood Language/Free of Educational Jargon 90, 92 3.1 3.2 3.3 3.4 3.5 a. 58-62 a. 63-68 a. 72-76 83-85 a. 86, 87 Curriculum Practices Curriculum Process Instructional Practices Instructional Process Assessment Practices Bruce Elementary School School Improvement Plan b. 62-68 b. 69-71 b. 76-82 b. 88-93 2 3.6 Assessment Process 3.7 Organizational Practices 3.8 Organizational Process Component 4: Action Plan Development 4.1 Goals: Specific Annual Measurable Goals and Objectives; 94-95 a. 96-100 b. 101-104 105-106 107 116-149 Strategies to Promote Effective Parental Involvement 4.2 Action Steps 4.3 Implementation Plan Component 5: The School Improvement Plan and Process Evaluation Provide Timely, Additional Assistance to Students Experiencing Difficulty Mastering Standards 5.1 Process Evaluation 5.2 Implementation Evaluation 5.3 Monitoring and Adjusting Evaluation Appendix Title 1 Addendum Assurance Page Family Engagement Plan Pre-School Transition Plan Professional Development Plan School-wide Instructional Report/Schoolwide Reform Strategies Based on Scientific Research Coordination and Integration of Federal, State, and Local Services and Programs; Technical Assistance Intervention Plan Teacher Mentoring Plan Home-School Compact, English and Spanish Versions Family Engagement Plan, Spanish Version Strategies to Attract High Quality, Highly Qualified Teachers Written Notice to School Stakeholders Regarding A.Y.P. Status Bruce Elementary School School Improvement Plan 113-132 113-132 136 160 151--165 166 167 203-204 168 188-207 169 170 & attached 171-173 174 175-179 180-181 182 205-206 3 Tennessee School Improvement Planning Process (TSIPP) Assurances I certify that Bruce Elementary School has developed the plan with parents and other community members during a one-year period. We have ensured that more than 10% of funds have been spent on professional development. The school will operate its programs in accordance with all of the require assurances and certifications for each program area. The plan will be made available to the local education agency, parents, and the public. I CERTIFY that the assurances referenced above have been satisfied to the best of my knowledge. __________________________________________ Signature of Principal Bruce Elementary School School Improvement Plan ______________________ Date Signed 4 Component One School Profile and Collaborative Process Bruce Elementary School School Improvement Plan 5 Component 1a - School Profile and Collaborative Process 1.1: SIP Leadership Team Composition Bruce Elementary School’s School Improvement Plan Leadership Team was composed of the chairs of each subcommittee. Representatives from each of the relevant stakeholder groups were asked to be a part of this year’s school improvement process. Student data was collected and continuously analyzed to determine the effectiveness of the school’s programs. SIP Leadership Team Member Name Martha L. West Rebecca Schaffer Tronda Jones Kathy Cohran Estella Phipps Lisa Waddell Sonja Latting Regina Williams Carol Lawler Amari Oliver Donna Williford Deanna Cole Bruce Elementary School School Improvement Plan Leadership Chair? (Y/N) N Y Y Y Y Y N N N N N N Position Interim Principal Facilitator Teacher Teacher Teacher Teacher Parent Parent Adopter Student Community Volunteer School Secretary Name of Subcommittee(s) (when applicable) All Components Component 1 Component 2 Component 3 Component 4 Component 5 Component 1 Component 2 Component 3 Component 4 Component 4 Component 5 6 Component 1a - School Profile and Collaborative Process 1.2: Subcommittee Formation and Operation Subcommittee for COMPONENT 1 School Profile and Collaborative Process Member Name Position Chair Martha L. West Interim Principal N Rebecca Schaffer Facilitator Y Sonja Latting Parent N Krista Mangrum Pre-Kindergarten Teacher N Sheila Griffen First Grade Teacher N Patricia Newell-Brown Second Grade Teacher N Diane Lockwood E.S.L. Teacher N Martha Dean Fifth Grade Teacher N Charles Coker Second Grade Teacher N Nurse McCann School Nurse N Component 1 Subcommittee has met to address critical components of the SIP and minutes are on file. YES NO Subcommittee 1 Chair Signature Bruce Elementary School School Improvement Plan 7 Subcommittee for COMPONENT 2 Beliefs, Mission and Vision Member Name Position Martha L. West Interim Principal Tronda Jones Third Grade Teacher Regina Williams Parent Helen Brittman Fifth Grade Teacher Bobby Spillman Art Teacher Linda Rose Kindergarten Teacher Danny Gullett Physical Education Teacher Azrah Wade Fourth Grade Teacher Louise Cathey Secretary Georgia Brumley Building Engineer Chair N Y N N N N N N N N Component 2 Subcommittee has met to address critical components of the SIP and minutes are on file. YES NO Subcommittee 2 Chair Signature Bruce Elementary School School Improvement Plan 8 Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and Organizational Effectiveness Member Name Position Chair Martha L. West Interim Principal N Kathy Cohran First Grade Teacher Y Carol Lawler Adopter N Myra Terry First Grade Teacher N Loretta Farmer Third Grade Teacher N Canary Williams Third Grade Teacher N Cecilia Pontius Fourth Grade Teacher N Stephanie Kendrick Fifth Grade Teacher N Sonja Rosenberg Media Specialist N Component 3 Subcommittee has met to address critical components of the SIP and minutes are on file. YES NO Subcommittee 3 Chair Signature Bruce Elementary School School Improvement Plan 9 Subcommittee for COMPONENT 4 Action Plan Development Member Name Position Martha L. West Interim Principal Estella Phipps Kindergarten Teacher Amari Oliver Student Marian Dye Third Grade Teacher Tenina Holman Pre-Kindergarten Teacher Marilyn James Special Education Teacher Donna Williford Community Volunteer Deborah Douglas Second Grade Teacher Theresa Herrington Counselor Laurie Graves Community Volunteer Kristi Steele Speech Pathologist Sasha Kirkland E.S.L. Teacher Chair N Y N N N N N N N N N Component 4 Subcommittee has met to address critical components of the SIP and minutes are on file. YES NO Subcommittee 4 Chair Signature Bruce Elementary School School Improvement Plan 10 Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation Member Name Position Chair Martha L. West Interim Principal N Lisa Waddell Fourth Grade Teacher Y Monsharee Denman Parent N Charles Coker Second Grade Teacher N Irving Cherry Community Volunteer N Terry Starr Orff Music Specialist N Karen Lanier Educational Assistant N Deanna Cole School Secretary N Marie Milliken Orff Music Specialist N Component 5 Subcommittee has met to address critical components of the SIP and minutes are on file. YES NO Subcommittee 5 Chair Signature Bruce Elementary School School Improvement Plan 11 Component 1a - School Profile and Collaborative Process 1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis 1.3.1: Data Sources Data Source 2011 Memphis City School’s School Climate Survey Relevant Findings In the spring of 2011, the Memphis City School’s School Climate was administered to students, staff, and parents/guardians. School Climate Student Surveys—246 Respondents Overview of Strengths: Eighty-one percent of the students believe that their teachers work hard helping them learn. Ninety-nine percent of students expect to go to college. Ninety-five percent of students realize the importance of making good grades. Seventy-three percent of students believe that what they learn at Bruce has value. Only one percent of students state that they have ever felt scared at school. Ninety-nine percent of students state that teachers regularly let them know how they are doing in class. Overview of Weaknesses: Sixty percent of students have experienced some form of teasing at school. Only forty-one percent of students brag about being at Bruce. Forty-eight percent of students regularly eat supper with their families. Thirty-six percent of students do not participate in extracurricular activities. Bruce Elementary School School Improvement Plan 12 Data Source Relevant Findings School Climate Staff Surveys—32 Respondents Overview of Strengths: Ninety percent of teachers have the confidence that they can motivate students, even the most challenging ones. One hundred percent of the respondents believe that Bruce Elementary School’s teachers have what it takes to get children to learn. One hundred percent of teachers responded that they are well prepared to teach and can manage disruptive students. One hundred percent of respondents feel safe at the school and would recommend it as a great place to work. One hundred percent of teachers state that parents, for the most part, encourage them to maintain high standards. One hundred percent of teachers use a variety of assessment strategies in their classrooms. Overview of Weaknesses: Seventy percent of respondents believe that parents can sometimes participate in parent organizations. Fifty-six percent of respondents feel that some students are afraid of being hurt or intimidated by other students. Only 90% percent of staff members always feel safe at school. School Climate Parent Survey—20 Respondents Overview of Strengths: Ninety percent of parents believe that the school is a good place for their child(ren) to learn. Ninety-five percent of parents responded that they feel safe at Bruce Elementary School. One hundred percent of parents feel that Bruce teachers are doing a great job. Ninety-eight percent of Bruce Elementary School School Improvement Plan 13 Data Source Relevant Findings parents believe that the school is preparing their child(ren) for college. Eighty-five percent ensure that their child completes his/her homework. Overview of Weaknesses: Ten percent of parents state that they have never been invited to their child’s classroom during the instructional day. Fifty-two percent state that they do not attend parent workshops. Forty-eight percent of respondents stated that transportation is a barrier to becoming more involved in the school. Thirty percent of parents worry about their children’s belongings before, during, and after school. Bruce Elementary School School Improvement Plan 14 1.3.2: Narrative and Analysis of Relevant School and Community Data 1.3.2: School and Community Data School Characteristics Narrative and Analysis of Relevant School and Community Factors: Historical Background The original Bruce Elementary School was built in 1908 at 1206 Carr Avenue. It served children in the Annesdale Area, the first subdivision built in Memphis, and the nearby Central Gardens Ares. The school was named to honor the well-known Memphis businessman and cultural leader, William S. Bruce. In 1999 a new school was constructed on land adjacent to the old site: south of Carr Avenue and west of Bellevue Junior High School. Facilities Bruce Elementary School opened a new facility in 1999 at 581 South Bellevue Boulevard. It is a one-story brick building capable of housing seven hundred students. The building has thirty classrooms, a multi-purpose room which serves as both gymnasium and dining room, and a secure courtyard with playground area. All classrooms have internet access, telephones for home-school communication, and computers for computer assisted instruction. The Media Center has a fully automated circulation system and can be accessed via classrooms. Handicapped parking/ramp access is located directly in front of the school. Three additional entrances/exits are handicapped accessible. Bruce Elementary School School Improvement Plan 15 Environmental and Safety Conditions Bruce Elementary School’s Multi-Hazard Emergency Plan committee members review and update the safety plan annually. This plan outlines procedures and identifies students in need of assistance in the event of an emergency. It includes schedules for fire, earthquake, lockdown, and tornado drills. These procedures are practiced with students and staff regularly. A safe, orderly environment is maintained by the enforcement of the School-Wide Discipline Plan, Memphis City School’s Code of Conduct, and Bruce Elementary School’s Safety Plan. A safety inspection was conducted in January of 2012, and the school was found to be in compliance. Parent patrols and Watch D.O.G.S. members assist with school supervision and safety. All faculty members have been trained to ensure a safe school environment. Teachers are assigned to morning duty and are all expected to supervise students upon dismissal. One crossing guard is employed to assist with traffic concerns. A wireless radio communication system is in place to maintain openlines of communication. All exterior doors remain locked at all times. Two swipe-card keyless entry doors with cameras have been installed for faculty and staff use. Visitors must be “buzzed” in after receiving office clearance. Every visitor must sign in and out and wear a visitor’s badge while on campus. Staff members must wear their Memphis City School’s identification badge while on school grounds. Every classroom is equipped with a telephone, emergency kit, and an emergency button with direct access to the main office. There is a dismissal procedure in place for students who walk, ride daycare buses, or ride with parents. Each staff member completes the annual training on Asthma Awareness, Blood Borne Pathogens, Hazardous Chemicals, Child Abuse Reporting, and Suicide Prevention. Select staff members have been trained in the use of C.P.R. and first aid. A nurse from Well Child comes weekly (Mondays) to assist students. Bruce Elementary School’s nurse trains the staff and students on health related Bruce Elementary School School Improvement Plan 16 topics. And, she gives complimentary blood pressure screenings! The school’s Indoor Air Quality Team annually inspects and reviews concerns about the quality of air in the building. The “Green Team” inspects for energy usage and waste. Bruce was number one in energy conservation in December 2011! Grade Distribution Bruce Elementary School is a Pre-K through Grade Five school. Grade Level Pre-Kindergarten Kindergarten First Second Third Fourth Fifth Totals Enrollment 45 58 62 61 83 72 79 460 Female 26 32 27 26 33 38 37 219 Male 19 26 35 35 50 34 42 241 Length of School Year The school year for ten-month teachers consists of 200 days: 180 days of direct instruction, five days of in-service training, two parent-teacher conferences, four administrative days, and ten vacation days. The Memphis City School’s approved school calendar dictates start and end days along with school holidays. Bruce Elementary School School Improvement Plan 17 Length of School Day The school day begins at 7:30 a.m. and ends at 2:15 p.m. Students can enter the building at 7:00 a.m. for early care. Students report to class at 7:15 a.m. to eat Breakfast in the Classroom. Daycare riders can remain up until 3:00 p.m. Daily after-school care begins at 2:15 p.m. until 6:00 p.m. Operating Budget and Distribution Equity Memphis City Schools’ 2011-2012 Expenditure per Student: $6,094.00 Bruce Elementary School’s funding budget is broken down as follows: 2011-2012 Operating Budget Site Based Funds Title I Funds Fee Waivers Total $33,455.98 $222,764 $2,632.00 $227,799.32 Title I Funds Allocation Personnel Benefits Staff Development Purchased Services Parental Involvement Supplies/Materials Equipment/Computers Bruce Elementary School School Improvement Plan $85,442.00 $29,180 $5,000.00 $5,450.00 $6,500.00 $35,000. $56,192 18 Total $222,764.00 Administration, Faculty and Staff Demographics Bruce Elementary administrative team consists of one interim principal, one Title 1 instructional facilitator, and the school’s leadership team. The principal maintains staffing according to the Memphis City Schools and State of Tennessee guidelines. New teachers are hired who share in the vision and mission of Bruce. Our instructional staff is comprised of twenty general education teachers. Special skills staffing includes a librarian, one Orff music teacher, one part-time Orff music teacher, one art teacher, and one physical education teacher. Our certified support staff includes one guidance counselor, two instructional resource teachers, and two ESL teachers. The school psychologist and social worker report to our school once weekly to support the instructional program. One general education paraprofessional, one bi-lingual mentor and three full-time Interventionists also support the instructional program. Non-instructional staff includes a nutrition services manager and seven cafeteria workers, one supervising building engineer and five custodial workers, one school secretary, and one general office secretary. All of Bruce Elementary School’s teachers hold a Bachelor’s Degree and are fully licensed by the State of Tennessee. All faculty members except one are professional employees. The faculty has taught an average of fifteen years. Eighty percent of teachers have advanced degrees. Forty-two percent of teachers have taught more than twenty years. Twenty-nine percent have taught more than ten years. Twenty-nine percent have taught over five years. Faculty Demographics- Bruce Elementary School School Improvement Plan 19 The interim principal, Mrs. Martha L. West, is the leader of the administrative team. She is AfricanAmerican. Of the thirty-four classified personnel, two percent are male and ninety-eight percent are female. Sixty-three percent of the classified personnel are African-American and thirty-seven percent are Caucasian. Professional Staff Highly Qualified Status of Certificated ProfessionalsAll members of the Bruce Elementary teaching staff are fully licensed by the State of Tennessee and are “Highly Qualified” to teach in the area they serve. Professional development and a teacher/staff handbook are readily available. Highly Qualified Status of ParaprofessionalsThe school’s Interventionists are “Highly Qualified” under N.C.L.B. requirements. Four mentors are on staff and have completed “Raising the Bar” mentor training. Mentoring is provided for new staff members or those who are assigned to new grade levels. Certificated personnel are evaluated using the Tennessee Effectiveness Measure (TEM). The evaluation process includes a self-assessment/professional growth component, lesson planning and reflection, educational information records and future growth plan. There is a one percent, if any, turnover rate at Bruce Elementary. If teachers and staff do depart, it is usually due to retirement. Student Enrollment Data Currently, there are four hundred sixty students enrolled at Bruce Elementary School in grades PreK--5. There are two hundred sixty-six students in primary grades and two hundred thirty-four Bruce Elementary School School Improvement Plan 20 students in intermediate. Two hundred forty-one students are males, while two hundred nineteen are females. Ethnicity Breakdown: 74.8% 15.7% 1.3% 8.3% African-American Hispanic White Asian Numbers of Students by Grade Level: Pre-Kindergarten Kindergarten First Second Third Fourth Fifth Total 45 students 58 students 62 students 61 students 83 students 72 students 79 students 460 Curriculum and Special Activities Bruce Elementary School offers a high quality curriculum that is directly aligned with Tennessee’s state standards. Parents are presented with the curriculum at the Annual Title 1 Meetings (2 per semester) and during parent conferences. Good “first teaching”, student centered classrooms, along with the utilization of research-based instructional practices ensure adequate yearly progress. Teachers continuously differentiate instruction and utilize technology to meet the needs of all Bruce Elementary School School Improvement Plan 21 learners. There are daily, dedicated Mathematics and Balanced Literacy Instructional Blocks that are non-interrupted. The core curriculum consists of Mathematics, Science, Social Studies, Reading and Language Arts. Other extra-curricular programs at Bruce Elementary School include Orff Music, Physical Education, Art, Library, English as a Second Language, After School Tutoring, Instructional Resource, Creative Learning in a Unique Environment, Chorus, Student Council, Junior Achievement, Read-to-Achieve, and Strings Orchestra. Numerous activities and programs are in place to foster student achievement and elicit family engagement. Culturally diverse honors programs, Read Across America, Read to Achieve, Reading is Fundamental, English for Moms, Black History Month, Spelling Bee, Spring Extravaganza, Constitution Day, Black History Celebration, B.O.K.S. (Reeboks’ Building Our Kids Success Program) for Children, Career on Wheels, Career Day, Arts in the Schools, Newspaper in Education, Character Education, Healthy Choices Week, and the Community Readers program all enrich the school’s curricular program. Bruce School’s P.A.C.E. representatives (Parent and Community Engagement) share their training with the school community via coffee talks and P.T.S.A. meetings. Supplemental instructional/intervention programs are used to reach those students at-risk of not meeting the state’s academic standards. Low-achieving subgroups and at-risk individuals are targeted for assistance. Strategies are in place to meet the educational needs of the historically underserved, English Language Learners, Special Education students, those living in high poverty, and migratory students. These include, but are not limited to, Reading Street—Good First Teaching, My Sidewalks, Individualized Instruction, Peer Tutoring, EdPlans, Alternative/Common Assessments, Resource, Support Team Meetings, I.E.P. (Individualized Educational Plans) Meetings, Student Attendance Review Team Meetings (S.A.R.T.), English as a Second Language, Stanford Mathematics and L.A.W. (E.P.G.Y.), T.C.A.P. After School Program, Millie’s Math House, E.S.L. Homework Help After School Program, Destination Reading, Bailey’s Bookhouse, Reading Plus (4th & 5th) and Headsprout (K—3). Programs are in place to support transitions from home to kindergarten. Bruce Elementary School Bruce Elementary School School Improvement Plan 22 sponsors an annual ‘Kindergarten Day’ inviting preschool age children from the community, Bruce students’ siblings, and those from the surrounding Daycares and Headstart programs. All parents, program directors, and children are encouraged to tour the school and meet with kindergarten and Pre-kindergarten teachers. At this time, visitors are given a copy of the Memphis City School’s kindergarten report card (Report to Families), curriculum, and “tips” from the teachers to better ready the children for school. Registration information is also provided to help parents get the necessary requirements for school entry. Everyone is given an application for Shelby County’s Imagination Library. Books are sent to children under five years of age monthly. St. John’s United Methodist Church, one of our adopters, sends books to siblings of Bruce students under five years of age. Bruce Elementary School’s stakeholders want to ensure that preschool age children have access to books in their homes. This is the fifth year for the voluntary Pre-Kindergarten class at Bruce Elementary School. There are two Pre-K teachers, two full time assistants, and forty students. Monthly parent meetings support families with the school transition. These classes serve students who demonstrated the greatest need via diagnostic testing. On-going programs are in place to support the transition from Bruce Elementary School to Bellevue Middle School. Our fifth grade students regularly meet with faculty and students from the neighboring middle schools. Students shadow other students and are assigned middle school mentors. Students spend a day following their mentors. Bruce students attend middle school programs to help ease the transition. Teachers from Bruce Elementary and Bellevue Middle School meet to collaborate on the strengths and weaknesses of entering middle school students and to map the curriculum. This collaboration allows for continuous monitoring and adjusting of instruction and curriculum mapping. Both principals share information and elicit feedback ensuring the alignment of curriculums within the schools. Guidance counselors and instructional facilitators meet with teachers, students, and parents to support these programs and processes. Family and Community Support Bruce Elementary School School Improvement Plan 23 As a Professional Learning Community, we at Bruce recognize the importance of family engagement. This is why we have an open door policy. Parents are regularly invited to be a part of the instructional day and engage in the school’s professional development. They are welcomed to help in any capacity. Parents are given the opportunity to provide input and receive feedback on our annual School Improvement Plan, SACS, School Climate Survey, Title 1 budget, No Child Left Behind’s Home/School Compact, Blue Ribbon Discipline and Safety Plan, and the Family Engagement Plan (all are located on School Website). The Parent-Teacher Organization allows for leadership roles as well as the School-Based Leadership Council. Monthly “Coffee Talks” are scheduled to allow for parent input. The principal makes herself available before and after school without an appointment. Parents show support by attending parent-teacher conferences, volunteering in the classrooms, proctoring, assisting with before and after-school supervision, and attending programs/meetings/celebrations. To meet/accommodate the needs of our families, most meetings and conferences are held twice per semester at flexible times. The stakeholders of Bruce Elementary School believe that parents, families, and community members are a vital link to the educational well being of our children. All must work together cooperatively to attain the highest student achievement. As a result, a Family Engagement Plan and a Home School Compact have been devised annually to serve as our school’s plan for involvement and support. Both were written with input from all stakeholders. These “breathing” documents ensure that stakeholders have opportunities to participate in planning, designing, and implementing the No Child Left Behind program. These documents can be found on the school website, in the student handbook, posted in the school, and have been distributed within the school community. To better serve the needs of Bruce Elementary School’s diverse population, all reports of individual assessment results are provided to parents in a language they can understand via Site Based Meetings, Title 1 Meetings, TCAP parent meetings, and parent conferences (All are held the first month of the new school year). These reports are free of “educational jargon” or translated into one of four different languages (English, Spanish, Vietnamese, or Arabic) represented within our school Bruce Elementary School School Improvement Plan 24 population; all items sent from Bruce School are carefully written. Three faculty members and a Bilingual Mentor assist with written and oral translations. A monthly calendar provides pertinent, helpful information. A newly developed Parent-TeacherStudent Organization partnered with Bellevue Middle School serves as a collaborative body. The Site-based Council also serves as a forum for collaboration. Parents are invited to participate in the school’s professional development, and can collaborate with one another in the school’s Parent Resource Room. This room houses computers and a phone for parent use. Parents can review the school’s high-quality curriculum and use the parent suggestion box. A bulletin board for parents contains information about the most recent parent meetings and other school information. Parent conferences are scheduled bi-annually and as needed. Parents are encouraged to observe the instructional program. The school’s adopters work with the school regularly and serve on the TSIPP and SACS Committees. The University of Tennessee, Memphis Leadership Foundation, Lemoyne Owen College, Rhodes College, and Multi-National Ministries are community organizations that work regularly with Bruce Elementary School. Strategies to Increase & Promote Effective Parental Involvement Bruce Elementary encourages parental involvement in all aspects of school life. The school and home have a shared goal of promoting success in our children. Our parents will act as advisors, resource persons and coordinators in the following ways: Attend school events and act as advisors Serve on the Site-Based Leadership Team, TSIPP Committee, PTSA, and SACS Committee Respond promptly and cooperatively to requests for feedback in the form of memos, conference requests, surveys, evaluations, and questionnaires. Parents will also receive professional development training and incentives to help promote and Bruce Elementary School School Improvement Plan 25 encourage student attendance, positive student behavior, parental attendance and involvement at school based meeting, training, and committees as well as promote academic achievement at home during the school year and the summer in the following ways: Literacy Materials (Reading/Language Arts) Mathematics Materials (Mathematics) School Supplies (Academic Achievement) Uniform Vouchers (Attendance) Literacy Workbooks (Reading/Language Arts) Storybooks (Reading/Language Arts) Literacy Games (Reading/Language Arts) Mathematics Workbooks (Mathematics) Mathematics Games (Mathematics) Thinkshow! And Capstone (Science) 2 Semester Positive Behavior Celebrations (Positive Behavior) 2 Semester Perfect Attendance Celebrations (Attendance) 2 Semester Academic Achievement Fieldtrips and/or Celebrations (Academic Achievement) Parent Involvement Certificates (Parental Involvement) School Commitment to Communicate with Parents Regarding No Child Left Behind Policies The administrators, faculty and staff will implement Title I requirements according to the guidelines set forth in the law, which include the following: Inform parents of Title I and our participation Provide parents with assessment results, progress reports, and other important student information Provide each parent with a copy of the Parental Involvement Policy To ensure that our parents participate in the development and implementation of the school’s Bruce Elementary School School Improvement Plan 26 programs we will do the following: Provide an annual meeting (A.M. and P.M.) to explain the components and requirements of Title I Develop a school-parent compact to show how parents, students, teachers and the principal share equally in responsibility for student success. Every effort will be made to obtain parent signatures on these compacts and to use the compacts as a symbol of cooperation among community members. Provide flexible times for parents to attend parent meetings Offer parental training and workshops in parenting skills Involve parents in the school improvement plan and projects Grandparents and parents are invited to a Grandparents Day Luncheon. Other activities include Family Literacy Night, Family Literacy Day, Family Math & Science Night, Family Math & Science Day, Donuts for Dads, Muffins with Mom, Parent Meetings/Orientation, Open House, Parents as Partners Professional development with Teachers, English for Moms, Parent-to-Parent training with St. John’s United Methodist Church, Parent Professional Developments and Training, Career Month and a culturally diverse honors programs. Drug, Alcohol or Tobacco Incidents or Arrests No drug, alcohol, or tobacco incidents have occurred at Bruce Elementary School this year. Bruce is classified as a Safe School. As a kick-off to the school year, Bruce students participated in a Drug Free parade. All Bruce School’s stakeholders were invited to walk with our school through the community to showcase our proactive attempts to keep students from drugs and poor decisionmaking. Students also took part in Central High School’s parade. School-Business Partnerships Bruce Elementary School School Improvement Plan 27 The Memphis Civitan Club, Memphis Symphony, Memphis Leadership Foundation, Tabernacle of Praise Baptist Church, St. John’s United Methodist Church, Burger King, Rhodes College, Lemoyne Owen College, Bellevue Middle School, Multi-National Ministries, and the University of TennesseeMemphis all contribute to the well-being of the school. All of these entities donate their time, money, and/or resources to help our students succeed. Teacher Leadership Bruce Elementary School’s teachers have numerous opportunities to develop their leadership skills. Some teachers are asked to become leaders, some volunteer, and some are recruited based on their areas of strength. Teachers can join the Site-Based Council, Leadership Team, chair a School Improvement Plan or SACS committee, opt to be a grade chairperson, join the Blue Ribbon Discipline Committee, organize the United Way Campaign, train as “Raising the Bar” teacher mentors, lead professional development activities, manage the school’s Courtesy Club, run for M.E.A. representative (Teacher Union), and organize celebrations that include families. Student Population Data Bruce Elementary School is a neighborhood school, yet over fifty percent of the students enrolled are on choice transfer. Our school served the Lamar Terrace Housing Project, but it has since been demolished. Students either walk to school or receive transportation from parents and daycare providers. Currently, there are four hundred sixty students enrolled at Bruce Elementary School in grades PreK--5. There are two hundred sixty-six students in primary grades and two hundred thirty-four students in intermediate. Two hundred forty-one students are males, while two hundred nineteen are females. Bruce Elementary School School Improvement Plan 28 Ethnicity Breakdown: 74.8% 15.7% 1.3% 8.3% African-American Hispanic White Asian Numbers of Students by Grade Level: Pre-Kindergarten Kindergarten First Second Third Fourth Fifth Total 45 students 58 students 62 students 61 students 83 students 72 students 79 students 460 Thirty-one students receive Instructional Resource services. One hundred three students are enrolled in the English as a Second Language program. Five students receive C.L.U.E. Gifted and Talented instruction. Eleven students receive speech services. The students and staff members of Bruce Elementary School are most fortunate to be a part of such a culturally diverse school. At any given time, students might interact with other students from Vietnam, China, Cambodia, Africa, Liberia, Mexico, Guatemala, Honduras, Bosnia, and Yemen. All of these students’ cultures are infused throughout the honors programs. The majority of these Bruce Elementary School School Improvement Plan 29 students come from homes where English is a second language. Primary Home Language forms can be found inside of every cumulative record. Cultural awareness and diversity are an important part of the school’s instructional process. As a part of the NCLB Title X – Homeless Education requirements, Bruce Elementary provides instructions to all homeless youth including preschoolers in the same classroom and school as all other enrolled students. Bruce offers assistance with the transportation of homeless youth and children to and from school by referring them to Memphis City School’s Division of Parent and Community Engagement/Homeless Departments. Parents may complete a Referral Form in order receive services needed from the P.A.C.E Department. Finally, parents are also provided with assistance to help reduce school change/transition through P.A.C.E. and other parent organizations to help keep students enrolled in one school for the entire year. The Bruce Faculty and staff are trained annually on the McKinney-Vento Act. Some highlights: •Immediate enrollment without documents: attending classes and participating fully in school •School stability: staying in the school of origin for the duration of homelessness and to end of year when permanently housed •Transportation to the school of origin •Eliminating barriers: to enrollment and retention •Unaccompanied youth: immediate enrollment without legal guardian; liaison support •Preschoolers: connect with Head Start and other pre-K programs •No discrimination: access to needed services and integration •Title I: automatic eligibility and reservation of funds Bruce Elementary School School Improvement Plan 30 •Dispute resolution: immediate enrollment; written notice; referral to liaison Number of Students The total number of students enrolled at Bruce Elementary is 460. Student Demographics The ethnic composition of our student population during the fall of 2011 is: Ethnicity Bruce Elementary School School Improvement Plan Male Female Number of Students Black/African American 176 168 344 Hispanic/Latino 41 31 72 White 3 3 6 Asian 21 17 38 31 Free and Reduced Lunch Bruce Elementary operates as a School wide Title 1 school receiving federal funds based on the 90.4% of students eligible for free and reduced lunch. Discipline Referrals Discipline referrals are only to be used once all other support systems have been utilized. Good classroom/school management, open-lines of communication with parents/families, and respectful, courteous behaviors of all decrease the incidents of poor decision-making. This school year, no student has been charged with alcohol, drugs, or tobacco usage. With school safety at the forefront, several school safety nets are in place. The School-wide Behavior Plan, approved by the school’s stakeholders, along with the Memphis City School’s Code of Conduct and Home-School Compact are used to promote a safe environment. Parents, students, and teachers must all agree to abide by the rules and clear expectations set forth. To decrease the amount of instructional time off task, the school uses Bellevue Middle School’s In School Suspension Officer to assist. Promotion Rate The promotion rate at Bruce Elementary School for the 2010-2011 school year was 100 percent. This percentage includes the number of students who completed summer school. Stability Rate The stability rate for 2010-2011 was sixty-eight percent. Analyzing trend data in addition to Bruce Elementary School School Improvement Plan 32 community demographics/characteristics, the stability rate is low due to the increase in number of Homeless Shelters—families coming and going—and the demise of Lamar Terrace Housing Project. In addition, the sixth grade no longer exists since its transition to Bellevue Middle School. Community Characteristics The Bruce Elementary School district is bounded by Poplar Avenue on the north, Willett on the east, the L&N railroad line on the south, and East Street/Manassas on the west. According to the latest (2010) U.S. Census report, the 38104 zip code average household income or economic level is $27, 841. Twenty-nine percent of the families live below the poverty level. 9,250 people reside in this community. 2,235 people are under the age of twenty. Forty-two percent of people are Caucasian, forty-three percent are African-American, and fifteen percent are other races. There are four private schools in this area. Sixty-four point four percent of homes in the 38104 zip code have school-age children below eighteen years of age. This community data is not entirely indicative of the Bruce Elementary School population. Thirtyfive students from the Bruce School district have elected to attend optional schools. Three students have transferred to schools via a sibling transfer. Fourteen students have chosen to leave by choice transfer. Gaining schools include Downtown Elementary, Grahamwood, Richland, Idlewild, Kingsbury, Shelby Oaks, Peabody, Rozelle, Vollentine, Carnes, and Snowden. Numerous homeless shelters are now located in this area. Lamar Terrace is closed, but has been replaced with University Place. The major employers in the area are Federal Express, Memphis City Schools, and the Memphis International Airport. Parent or Guardian Demographics Bruce Elementary School School Improvement Plan 33 On a recent School Climate Parent Survey, seventy-two percent of the parents indicated that they are employed and twenty-eight percent indicated that they were unemployed. The majority of occupations were of the service industry, craft and repair, and fast food services. Ninety-four percent of all families are eligible for free and reduced lunch programs at Bruce School. The ethnic composition of the parents: 74.8% percent African-American, 1.3% Caucasian, 15.7% Hispanic or Latino, 9% Asian. Seventy-two percent of Bruce Elementary School’s students live in single parent households. Fifteen percent of students come from homes where English is not the primary language. There are four private schools located in the 38104 zip code. The annual household income or economic level for zip code 38104 is $27,841. Bruce Elementary School School Improvement Plan 34 Component 1b – Academic and Non-Academic Data Analysis/Synthesis 1.4: Variety of Academic and Non-Academic Assessment Measures (Rubric Indicator 1.4) Data Sources Academic Data Non-Academic Data Spring 2011 T.C.A.P. Achievement Results Disaggregated by Subject and TCAP MAAS Feedback from Surveys, Evaluations State Report Card Data (T.V.A.S.S.) Parent/Student Demographic Surveys Fifth Grade T.C.A.P. Writing Assessment Results Disaggregated by Proficiency Levels, Average Score EdPlans and PBIS Aimsweb Benchmarks and Progress Monitoring CTB McGraw Hill—Turnleaf Data Bruce Elementary School School Improvement Plan 35 Kindergarten Readiness Inventory Spring 2011 School Climate Survey Discovery Education Formative Assessments and Common Assessments Attendance/Promotion/Stability Rates—Chancery SMS Scott Foresman Baseline/Weekly/Unit/End-of-Year Assessments Census Educational Statistics—Zip Code 38104 Headsprout (K—3) N.S.S.E. Parent, Teacher, Community Surveys (2007-2008) Teacher Anecdotal notes, running records, teacher observations, performance assessments, teacher made tests Stanford Mathematics & L.A.W. -E.P.G.Y. (Education Program for Gifted Youth) Feedback from Northwest Regional Observations E.L.D.A. Test Data (English Language Learners) Brigance Pre-Kindergarten Screening Instrument P.P.V.T.: Peabody Picture Vocabulary Tests for PreKindergarten Feedback from Parent Surveys and Evaluations of Meetings Destination Reading Parent Suggestion Box Bailey’s Book House/Millie’s Math House P.T.S.A., SIP, SACS, and Site-Based Council Minutes Bruce Elementary School School Improvement Plan Adaptive/Functional Tests 36 1.5: Data Collection and Analysis (Rubric Indicator 1.5) Describe the data collection and analysis process used in determining your strengths and needs. 1.5: Data Collection and Analysis Students’ academic performance at Bruce Elementary School is assessed at three levels; state, school, district. The Tennessee Department of Education mandates that students in grades two and above take the Tennessee Comprehensive Assessment Program (T.C.A.P.) Test. Testing is administered in the spring of each school year. Fifth grade students take the T.C.A.P. Writing Assessment in February of each school year. The Brigance Screening Instrument is used for incoming Pre-Kindergarten students. The Developing Skills Checklist is used to assess the skills of students entering Kindergarten. Kindergarten and first grade students are given the Scott-Foresman Placement tests, S.T.A.R. Early Literacy tests, and Aimsweb benchmarks. All grades use the Scott-Foresman Placement tests, Aimsweb Benchmark tests, and Aimsweb Progress Monitoring. First grade utilizes Headsprout grade-level placement tests. Second grade students were given the 2011 SAT 10 Norm Referenced tests to help identify the needs of the students. Grades three, four, and five T.C.A.P. Criterion Referenced Data used for A.Y.P. purposes, and this data will be utilized to create goals. A comprehensive needs assessment is devised using data analysis of ALL subgroups. At the school level, teachers use various methods of evaluation to measure students’ academic growth, limitations, and trends. All students are tested on grade-level concepts as well as higher order thinking skills. These methods include, but are not limited to the following: standardized tests, informal/formal assessments, Stanford Math and L.A.W., Aimsweb benchmarks, Scott-Foresman Reading Placement and End-of-Year Bruce Elementary School School Improvement Plan 37 tests, textbook tests, weekly classroom common assessment data, Discovery Education Formative Assessments, Headsprout tests, Destination Reading’s Skill Level Tests, individual and group projects, writing portfolios, Learning Express Mock Writing Prompts, portfolio assessments, and performance assessments. Analysis of non-academic data areas is essential for planning instruction and ensuring students’ success. School Climate Surveys, S.A.C.S. Surveys, attendance, promotion, mobility rates, stability rates, feedback from parent meetings, parent surveys, and feedback from professional development sessions all become a vital part to the Bruce Elementary School’s School Improvement Plan process/implementation and the creation of the school’s Professional Development Plan. Teachers and staff meet weekly to review, plan, and address students’ and teachers’ needs. This happens during Professional Learning Communities where data is continuously analyzed to make immediate decisions regarding curriculum pacing. Discovery Education’s Formative Assessments are given three times annually, and the results can be compared to other teachers, grades, and the school district as a whole. This assessment is particularly important when identifying student performance indicators that are troublesome. Grade level performance for all subjects have been examined and used to determine goals. 2011 TCAP Data for Third through Fifth Grade – Criterion Referenced 1. Reading/Language Arts--Improve literacy instruction using a balanced approach and differentiated instruction that will meet individual student needs, especially targeting our Economically Disadvantaged subgroup. Only 23% of all students scored in the proficient and advanced ranges. The Annual Measurement Objective for the 2010-2011 school year was 49%. The schools Adequate Yearly Progress status is TARGET. The number of students scoring in the proficient and advanced range will increase by 20%. 2. Mathematics--Improve teachers’ instructional expertise in Math to meet individual student needs, Bruce Elementary School School Improvement Plan 38 especially targeting our Economically Disadvantaged subgroup. Only 15% of all students scored in the proficient and advanced ranges. The Annual Measurement Objective for the 2010-2011 school year was 40%. The schools Adequate Yearly Progress status is TARGET. The number of students scoring in the proficient and advanced range will increase by 25%. Currently, there is not a state benchmark for Science and Social Studies. The attendance target for the state is ninety-three percent. Subgroups with a membership of less than forty-five do not count toward adequate yearly progress status. Bruce Elementary School had one hundred seventy-eight students enrolled in grades three through five in 2011. One hundred percent of these students took the 2011 T.C.A.P. Ninety-nine of these students were female and seventy-nine were male. The subgroup categories are as follows: One hundred fifty-seven students were African-American, twenty-two were Pacific Islander, fourteen were Hispanic, and four were White. One hundred eighty-four students were economically disadvantaged, nineteen were students with disabilities and twenty-three were students with limited English proficiency. Nineteen of our students with disabilities took the test with allowable accommodations. Twenty-three of our limited English proficiency students took the test with allowable accommodations. Reading, Language Arts and Writing Bruce School has become a “Target” school for not meeting Tennessee’s state standards. In the spring of 2011, two subgroups had enough members to count towards the school’s A.Y.P. status: 1. Black 2. Economically Disadvantaged Based on this T.C.A.P. data, the subgroups break down as following: Bruce Elementary School School Improvement Plan 39 Proficient and/or Advanced White—fifty percent, Hispanic—eighty-six percent, African-American—eighty-three percent, Asian/Pacific Islander—eighty-four percent, Economically Disadvantaged—eighty-two percent, Students with Disabilities—fifty-six percent, Limited English Proficiency—sixty-nine percent. The lowest scoring subgroups in reading are Students with Disabilities, White, and Limited English Proficiency. The subgroups with enough members to count towards Bruce Elementary School’s A.Y.P. goals are Black and Economically Disadvantaged. 5th Grade Writing Assessment Fifth grade students are given a standardized T.C.A.P. writing assessment in February of each school year. The papers are sent and scored. Papers are scored according to a writing rubric ranging from a score of 0 to 6. A score of 6 represents outstanding, 5 is strong, 4 is competent, 3 is limited, 2 is flawed, 1 is deficient and a score of 0 means the paper could not be scored. On the 2011 TCAP Writing Assessment, twenty-two students scored below proficient, and sixty-five students scored in the proficient or advanced categories. Seventy-five percent of students were proficient and 25% were below proficient. The numbers of students scoring in the below proficient range DECREASED 11%. The number of students scoring in the proficient and advanced range INCREASED 11%. All stakeholders have been made aware of the increase in Tennessee’s Benchmarks via school meetings and website. Sixty-six percent of students in grades 3, 4, and 5 must be proficient in reading to meet the state’s standards. Until then, Bruce School will remain in the “Target” category. Learning Strengths Based on promotion and attendance rates, Bruce Elementary School has maintained ninety-six percent for six Bruce Elementary School School Improvement Plan 40 consecutive years. The 2011 T.C.A.P. Writing Assessment data shows that the students’ writing skills are improving by 11%. Learning Needs According to the T.C.A.P. 3—8 Reporting Category Performance Proficient Report, critical learning needs have been identified in all categories: Content, Meaning, Vocabulary, Writing/Organization, Writing Process, Grammar/Conventions, Techniques and Skills. Bruce Elementary School students did not meet or exceed the state or system averages in grades three, four, and five. Conclusion After a thorough review and analysis, the SIP Committee discovered that all categories of Reading, Language Arts, and Writing are in need for grades three, four, and five. To address these categories (Content, Meaning, Vocabulary, Writing/Organization, Writing Process, Grammar/Conventions, Techniques and Skills), the school community has and will continue to participate in professional development that teaches effective instructional strategies and techniques for differentiating instruction. Best practices and researchbased instructional strategies have been re-visited by all stakeholders. In addition, a school-wide writing plan, 6+1 Writing Traits, is in place throughout grades K-5. Reading Plus, a computer based reading program, has been implemented in grades four and five. Headsprout Comprehension has been implemented in the third grade. Regional Reading Specialists/Coaches work with teachers in grades 3, 4, and 5 on a weekly basis. Mathematics Mathematics—15% of all students scored in the proficient and advanced ranges. The Annual Measurement Objective for the 2010-2011 school year was 40%. Bruce School did not meet the state’s Bruce Elementary School School Improvement Plan 41 A.Y.P. standards. The number of students scoring in the proficient and advanced range will increase by 25%. In the spring of 2011, two subgroups had enough members to count towards the school’s A.Y.P. status: 1. Black 2. Economically Disadvantaged Based on this T.C.A.P. data, the subgroups break down as following: Proficient or Advanced White—one hundred percent, Hispanic—eighty-six percent, African-American—eighty-three percent, Asian/Pacific Islander—ninety-five percent, Economically Disadvantaged—eighty-four percent, Students with Disabilities—fifty three, Limited English Proficiency—eighty-seven percent. Only Subgroups White, Hispanic, Limited English Proficient, and Asian Pacific Islander met the federal benchmark for adequate yearly progress (eighty-six percent). The lowest subgroup in need of assistance is that of Students with Disabilities, Economically Disadvantaged, and Black. All stakeholders have been made aware of the increase in Tennessee’s Benchmarks via school meetings and website. Sixty percent of students in grades 3, 4, and 5 must be proficient in math to meet the state’s standards. Until then, Bruce School will remain in the “Target” category. Learning Strengths Based on promotion and attendance rates, Bruce Elementary School has maintained an attendance rate of Bruce Elementary School School Improvement Plan 42 ninety-six percent for six consecutive years. Promotion rate is 100%. Learning Needs According to the T.C.A.P. 3—8 Reporting Category Performance Proficient Report, critical learning needs have been identified in all categories: Number Sense/Theory, Computation, Algebraic Thinking, Real-World Problem Solving, Data Analysis and Probability, Measurement, Geometry. Bruce Elementary School students did not meet or exceed the state or system averages in grades three, four, and five. Conclusion After a thorough review and analysis, we discovered that all categories of Mathematics are in need for grades three, four, and five. To address these categories (Number Sense/Theory, Computation, Algebraic Thinking, Real-World Problem Solving, Data Analysis and Probability, Measurement, Geometry), the school community has and will continue to participate in professional development that teaches effective, hands-on instructional strategies and techniques for differentiating instruction. Best practices and research-based instructional strategies have been re-visited by all stakeholders. In addition, school-wide intervention plans—Everyday Calendar Counts, Millie’s Math House, Stanford Mathematics--have been implemented throughout grades K-5. Additional support has been given to mathematics by the way of a full school-wide adoption of the Calendar Math program, which covers fifty percent of Tennessee’s student performance indicators. Each teacher was trained to implement Calendar Math in addition to the current mathematics series. Other professional development activities have been utilized to provide additional resources in mathematics. Regional Math Specialists/Coaches work with teachers in grades 3, 4, and 5 on a weekly basis. Bruce Elementary School School Improvement Plan 43 Scott Foresman’s Reading Street Intervention(s) The Reading Street program is implemented school-wide for Tier II students. At the beginning of the school year, all students are administered the baseline test. Students are identified as struggling, emerging or on track. Data from this test, the T.C.A.P. test, Aimsweb Benchmarks, as well as the Scott Foresman grade level pre-test and teacher observation are used to identify at-risk students. These students are placed in the Reading Street Sidewalks intervention program. These students receive daily intervention of approximately 30 minutes. Current 2011 data identifies the following intervention groups in Fall 2011. Students who are assessed at the intensive level, Tier III, will receive daily intervention support by a highly trained Interventionist. In kindergarten, 22% of students have been identified as struggling, 36% have been identified as emerging, and 42% have been identified as on-track or proficient. In first grade, 18% of students have been identified as struggling, 49% have been identified as emerging, and 33% have been identified as on-track or proficient. In second grade, 35% of students have been identified as struggling, 32% have been identified as emerging, and 33% have been identified as on-track or proficient. In third grade, 25% of students have been identified as struggling, 29% have been identified as emerging, and 46% have been identified as on-track or proficient. In fourth grade, 24% of students have been identified as struggling, 22% have been identified as emerging, and 44% have been identified as on-track or proficient. In fifth grade, 12% of students have been identified as struggling, 18% have been identified as emerging, and 70% have been identified as on-track or proficient. Bruce Elementary School School Improvement Plan 44 Quick Reads Quick Reads are individually administered measures of early literacy development. They are designed to be short (one minute) fluency measures used to regularly monitor the development of pre-reading and early reading skills. The measures were developed upon the essential early literacy domains discussed in both the National Reading Panel (2000) and National Research Council (1998) reports to assess student development of phonological awareness, alphabetic understanding, and automaticity and fluency with the code. Each measure has been thoroughly researched and demonstrated to be reliable and valid indicators of early literacy development and predictive of later reading proficiency to aid in the early identification of students who are not progressing as expected. 5th Grade Writing Assessment Fifth grade students are given a standardized TCAP writing assessment in February of each school year. The papers are sent off and scored by the vendor. Papers are scored according to the state’s writing rubric ranging from a score of 0 to 6. A score of 6 represents outstanding, 5 is strong, 4 is competent, 3 is limited, 2 is flawed, 1 is deficient and a score of 0 means the paper could not be scored. Our average score was 3.8. Bruce has implemented a school-wide writing plan (6+1 Writing Traits) and more intensive intervention program for students who score below 4 point proficiency rating. Two practice writing prompts are administered to fifth graders the 1st semester. A TCAP Writing Blitz starts day one of the second semester in addition to Saturday Writing Clinics. Writing teachers will observe effective writing teachers at Rozelle and Larose. Writing professional development sessions will be provided by Klondike Elementary’s Writing Bruce Elementary School School Improvement Plan 45 Team, Dr. Ric Potts, CBU, and Mrs. Lori Streeter, Larose. Formative Assessment Data Memphis City Schools implements the Discovery Education’s Formative Assessment. The formative assessment provides instant feedback to teachers about their students’ performance on state performance indicator questions. The assessment is given three times a year to grades three through five. The data compares class data with school and system data. By reviewing the results and collaborating in grade level teams, teachers can share their expertise on strategies used in their classrooms with other colleagues. The data is used to identify areas of need by specific students, standards, and by S.P.I.'s. The data becomes a valuable source for differentiating instruction. The data is used to drive instruction and focus on deficit skill areas. When comparing our data with the data from the system, our students are below average. Grade-level teams work together to target their deficiencies and create “Hot Lists” to focus in on the areas of need. Attendance Rate The state’s goal for attendance is 93%. The attendance rate for Bruce Elementary for 2010-11 was 95.7%, which exceeds the state’s standard for making Adequate Yearly Progress and meets Memphis City Schools’ attendance standard. According to current attendance data for 2011, our attendance has been at 98.1% for the first twenty-day attendance period, 96.4% for the second twenty days, 96.1% for the third twenty days, 94.8% for the fourth twenty days, 95.1% for the fifth twenty days, _____% for the sixth twenty days, and _____% for the seventh twenty days period. Strategies to encourage good health and regular attendance through the last day of school in May will be implemented to increase attendance. Good attendance is maintained through encouraging teachers, motivated parents, and dedicated students. Attendance initiatives are in place. Perfect attendance and/or only one absence are celebrated school-wide every reporting period. Teachers submit and post classroom attendance daily. Bruce Elementary School School Improvement Plan 46 1.6: Report Card Data Disaggregation (Rubric Indicator 1.6) Report Card Data Disaggregation 2011 State School Report Card Not Available at This Time Up until this 2011-2012 school year, Bruce Elementary School has been in “Good Standing” for six consecutive years. According to the State Report Cards for the years 2005--2011, Bruce Elementary made D’s for Academic Achievement in Math. Bruce has maintained a D average in Reading for the years 2005--2011. The 3-year average is below the state average in all subject areas. From 2005 to 2011, Social Studies three-year average is that of a D. Science continuously lags behind with a three-year average of an F. Students did not meet the Federal Benchmarks in mathematics and reading/language arts. Subgroups African American and Economically Disadvantaged had enough students to count towards A.Y.P. Subgroups White, Asian/Pacific Islander, Hispanic, Native American, White, Limited English Proficiency and Students with Disabilities had fewer than forty-five members to report for A.Y.P. purposes. Bruce Elementary School School Improvement Plan 47 1.7: Narrative Synthesis of All Data (Begins on Next Page) (Rubric Indicator 1.7) Narrative Synthesis of Data Needs: We can conclude after our in-depth analysis of the available data, Bruce Elementary School is not surpassing the system and state’s averages. Increasing mathematics and reading/language arts proficiency and advanced levels are critical to helping students succeed. It is apparent that we must decrease the number of students scoring at non-proficient levels by 50%. The current instructional strategies and programs used for the math and literacy blocks must be reviewed and evaluated to help close the achievement gaps. Strengths: Bruce Elementary School follows the Memphis City Schools’ curriculum. The Memphis City Schools’ Curriculum correlates to the State’s standards. Each curriculum guide presents a detailed description of specific content that is taught at each grade level and outlines the sequence for presentation. The Memphis City Schools’ Instructional Maps provide a framework of the state’s performance indicators and accomplishments. All lesson plans are written using both the MCS curriculum and instructional maps. Assessment results are analyzed to determine the necessary monitoring and adjustment of programs and processes used at Bruce Elementary School. Grade-level Professional Learning Teams meet weekly to analyze data and plan instruction. During these common planning times, teams re-visit Bruce Elementary School’s School Improvement Plan, disaggregate data by various subgroups, and map the curriculum using the State’s Standards, Performance Indicators and the Memphis City School’s curriculum. Teachers meet weekly with the Principal or Instructional facilitator to analyze data and plan for differentiated instruction. Skills are targeted to Bruce Elementary School School Improvement Plan 48 Narrative Synthesis of Data plan/drive instruction. This allows for instructional planning that builds upon the student strengths and provides remediation for indicated weaknesses. Cross grade-level curriculum mapping takes place during Wednesday professional development meetings. These forums allow for teachers to continuously monitor and adjust the processes and programs used for instruction. Grade Chairpersons submit weekly agendas/minutes to document the Professional Learning Team process. The school administration reviews these to monitor, adjust and plan as needed. Plans for instruction are reviewed weekly by the school’s administration to ensure alignment and coordination with State standards. Feedback is articulated to teachers on a regular basis via Monday Memos, conferences, and Professional Learning Team meetings. After looking at specific grade level performance data and the reporting category strengths and weaknesses for each grade, it is evident that we need to develop vertical teams in the content areas. Collaboration with vertical teams will help identify areas in which we can focus more intensive instruction and develop consistent expectations school wide. All areas will definitely benefit from vertical teaming. Parents are informed of programs and processes in place for curriculum analysis and support via the school’s website, Lesson Line, progress reports, Parent Trees, conferences, parent meetings, and notes home. Parents are encouraged to use the school’s Parent Resource Room and school website to view the high quality curriculum and provide feedback. The school has a data display prominent for all who enter. It includes data from all programs including attendance. An improvement is noted in the alignment between assessments and grade level expectations for student achievement. Bruce Elementary School currently utilizes a variety of scientifically based, researched assessment tools in order to have a reliable, valid and bias free measurement of student performance. These tools are state mandated, district supported and 100% of our students are tested. This data is used daily to analyze student performance. These measurements allow the classroom teacher to evaluate teaching methods/assessments and make adjustments that will meet the individual needs of each student and ensure improved student performance. Assessment systems in addition to T.C.A.P. include: Stanford Bruce Elementary School School Improvement Plan 49 Narrative Synthesis of Data Math and L.A.W., Aimsweb, weekly common classroom assessments, Reading Baseline Assessments, Reading and Math Unit Skills Tests, Learning Express Mock Writing Assessments, Discovery Formative Assessments. Summary: With all of the safety nets and support processes in place, our scores in reading/language arts and math are decreasing. NOTES Bruce Elementary School School Improvement Plan 50 Narrative Synthesis of Data 1.8: Prioritized List of Goal Targets (Rubric Indicator 1.8) Prioritized List of Goal Targets Tennessee’s Annual Measurement Objectives for the 2011-2012 School Year: Reading—66% Mathematics—60% Attendance—93% 2010-2011 Bruce Elementary TCAP Scores: Reading--23% Mathematics--15% Writing—75% Attendance--97% Goal I: Increase Reading Achievement – The percentage of all students performing at the proficient and advanced range will increase by 20%. Bruce Elementary School School Improvement Plan 51 Prioritized List of Goal Targets Goal II: Increase Math Achievement - The percentage of all students performing at the proficient and advanced range will increase by 25%. Goal III: Increase Writing Achievement- The percentage of students earning a score of 4, 5, or 6 on the TCAP Writing Assessment will increase by 15%. Component Two Bruce Elementary School School Improvement Plan 52 Beliefs, Common Mission, And Shared Vision Component 2 – Beliefs, Common Mission and Shared Vision 2.1: Beliefs, Common Mission and Shared Vision Bruce Elementary School School Improvement Plan 53 Bruce Elementary School’s stakeholders communicate a vision, statement of beliefs, and mission that provides a focus for improving the performance of the both the students and school as a whole. Bruce Elementary School builds understanding of its mission, vision, and beliefs among ALL stakeholders. They are revised annually at the school’s final Site-Based Leadership Council Meeting and with SACS committees. The stakeholders ensure that these items reflect the most current research and best practices. A final consensus is gathered and these are put in place for the upcoming school year. The mission, vision, and beliefs are the driving force behind the goals for the school improvement plan. They are the guide to improving teaching, learning, and the operation of the school. These items are posted throughout the school, and most importantly, in the school’s front foyer. In addition to this area, they can also be found in the school’s handbook, website, main office, and Parent Resource Room. The Collaborative Process The Beliefs, Mission, and Vision Committee met and addressed these guiding questions: Where are we now? What do we believe? What is our school’s direction/ultimate goal? Where is our school headed? What are we doing for students? What are our expectations for the future? After much discussion and collaboration, the committee reviewed the existing beliefs, mission, and vision. It was determined that the committee must re-visit and update these to ensure continuous student success. The committee met and planned three times prior to receiving faculty input. After additional discussions and minor revisions, the belief, mission, and vision statements were presented to the Site-based Leadership Council and SACS committees for students, staff, parents, and community members’ input and approval. The final versions are posted on the school’s website, throughout the school, and in the main office. Beliefs Bruce Elementary School School Improvement Plan 54 We believe that students’ learning skills develop and mature from consistent decision-making, critical thinking, and interpersonal experiences. We believe that all school stakeholders should set and maintain high expectations for students. We believe that teachers deserve high-quality, professional development activities to learn current research-based instructional strategies. We believe that students must receive on-going formal and informal assessments to help drive instruction and eliminate achievement gaps. We believe that parents, staff/faculty, students, and community members are vital to educational success and must work, plan, and make decisions together to ensure student success. We believe that a safe, inviting, effective school environment is conducive to learning and has a positive effect on the lives of students. We believe that we can identify and address individual students’ needs. We believe that each student is a unique person, with dignity and worth, and has the ability to learn. We believe in proficiency for all students. We believe in academic excellence! Common Mission Bruce Elementary School School Improvement Plan 55 Bruce Elementary School prepares children to become confident lifelong learners, creative problem solvers, and responsible citizens in their communities and the world. Shared Vision It is the vision of Bruce Elementary School to successfully prepare all students to become productive citizens in the 21st century. In pursuit of the vision, Bruce Elementary School is committed to the following: Creating a safe, nurturing, challenging learning environment that fosters academic excellence and risktaking Establishing a home-school-community partnership that works cooperatively and collaboratively and shares the same goal: student success Using research-based instructional strategies to meet the needs of individual learners and address various learning modalities Educating all students to read with comprehension, write clearly, and compute accurately Educating all students to find and use information, think critically, reason, solve problems, and make informed choices Educating all students to read on or above grade-level Providing opportunities for students to become technologically literate, using a wide array of technology, to access information and solve problems Maintaining high expectations and standards for all students Nurturing the abilities of all learners Bruce Elementary School School Improvement Plan 56 Participating in regular, high-quality professional development opportunities that reflect on successful teaching practices Teaching students the importance of respecting themselves and others Assessing, monitoring, and adjusting current teaching practices and assessment tools Empowering students to be responsible for their own learning and actions Implementing school-wide reform strategies that are based on scientific research Component Three Bruce Elementary School School Improvement Plan 57 Curricular, Instructional, Assessment, and Organizational Effectiveness Bruce Elementary School School Improvement Plan 58 3.1 a: Curricular Practices (Rubric Indicators 3.1 and 3.2) Current Curricular Practices Evidence of Practice Standards Curriculum Benchmarks -School-wide use of state approved standards -Adopted by MCS district and correlate with state’s benchmarks and standards -Staff training is standard practice -Bi-monthly staff development supports staff knowledge in the appropriate use of the standards -Standards are identified in curriculum guides and lesson plans -Standards-based model for literacy and mathematics -Curriculum is prioritized and mapped by grade level -TN Blueprint for learning ensures correlation between daily instruction and state assessed skills -S.P.I.’s are noted and drive instruction -Students receive explicit/ effective instruction in Reading, Language Arts, Math Social Studies, and Science daily -Literacy & Math blocks are observed daily. 90 uninterrupted minutes for literacy and 60 minutes for math -School-wide student achievement benchmarks are established yearly -Baseline assessments assess state performance indicators -Baseline data is gathered using a variety of assessments in Literacy and Math -Data is used to prioritize performance objectives -Best practices are utilized to ensure state objectives are met -Aimsweb Progress Monitoring -Curriculum Guides -Instructional Maps Bruce Elementary School School Improvement Plan Formative Assessment -Formative assessments are given throughout instruction -Results are used to plan instructional objectives and create focused skill lessons -Data is used to target student needing support -Data is used for grouping students -TCAP Results Support for Curriculum and Instruction - Support enhances the quality of curriculum and instruction -Teachers actively participate in school/ district level professional development to increase knowledge and mastery of best practices -Technology is used to enhance and support classroom instruction -Intervention is provided for literacy and math before and during the school day -Responsive Classroom/ Morning Meeting -Raising the Bar Mentoring Program Monitoring Materials Monitoring enhances the quality of curriculum and instruction by focusing on the curriculum and objectives -Grade level monitoring forms are used to track literacy and math skills -Struggling students are identified -Progress monitoring is collected to ensure progress/ effectiveness of intervention strategies -Teaching and learning materials are correlated to the state standards and distributed to the instructional staff -A variety of instructional guides for lesson planning are used which identify TN S.P.I.’s: Blueprint for Learning, Learning Village, Houghton Mifflin planning software, Scott Foresman planning software Communication -A shared vision and school focus of grade level expectations is communicated to stakeholders through a variety of media formats -Grade level curriculum meetings are held each semester -School website -Parent/teacher conferences -Support team meetings -Written progress reports -Parent/Teacher Contact logs -EdPlans -School/district parent workshops -Individual TCAP performance report 59 -Title I material purchases support the curriculum, school focus, and action plan Is the Yes current practice researchbased? Is it a Yes principle & practice of highperforming schools? Has the Effective current practice been effective or ineffective? -Lesson Plans -A.Y.P. Data What data -Professional source(s) Learning do you Community have that minutes support -Staff your Development answer? surveys Bruce Elementary School School Improvement Plan Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Effective Effective Effective Effective Effective Effective Effective -A.Y.P. Data StudentTeacher Academic Reports -Progress Reports -Unit Skills Tests -Teacher/ Principal/ Facilitator classroom observations and feedback -S.P.I. tracking forms -Baseline -T.C.A.P. -A.Y.P. data -Formative Assessments -Unit Skills in Reading, Writing & Math -Teacher evaluations and observations -P.L.C. agendas & minutes -I.E.P.’s -Peer observations -Differentiated -Reading, Writing, & Math Unit Skills -Formative Assessments -Student Progress Reports -TCAP Data -AYP Data -Assessment data/Trackin g Forms -Lesson Plans -Correlation between objectives and material use -Teacher observation and -Climate -Ways to surveys, all stakeholders -Data/ A.Y.P. postings -Written notification -Student Handbook -Parent 60 -Feedback from Regional Content Specialists -A.Y.P. Data, 15% proficient in Math 23% proficient in Reading Evidence of effectiveness or ineffectiveness Bruce Elementary School School Improvement Plan -Grade-level data notebooks -Monitoring instruments -T.C.A.P. data -Increased promotion rate -Fewer referrals -Formative Assessment results -Unit skills tests reflect mastery & nonmastery of identified S.P.I.’s -Common Assessments math and literacy tests -Kindergarten Readiness Inventory -Stanford Math Assess, Math -Student growth in mastered grade level S.P.I.’s from fall to spring -TCAP data -Promotion rate -Increased student mastery of skills - Alignment of skill to instruction to assessment instruction -Lesson plans -Student Progress Reports -AYP data -Monthly mentoring logs -Teacher evaluations, -Intervention pre/post assessments -Equity in grade level expectations -Early intervention for struggling learners - Progress noted in # of standards met -Aimsweb Monitoring continuous increase in student progress -Fewer referrals - EdPlans -Increase in promotion rate -Increase in the number of students proficient and advanced (including special education) Observations feedback -Student use and motivation -Student progress evaluations -Community involvement - Leadership Council -Adopter Participation -Family Calendar -Student reciting of school mission -All classrooms equipped with necessary materials for effective instruction -Gains in the number of students moving to proficiency and advanced -Promotion rate -District , state, and federal monetary support - Climate Survey responses -Parent Response to newsletters, meetings, and flyers -Leadership Council Meeting agenda/min utes -Student Government/ Ownership -Increase parent involvement -Increased community support (Thinkshow!, Capstone, proctors, etc.) 61 -Common planning time -Grade Level P.L.C.’s -Weekly professional development -Agendas, minutes -District pacing & curriculum guides -Common planning -P.L.C.’s -District, onsite support and professional development Evidence of equitable school support for this practice -Aimsweb Benchmark tests monitor student progress; Unit Skills tests, formative assessments, common assessments) in grades K – 5 and special education -District formative assessments grades 3-5 -Voyager progress monitoring K-5 -D.I.B.E.L.S. K, 1 -Common Planning Time -P.L.C. meetings -Special Education students tested on grade level -Parent curriculum meetings -After school tutoring -Support team meetings -Parent/ Teacher conferences -Progress Reports -Raising the Bar Mentoring Training -Grade -Continue time for common planning by grade level for P.L.C.’s -Continue reading and math interventions -Continue the use of -Continue to monitor data and adjust instructional practices -Increase the communicat ion between regular, E.S.L., and special level P.L.C. minutes, agendas -Classroom observations -Grade level data notebooks -Title I Budget requirements for materials purchased to be a part of SIP’s action plan PhoneLink/ for mass communicat ion -School website -Monthly -Materials newsletters are -Data, provided parent for grades info., K – 5, and school Spec. Ed. focus -District, boards state, and displayed federal monetary throughout school support -Spec. Ed teacher attendance at gr. level mtgs. Next Steps -Continue identification of state standards for focused instruction in all subject areas -Continue professional development focusing on the use of standards to drive instruction and Bruce Elementary School School Improvement Plan -Continue to monitor the instructional pace at grade level P.L.C.’s -Increase dialogue between grade levels concerning entering/ -Continue to analyze assessment scores to make adjustments -Increase planning of strategies to meet individual needs of students -Maintain high -Continue to monitor data -Increase the use of differentiated instruction -Continue to provide feedback to students and parents -Continue to purchase materials/ technology that will support standards based instruction -Continue all student, parent and community communicati ons -Increase all stakeholders participation in school focus: 62 differentiated instructional strategies that ensure the mastery of grade level expectations -Continue to offer more instructional suggestions and material in Math to prevent losing gains in that area Bruce Elementary School School Improvement Plan exiting performance expectations -Continue professional dev. for “best practices” in delivery and assessment of curriculum, differentiated instruction expectations -Monitor alignment of instruction and assessment research-based best practices - Increase differentiated instructional use -Continue using funds to provide supplemental materials -Continue support-team meetings and parent conferences -Secure updated technology in order to utilize all instructional tools -Interventions education teachers in order to unify grade level expectations -Continue to monitor all academic and nonacademic data for SIP P.T.S.A., School Leadership Council, School Leadership Team, SACS Committees 63 3.1.b: Curriculum Gap Analysis Curriculum Gap Analysis The Current Use of Time, Money, Personnel, and Other Resources State and district guidelines mandate the course offerings at Bruce Elementary. The curriculum is guided by the Memphis City Schools’ Instructional Maps which outline the Student Performance Indicators, S.P.I.’s, organized by grade level and subject area state accomplishments. The state and local standards are consistent. The Memphis City Schools’ curriculum guides provide the scope, pacing, and sequence of the content areas. These guides are the foundation for teaching the core curriculum and standards. All teachers can access the instructional maps via the district’s website AND have a hard copy. All teachers have internet access to the Memphis City School’s curriculum guides and Learning Village’s lesson plans. All teaching and learning materials that are adopted or purchased for the instructional staff must be approved to ensure correlation with the state standards. Time Utilization All teachers attend district and on-site professional development focused on the content and use of the curriculum. This takes place during the summer months as well as throughout the school year. At the beginning of each school year, the curriculum is prioritized and mapped. All data points are used to identify troublesome S.P.I.’s and students who are not meeting proficiency standards. Each grade level is provided a weekly common planning time to facilitate P.L.C.’s. During this time, teachers, along with the principal and/or facilitator, have the opportunity to analyze data and plan S.P.I. focused, differentiated instruction. As well, teachers collaborate on grade level pacing and curriculum expectations and the use of “Best Practices.” This provides a weekly support system for enhancing the quality of curriculum and instruction. Parents and school stakeholders are also encouraged to view the school’s curriculum via the website or on Curriculum night, which allows them the opportunity to provide feedback and help monitor the quality of Bruce Elementary School School Improvement Plan 64 the curriculum. This also provides the school and community with the school’s expectations of students, by grade level. The scheduling of classes includes all content areas. Bruce Elementary School’s Leadership Team has implemented grade appropriate cohesive standards based models for math and literacy. Teachers use the Lesson Design for Learning, posted in every classroom, as their instructional guide. A school-wide, K – 5, ninety-minute literacy block is observed daily. An additional thirty minutes is devoted to language arts. A thirty-minute block is devoted to the My Sidewalks Intervention Program that helps the tier three atrisk students. A seventy-five minute block for math is also observed. Math and literacy interventions take place ranging from thirty minutes to one hour during the school day for a targeted group of students. Extended day after school tutoring is available to students in grades 2-5, from December to March. Support classes are scheduled in forty-five to fifty-five minute blocks. These classes are provided for all students, K – 5; and include: Orff Music, Physical Education, Art, and Library. Grade level P.L.C.’s take place during student support classes. Students in grades three through five are administered Discovery Education’s Formative Assessment three times per year. This assessment has been aligned with the Memphis City Schools and Tennessee’s benchmarks. Curriculum specialists at the board continuously work to correlate the assessments to the scope, sequence, curriculum, and benchmarks. Teachers are able to retrieve data instantaneously to identify troublesome S.P.I.’s and target areas of students’ weakness and growth. Teachers use the current reading series Scott Foresman’s Reading Street during their ninety-minute, uninterrupted literacy instructional block. The series encompasses all of the reading skills including basic sight words, tested objectives, grammar, writing, phonics, fluency, reading, reading comprehension skills, and spelling. Leveled readers and phonics books are used to individualize instruction. The Reading Street curriculum has been designed to target specific skills weekly. Remediation and/or enrichment are taught at the end of the week. Unit skills tests are given every reporting period to assess learning. The research-based, newly adopted EnVision Math series provides academic instruction in graphs, shapes, geometry, measurement, estimation, computation, place value, fractions, word problems, number operations, money, patterns, time, and numeration. The Calendar Math component encompasses patterns, Bruce Elementary School School Improvement Plan 65 number series, graphing, time, money, number operations, word problems, temperature, and fractions. Math is also taught during an uninterrupted instructional block of seventy-five minutes. Budget Utilization Funding for Bruce Elementary School comes primarily from Site-Based and Title I budgets. The Site-Based budget is determined by student enrollment and the Title I budget is allocated by the economically disadvantaged percentage. The Site-Based budget is utilized to purchase instructional materials, furniture, computers, equipment and supplies. Each teacher received an additional $400 from the state for the purchase of materials to support the curriculum. Title I funding resources enable Bruce to provide additional personnel, materials, supplies, and to meet the professional development needs of the staff. Human Resources All Bruce Elementary School teachers are highly qualified by the standards set forth by the 2001 No Child Left Behind Act. Four teachers are Memphis Literacy Academy Laureates. They have received intensive reading instruction training and help share the professional development responsibilities at the school. Five teachers have become certified “Raise the Bar” teacher mentors. The faculty at Bruce consists of twentytwo regular education teachers, four support class teachers, two special education teachers, two E.S.L. teachers, one part-time strings teacher, one part-time speech teacher, one instructional facilitator, one professional school counselor, and one part-time Orff music teacher. There is one educational assistant assigned to certificated personnel. Certificated personnel are responsible for the instruction and assessment of all students. The Pre-K classes have two full time assistants. The Guidance Counselor, School Psychologist, Social Worker, and staff offer support to families in securing services that support basic and educational needs. Character education, safety education, test taking skills, anger management, no bullying programs, and college and career awareness are all a part of this program. The instructional facilitator provides professional development for teachers in the use of data analysis, curriculum instruction, and other areas based on identified needs. District level support for curriculum is provided by the Standards Curriculum and Assessment Department, Careers and Technology, Exceptional Children, Professional Bruce Elementary School School Improvement Plan 66 Development Specialists, and Staff Development Coordinators. Other Resources Adopters reinforce and enrich school curriculum through time, financial donations, and learning opportunities. Student Fee Waiver funds supplement instructional materials and learning opportunities. OPTIMAL UTILIZATION OF RESOURCES “What Ought to Be”: Time, Money, Personnel, and other Resources Teachers are receiving adequate and equitable amount of curriculum support. Funds and resources are targeted to assist teachers to meet the needs of their students. This is evidenced by the school’s adequate yearly progress status of “Good Standing.” Time Utilization Additional time is needed to utilize all materials that support the curriculum. Additional time is needed for special educators and support teachers to attend grade level P.L.C.’s on a consistent basis. Not enough time is devoted to science and social studies. Budget Utilization Additional funds are needed to update computer hardware to successfully implement Stanford E.P.G.Y.math and other computer-based interventions. District stipends are needed for teacher attendance at after-school and summer professional development. A mobile computer lab is needed to allow all students access and successful integration of computer-assisted instruction. Additional funds are needed to update teacher, literacy, and math workstations. Bruce Elementary School School Improvement Plan 67 Human Resources Additional classroom para-professionals are needed to assist in the equity of curriculum delivery. Additional certificated personnel are needed to facilitate inclusion. An additional classroom teacher is needed to reduce fifth grade classroom size. A dedicated science lab teacher and writing teacher would be beneficial. Other Resources Updated computers and teacher workstations are needed to support instruction. Sites such as Net Trekker and United Streaming build on instruction, but are hard to use due to outdated hardware. Cable in the classroom would allow access to the district’s cable channel. This channel offers a myriad of professional development segments and educational videos and series that support/enhance the curriculum. Smart Boards, laptops, and LCD projectors are lacking with only one per grade level (except Pre-K). A Parent Advocate is needed to assist in the implementation of district initiatives, parent trainings, student support, and the MCS curriculum. Equity and Adequacy Are we providing equity and adequacy to all of our teachers? A professional development needs survey is administered annually to the faculty and staff. To provide equity and adequacy to all teachers, everyone is afforded the opportunity to receive support in their area of need. This might be done on campus, at the Teaching and Learning Academy, or even at another school. The district provides curriculum materials to all teachers systematically on-line via Avatar (Teachscape Bruce Elementary School School Improvement Plan 68 Modules, TEM Modules, Common Core Modules, etc). Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? Funds and resources are given to all teachers to effectively meet the needs. Title 1 funds are allocated for instructional supplies and professional development needs. Any additional resources are allocated based on equity and need. Teachers also seek out grants when needed. Based on the data, are we accurately meeting the needs of all students in our school? Based on A.Y.P. data, Bruce Elementary School has NOT met the state’s benchmarks for proficiency in reading and mathematics. A decline in all subgroups’ proficiency levels indicate a MAJOR need for improvement. Students ARE being provided opportunities to participate in intervention programs based on their learning needs. Bruce Elementary School School Improvement Plan 69 3.2: Curricular Process (Rubric Indicator 3.2) What are our major strengths and how do we know? Bruce Elementary School School Improvement Plan 70 The following strengths were analyzed in component 3.1a: The Memphis City Schools’ curriculum correlates to state standards and benchmarks and is used district wide. This is evident in the targeted S.P.I.’s being taught and assessed. It is also evident in the number of transient students that are able to continue progress on grade level expectations. The instructional staff utilizes the Memphis City Schools Instructional Maps, curriculum guides, state S.P.I.’s, and assessment data to meet grade level proficiencies. This is evident in the agendas of weekly P.L.C’s, lesson plans, formal/informal observations, promotion rate, student achievement, and T.C.A.P. data. The school’s high quality curriculum enables students to problem solve, make decisions, and set goals. This is evident in integration of subject matter, maintenance of high expectations, and inclusion of higher order thinking skills. Use of research-based instructional practices allow for the support and monitoring of curriculum. All stakeholders are invited to view the curriculum and provide feedback. There is a commitment to engage in professional development that enhances the manipulation of the curriculum and supplemental materials. Bruce Elementary School’s Instructional facilitator frequently collaborates with colleagues from Berclair, Idlewild, and Rozelle Elementary schools (all high performing schools) to determine if current practices and principles utilized by instructional staff are effective. This collaborative team works together to help ensure academic success for all students. The curriculum allows students to engage in higher-order thinking, problem solving and decision making. Evidence of this is in quality student work, integration of subject matter, and inclusion of higher-order thinking skills. Execution of research-based practices strengthens the implementation of the curriculum. What are our major challenges and how do we know? Bruce Elementary School School Improvement Plan 71 The following challenges were noted in the gap analysis, 3.1b: Additional time is needed to implement and utilize all curriculum resources and district mandated initiatives. Evidence for this challenge is found in professional development evaluations, surveys, P.L.C. minutes and classroom observations. There is a need for updated technology. Outdated computers will not accommodate software and web-based programs provided to support the curriculum. Reformation of planning time and professional development is needed to develop and incorporate curriculum resources. Evidence of this is found in professional development surveys, PLC minutes, and classroom observation forms. There is a need for science laboratory experiences to increase mastery of science skills. Evidence of this is found in low TCAP proficient scores in Science. There is a need for more intervention specialists to ensure intervention initiatives are adequately implemented. Bruce Elementary School School Improvement Plan 72 How will we address our challenges? The following strategies may be used to address the curricular challenges of time, personnel, and technology: Teachers and staff need to continue with professional development opportunities that will help them better assist the students. Science and Social Studies should be integrated throughout the content areas, not just taught in isolation. Teachers need to adhere more closely to and focus on state assessed skills. Professional Learning Communities will be dedicated to data analysis, differentiating instruction, and ways preventing “time off task” in order to help close the achievement gaps among all of the students. Funds may be budgeted to provide an increase in paraprofessionals and certificated personnel. Additional volunteers may be used for tutoring and small group instruction. Funds may be budgeted to purchase updated technology. Professional development training schedules will focus on developing and reviewing curriculum practices. Current practices will be aligned with the principles and practices of high-performing schools within the district through observations and other professional development opportunities. Title I funds and Site-Based funds will be used to update technology throughout the school. Bruce Elementary School School Improvement Plan 73 3.3.a: Instructional Practices (Rubric Indicators 3.3 and 3.4) Current Instructional Practices Evidence of Practice Bruce Elementary School School Improvement Plan Standards Alignment -Instruction is aligned with standards based curriculum -Standards are identified in all curriculum -Lesson Plans -Teachers post standards and S.P.I.’s Assessment Alignment Data-Driven Instruction Assessments -Data is coincide with curriculum taught -Focused S.P.I.’s are assessed on each grade level continuously used to facilitate differentiated instruction -Intervention strategies are used for targeted groups -Weekly grade level meetings are held to determine instructional needs and strategies High Quality Learning Environments Research Based Instructional Strategies -Students are engaged in higher order thinking skills -Concept mapping is used in PreK-5 in all content areas -Project Description Forms identify levels of thinking for student work -Systematic, explicit, and engaging instruction is practiced by all teachers -Schedules are designed for optimal learning including a reading and math block with workstations -Concept Mapping -Aimsweb for grades K-5 -Calendar math Differentiat ed Instruction Classroom Organization and Management -School wide and classroom practices are consistent -Learning stations and classroom libraries are used -Cooperative grouping -Posted rules, consequences and rewards -Integrated word walls -School wide behavior plan Differentiated Instruction -Multiple opportunities for additional assistance to improve learning are provided -After school tutoring -My Sidewalks reading intervention -Math intervention, web based, and paper/pencil -Support Team and I.E.P. meetings -EdPlans Differentiated Instruction -Instruction supports varied learning styles and needs -Lesson planning -P.L.C. minutes -Formal and informal observations -Inclusion, mainstreaming -I.E.P.’s to tailor instruction -Small group instruction -C.L.U.E -Resource -E.S.L. Guided Reading Groups -EdPlans 74 Is the current practice research-based? Yes Yes Yes Yes Yes Yes Yes Yes Is it a principle & practice of highperforming schools? Has the current practice been effective or ineffective? Yes Yes Yes Yes Yes Yes Yes Yes Effective Effective Effective Effective Effective Effective Effective Effective -Lesson Plans -Posted S.P.I.’s in classrooms -A.Y.P. data -Formative -S.P.I. tracking sheets -Identified S.P.I.’s -Formative -P.L.C. minutes -Student work/hall -Assessment display and -Project benchmark description reports forms -Grade level -Lesson data plans notebooks, -Classroom monitoring observations - Assessment forms results -Classroom -Decreased number of discipline referrals -Classroom observation -Increased time on task and focused instruction -EdPlans - Aimsweb Benchmark s and Progress Monitoring -I.E.P. goals -My Sidewalks reading intervention -Support team meeting minutes -Stanford Math Intervention -EXCEL Reports -Reading Plus Intervention -Headsprout Intervention -100% of teachers are trained to analyze data and modify instruction -Increase in number of students mastering grade level -Increase in number of students mastering grade level expectations expectations -Increase in -Increase in -80% of students were proficient in Math -83% of students What data source(s) do you have that support your answer? Evidence of effectiveness or ineffectiveness Bruce Elementary School School Improvement Plan Assessments -T.C.A.P. Assessments -Common Assessments -T.V.A.A.S. -A.Y.P. data -Promotion rate -Increase in students performing proficient and above -Formative Assessment -100% of teachers use word walls and concept mapping to support effective observations -Lesson plans -Classroom organization -Classroom schedules -P.L.C. minutes -Assessment results -Assessments -Pre/Post Assessment for after school tutoring -I.E.P., Support Team meeting minutes -100% of faculty actively participates in professional development 75 scores Evidence of equitable school support for this practice Bruce Elementary School School Improvement Plan -All teachers utilize Learning Village database -All teachers utilize MCS Instructiona l Maps -All teachers participate in weekly P.L.C.’s and faculty -All students in grades 3–5, including special education, are assessed for mastery of unit S.P.I.’s through Formative Assessment tests - All students K1, are given -All teachers participate in Data Analysis professional development sessions -All teachers are provided with data notebooks -Weekly P.L.C. meetings are held to instruction number of students scoring proficient and above number of students scoring proficient and above were proficient in Reading emphasizing differentiated instruction -100% of first graders utilizing Headsprout -All 4th and 5th grade intervention students utilizing Stanford Math -All Tier 2 Reading 4th and 5th grade students utilizing Reading Plus -Extensive professional -Professional Development and access to lesson plans via Learning Village that include multiple objectives and teaching strategies are provided for all teachers. -Students are provided with tutoring -The learning development -All teachers receive professional has been provided for this practice -All teachers have received the necessary materials to fully implement these practices -Professional development training on the implementation of learning workstations -All teachers received classroom management opportunities during and after the school day -Students are mainstreamed into appropriate instructional settings -Title I and environment is arranged to support small group instruction -Materials are made available to all classes to support individual student needs. -All teachers 76 meetings -Aimsweb benchmark test three times a year -Baseline assessment tests are given -Bruce Elementary uses S.P.I.’s tracking sheets to monitor K-5 mastery of unit S.P.I.’s or accomplishments Development, identify strengths and challenges of all students peer observations, training and materials -Forms and walkthroughs are provided to increase staff knowledge of “best practices” outlining expectations are given to teachers prior to observations and walkthroughs Fee Waiver funds are used to enhance instruction school-wide have access to district approved interventions -Administrative staff attends all I.E.P. and support team meetings -All students assessed using Aimsweb -All Students are benchmarked in Aimsweb Next Steps -Continue P.L.C. support -Continue to focus on standards driven instruction -Continuous professional development Bruce Elementary School School Improvement Plan -Continue to use assessment data to modify instruction -Continue to align assessment and instruction -Continuous professional -Continue to use data to move students from low to middle, and middle to high achievers -Continuous professional -Continue to implement “best practices” in classroom instruction -Continue to maintain high development -Create classroom expectations for all -Continue to implement effective instructional practices that allow students to be actively engaged in the learning process -Continue -Continue introduction and use of high quality learning stations -Continuous professional development -Continue tutoring and intervention strategies -Allocate funding for additional assistants -Increase aid from adopters and community -Continue to use data to tailor instruction to address student needs -Provide support for instructional resource teachers in order to 77 development -Administer, analyze, and evaluate data to drive instruction environments that are conducive to learning learning by providing professional development addressing higher levels of Bloom’s Taxonomy professional development which supports effective researchbased strategies resources for tutoring -Continuous professional align instruction with grade level development -Increase the use of small groups in all content areas expectations -Continuous professional development -Provide small group instruction -Meet the needs of all students by disaggregating data Bruce Elementary School School Improvement Plan 78 3.3 b : Instructional Gap Analysis Instructional Gap Analysis The Current Use of: TIME, MONEY, PERSONNEL and OTHER RESOURCES Teachers use research-based instructional strategies that are often implemented district-wide such as intensive vocabulary instruction, differentiated instruction, and concept mapping. Instruction is aligned with federal, state, and district standards. The instructional process is completely data driven. Teachers use the standards based curriculum and only high quality assessments. Students are actively engaged in high quality learning environments as supported by higher level thinking skills. Time Allocation All teachers attend district and on-site professional development for training in the use of research-based and data-driven instruction. This professional development takes place in the summer, during in-service, during regularly scheduled sessions with the school’s instructional facilitator, and at weekly Professional Learning Communities throughout the school year. The principal attends the annual summer Principal’s Academy and module trainings throughout the school year. Parents are encouraged to attend on-site professional development sessions and also attend the district’s parent meetings/trainings. The special skills teachers have monthly professional development sessions sponsored by the Board of Education. Para-professionals are asked to participate in the school’s professional development sessions and strongly encouraged to pursue higher education opportunities. Each grade level is provided with common planning time on a weekly basis in order to facilitate Professional Learning Communities. During this time, teachers analyze data and plan for focused instruction using differentiated instructional strategies. They ensure that they are utilizing a wide range of research based, student-centered strategies. Teachers help one another with classroom management Bruce Elementary School School Improvement Plan 79 and organizational techniques. These best practices are also shared during Professional Development Wednesdays at the school. As well, teachers collaborate on the use of research-based instructional strategies and “best practices”. The scheduling of classes includes instruction in all content areas. Explicit instruction ensures the effectiveness of time on task. Instructional delivery times are adhered to and are of the utmost importance. A school-wide ninety minute uninterrupted instruction for literacy is practiced daily. This takes place at the beginning of every school day following sustained silent reading. Literacy activities include a variety of workstations, whole group instruction, small group instruction, and guided reading. A seventy-five minute block for math is also observed. Support classes are in forty-five to fifty-five minute blocks. These classes are provided for all students, K-5; instructional support classes consist of: Library, P.E., Music, and Art. Bruce Elementary School’s staff offers timely additional assistance to students who are experiencing difficulty. Math and literacy interventions take place ranging from twenty to thirty minutes to one hour of the school day for a targeted group of students. My Sidewalks and Stanford E.P.G.Y. are used to target the tier two and tier three students. Volunteers from the school’s adopters tutor at-risk students daily. The E.S.L. teachers offer after-school homework help to those English Language Learners who need extra assistance. A volunteer from Multi-National Ministries provides an intense, additional reading tutoring session to E.L.L. students who are struggling. Extended day after school tutoring is offered to students in grades two through five for additional reading and math interventions. The Special Education teachers use inclusion to help address the needs of students with disabilities. Volunteers from Multi-National Ministries work with non-English speaking moms to help them help their children. Bruce School has collaborations with local colleges, universities, and professional development consultants to implement strategies to attract high quality, highly-qualified teachers. Budget Allocation Funding for Bruce Elementary School comes primarily from the Site-Based and Title I budgets. The SiteBased budget is determined by student enrollment, and the Title I budget is allocated by the educationally disadvantaged percentage. The Site-Based budget is utilized to purchase instructional materials, furniture, computers, equipment and supplies. This budget is generally consumed by the district’s new textbook adoption. Each teacher received an additional $400 from the state for the purchase of materials to support Bruce Elementary School School Improvement Plan 80 instruction. The BEP 2.0 allocation was $200. Title I funding resources enable the school to provide additional personnel, materials, supplies, parent involvement, and meet the professional development needs of the staff. The district supports an extended day after-school tutoring program. The program includes students who are at-risk and need intensive support on targeted S.P.I.’s. This after school program provides students with additional assistance to improve learning beyond the realm of the classroom. Title 1 funds the Interventions personnel and the My Sidewalks program. The program provides students with an additional plan for assistance. The E.S.L. office funds two of the school’s E.S.L. teachers to work with students that have diverse cultural and language backgrounds in an after school program. Human Resources All Bruce Elementary School teachers are highly qualified by the standards set forth by the 2001 No Child Left Behind Act. Four teachers are Memphis Literacy Academy Laureates, as is the school’s principal. They have all received intensive reading instruction training and help share the professional development responsibilities at the school. Five teachers have become certified “Raise the Bar” teacher mentors. The faculty at Bruce consists of twenty-two regular education teachers, four support class teachers, two special education teachers, two E.S.L. teachers, one part-time school nurse, one part-time strings teacher, one parttime speech teacher, one instructional facilitator, one professional school counselor, and one part-time Orff music teacher. There is one full-time paraprofessional assigned to certificated personnel. Certificated personnel are responsible for the instruction and assessment of all students. The guidance counselor, school psychologist, social worker, and staff offer support to families in securing services that support basic and educational needs. Character education, safety education, test taking skills, anger management, no bullying programs, and college and career awareness are all a part of this program. The instructional facilitator provides professional development for teachers in the use of data analysis, curriculum instruction, differentiated instruction, TEM and planning. District level support for curriculum is provided by the Standards Curriculum and Assessment Department, Careers and Technology, Exceptional Children, Professional Development Specialists, and Staff Development Coordinators. Bruce Elementary School School Improvement Plan 81 Other Resources Adopters reinforce and enrich school curriculum through time, financial donations, and learning opportunities. Student Fee Waiver funds supplement instructional materials and learning opportunities. The state funds the two voluntary Pre-K classrooms. OPTIMAL UTILIZATION OF RESOURCES “What Ought to Be”: Time, Money, Personnel, and other Resources Teachers are receiving adequate and an equitable amount of instructional support. Ample funds and resources are allocated to assist teachers to meet the needs of their students; however, there is a decline in proficiency levels across all subgroups intensifying the need for good first teaching and the differentiation of instruction. One size does not fit all! Time Utilization Additional time is needed to utilize all materials that support the instruction. Additional time is needed for special educators and support teachers to attend grade level P.L.C.’s on a consistent basis. Not enough time is devoted to science and social studies. More time must be devoted to the students with disabilities, economically disadvantaged students, and English Language Learners subgroups. Budget Utilization Additional funds are needed to update computer hardware to successfully implement Stanford E.P.G.Y. and other computer-based interventions. District stipends are needed for teacher attendance at after-school and summer professional development. A mobile computer lab is needed to allow all students access and successful integration of computer-assisted instruction. Bruce Elementary School School Improvement Plan 82 Human Resources Additional para-professionals are needed to assist in the equity of instructional delivery. Additional certificated personnel are needed to facilitate inclusion. An additional classroom teacher is needed to reduce fifth grade classroom size. A dedicated science lab teacher and writing teacher would be beneficial. Other Resources Updated computers and teacher workstations are needed to support instruction. Sites such as Net Trekker and United Streaming build on instruction, but are hard to use due to outdated hardware. Cable in the classroom would allow access to the district’s cable channel. This channel offers a myriad of professional development segments and educational videos and series that support/enhance instruction. Additional books and book containers are needed to help support classroom libraries and the separation of books via genre. This exposes children to a variety of literature resources that support instruction. Equity and Adequacy Are we providing equity and adequacy to all of our teachers? A professional development needs survey is administered annually to the faculty and staff. To provide equity and adequacy to all teachers, everyone is afforded the opportunity to receive support in their area of need. This might be done on campus, via Avatar, Via Regional Specialists/Coaches, at the Teaching and Learning Academy, or even at another school. The district provides on going, research based professional development to all instructional facilitators and principals. They, in turn, share this information with the staff. All teachers are provided time to organize materials and plan lessons that will assist their students in skills mastery. Bruce Elementary School School Improvement Plan 83 Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? Funds and resources are given to teachers to effectively meet the needs of all teachers. Title 1 funds are allocated for instructional supplies and professional development needs. Any additional resources are allocated based on equity and need. Teachers also seek out grants when needed. Based on the data, are we accurately meeting the needs of all students in our school? Based on A.Y.P. data, Bruce Elementary School has not met the state’s benchmarks for proficiency in reading and mathematics. There has been a decline in all subgroups’ proficient levels indicating a need for MAJOR improvement. Bruce Elementary School School Improvement Plan 84 3.4: Instructional Process (Rubric Indicator 3.4) What Are Our Major Strengths and How Do We Know? The following strengths were analyzed in component 3.3 : Teachers use proven research-based instructional practices that are data driven. Lessons are designed to actively engage all students in the learning process and encourage them to take ownership of their learning. Classroom instruction is aligned with the standards based curriculum and assessments. Lessons are designed to meet the assessed T.C.A.P. objectives based on the State Performance Indicators. The school has a formalized process to align instructional practices with the curriculum and demonstrates results through systematic and sustainable implementation throughout the school. This process is motivated by data analysis that facilitates data driven instruction. Differentiated instructional methods are utilized to meet the individual learning styles and abilities of students needs. The instructional staff utilizes the Memphis City Schools Instructional Maps, curriculum guides, state S.P.I.’s, and assessment data to meet grade level proficiencies. This is evident in the agendas of weekly P.L.C’s, lesson plans, formal/informal observations, promotion rate, student achievement, and T.C.A.P. data. The school’s high quality curriculum enables students to problem solve, make decisions, and set goals. This is evident in integration of subject matter, maintenance of high expectations, and inclusion of higher order thinking skills. Use of research-based instructional practices allows for the support and monitoring of curriculum. All stakeholders are invited to view the curriculum and provide feedback. Grade level data, A.Y.P. data, as well as student achievement data indicate that planning for instruction is an area of strength. There is a commitment to engage in professional development that enhances the manipulation of the curriculum and supplemental materials. The school provides and fully supports continual job-embedded learning opportunities for both professional and support staff to improve their effectiveness; including both professional and support staff. Bruce Elementary School’s instructional facilitator frequently collaborates with colleagues from Berclair, Rozelle, and Idlewild Elementary schools (all high performing schools) to determine if current practices and principles utilized by instructional staff are effective. This collaborative team works together to help ensure academic success for all students. The school provides and supports ongoing job-embedded learning opportunities for all stakeholders to improve their effectiveness. Bruce Elementary School School Improvement Plan 85 school also encourages staff to participate in additional professional opportunities to further individualize professional knowledge. Evidence of this is in the school professional development plan, professional development agendas, and professional development evaluations. What Are Our Major Challenges and How Do We Know? Bruce Elementary School School Improvement Plan 86 The following challenges were noted in the gap analysis, 3.3: A great challenge is finding the time to implement and utilize all instructional resources and district mandated initiatives. Evidence for this challenge is found in professional development evaluations, surveys, P.L.C. minutes, teacher feedback, T.C.A.P. data, and classroom observations. All subgroups decreased their number of students who scored in the proficient or advanced levels. Time constraints inhibit teachers from being able to plan and produce high quality lessons based on a regular, thorough analysis of data. More training is needed to support the implementation of differentiated instruction and small group instruction as evidence in declining T.C.A.P. scores. There is a great need for updated technology. Outdated computers will not accommodate software and web-based programs provided to support instruction. We need additional personnel to assist in effectively differentiating instruction. This is evident in the annual assessment of I.E.P.’s and through the growth differences between high, middle, and low achievers. Science and Social Studies are not given adequate amounts of instructional time. How Will We Address Our Challenges? Bruce Elementary School School Improvement Plan 87 The following strategies may be used to address the instructional challenges of time, technology, and personnel: We will continue data analysis and application of best practices in order to meet the challenging and changing needs of our students. The instructional facilitator will continue to provide professional development focusing on data monitoring and differentiated instruction which support student learning. We will invite professional development specialists to assist with overcoming our challenges. Upcoming professional development will include strategies on the integration of science and social studies throughout reading and mathematics. We will continue to focus on the assessed S.P.I.’s to maximize instructional time and effectiveness. We will identify where time is being lost during the instructional day. Funds may be budgeted to provide an increase in Para-professionals and certificated personnel. Additional volunteers may be used for tutoring and small group instruction. Funds may be budgeted to purchase updated technology. Bruce Elementary School School Improvement Plan 88 3.5.a: Assessment Practices (Rubric Indicators 3.5 and 3.6) Current Assessment Practices Scott Foresman Reading Unit Tests Curriculum Guides T.C.A.P. Writing Individual reports Is the current practice research-based? Yes Yes T.C.A.P. School wide reports, individual reports, A.Y.P. data Yes Is it a principle & practice of highperforming schools? Yes Yes Yes Unit Test Scores What data source(s) do you have that support your answer? Did not meet the Evidence of effectiveness state’s or ineffectiveness benchmark of 49% in reading Bruce Elementary School School Improvement Plan Aimsweb EXCEL Reports/ EdPlans Diagnostic Reports Stanford Math E.P.G.Y. School usage reports Summary of results in reading, math, and language arts Benchmark Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes T.C.A.P. Writing scores Average score 3.8 out of 6 T.C.A.P. scores Comparisons EdPlans diagnostic reports Did not meet the state’s Individual growth summaries Students’ reports did not show overall growth Evidence of Practice Has the current practice been effective or ineffective? Discovery Education’s Formative Assessments Did not meet the state’s benchmarks of 49% in reading and progress monitoring scores Scores to school and district Did not Did not meet the meet the state’s state’s benchmarks benchmark of 49% in of 49% in reading reading benchmarks of 49% in reading 89 And 40% in math Evidence of equitable school support for this practice Next Steps Bruce Elementary School School Improvement Plan Grade level meetings Continue to implement Grade level meetings Continue to implement and 40% in and 40% in And 40% mathematics mathematics in math and 40% in Grade level meetings Continue to implement Grade level meetings Continue to implement Grade level meetings Continue to implement Grade level meetings Continue to implement mathematics Grade level meetings Continue to implement 90 3.5 b: Assessment Gap Analysis Assessment Gap Analysis The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES All students, every subgroup, are given a variety of assessments relative to student achievement and are aligned with the state’s standards based curriculum. In addition to the district wide assessments, teachers are given the opportunity to make assessment decisions that improve student learning. Time Allocation All teachers attend district and on-site professional development for training in the use of research-based, highquality assessments and data results. This professional development takes place in the summer, during in-service, and at weekly Professional Learning Communities throughout the year. Each grade level is provided with common planning time on a weekly basis in order to facilitate P.L.C’s. During this time, teachers analyze data and plan for focused instruction to meet the individual needs for student achievement. Teachers collaborate on the use of research based assessment strategies and “best practices”. Kindergarten Readiness Inventory, the D.S.C., is administered at the beginning of the school year. The data from this test enables kindergarten teachers to identify students’ strengths and weaknesses from the start. Baseline assessments are used in grades one through five to identify student needs at the beginning of the school year. Discovery Education’s Formative assessments for reading, language arts, and math are administered three times a year to students in grades three through five and are directly correlated with the state’s performance indicators. Tier three students receive intensive small group instruction using the My Sidewalks program. Students were identified using Aimsweb’s Benchmark test. Once identified, students receive regular progress monitoring every week (Tier 1) or every two weeks (Tier 2). This data is entered into the computer via the Aimsweb website and is used to determine growth. The Stanford Math E.P.G.Y. program is used for the Tier two students who need an extra push to reach the proficient or advanced levels. This web-based program continuously assesses students’ math skills and determines strengths and weaknesses. Unit Skills tests in reading, writing, and math provide an array of classroom assessments that support instruction. The tests are designed to assess student progress at the end of each nine weeks and aid in instructional planning. T.C.A.P., a statewide mandated tool, is administered in the spring of each year to all students in grades two through five. Special education and support team meetings use a variety of benchmark and intelligence testing throughout the year. Aimsweb benchmarks are given three times per year to kindergarten and first grade students. (Fall, Winter, and Spring). The state’s E.L.D.A. test is administered to all English as a Second Language students. This data identifies the progress of this group of students and determines their needs. An EdPlan/EXCEL report is created for all students. Teachers identify the areas that need strengthening and the programs that are put in place to support these needs. The EdPlans are updated regularly and reviewed by parents three times per year. Teachers also utilize a variety of teacher made common assessments. Performance assessments, portfolios, teacher-created tests, Exam View tests, and rubrics are just a few examples of what is used to ensure quality instruction and optimal academic progress. Budget Allocation On site professional development and technical support for assessment use and data analysis is funded through the Title I school budget. Materials that provide preparation for, and a review of testing skills, such as COACH and Test Ready, technology, and personnel are allocated and purchased with the Title I school budget. The site-based budget is used to purchase materials needed for a wide range of testing tools and to produce data for analysis. The district funds the use of Formative Assessments in grades three through five, supplies for T.C.A.P., KRI, unit skills tests, Brigance, Peabody Vocabulary Pictures, and Aimsweb materials. Bruce Elementary funding comes primarily from Title I and Site-based budgets. Title I is allocated based on the number of economically disadvantaged students. The Site-based budget is determined by student enrollment. Title I funds at Bruce Elementary assist in providing additional personnel, materials, supplies, equipment, and professional development that aids in administering a variety of assessments. The Site-based budget is utilized to provide substitutes for professional development release time, purchase instructional materials, computers, equipment and supplies that aid in administering a variety of assessments. Bruce Elementary School School Improvement Plan 92 Human Resources All Bruce Elementary School teachers are highly qualified by the standards set forth by the 2001 No Child Left Behind Act. Four teachers are Memphis Literacy Academy Laureates. They have received intensive reading instruction training and help share the professional development responsibilities at the school. Five teachers have become certified “Raise the Bar” teacher mentors. The faculty at Bruce consists of twenty-two regular education teachers, four support class teachers, two special education teachers, two E.S.L. teachers, one part-time school nurse, one part-time strings teacher, one part-time speech teacher, one Instructional facilitator, one professional school counselor, and one part-time Orff music teacher. There is one full time para-professional assigned to certificated personnel. Certificated personnel are responsible for the instruction and assessment of all students. The guidance counselor, school psychologist, social worker, and staff offer support to families in securing services that support basic and educational needs. The instructional facilitator provides professional development for teachers in the use of data analysis, curriculum instruction, differentiated instruction, TEM and planning. All teachers have data folders that are compiled throughout the year and are used to differentiate instruction. District level support for assessment is provided by the Memphis City School’s Research and Evaluation Department, Professional Development Specialists, Regional Math/Reading Specialists/Coaches, and Staff Development Coordinators. The principal and Instructional facilitator regularly observe classrooms to provide feedback on teachers’ instructional practices. During Professional Learning Communities, the principal and facilitator ensure that appropriate assessments are used to guide decisions relative to student achievement. The Professional Development Specialist assigned to Bruce Elementary School visits weekly to help support with classroom observations. Other Resources Community volunteers, Para-professionals, and support staff members tutor students who are in need of assistance. The E.S.L. teachers work with English as a Second Language students after school to reinforce skills taught that day. Parents, Grandparents, and community volunteers serve as proctors for the T.C.A.P. All assessment results are sent home regularly to families in a language they can understand. A Guide to Understanding the T.C.A.P. is given to all parents. The Bruce Elementary School website provides a plethora of school information for including Bruce Elementary School School Improvement Plan 93 the most recent assessment data and school profile. The school’s data wall is continuously updated to communicate with students, parents, and other school stakeholders information regarding student learning. Newsletters, phone calls, announcements, Parent Link Phone Trees, and notes home are translated for parents who first language is not English. Translators are used during all school functions. OPTIMAL UTILIZATION OF RESOURCES “What Ought to Be”: Time, Money, Personnel, and other Resources Time Utilization Additional time is needed to move lower achieving students to proficient and advanced levels before the spring 2012 T.C.A.P. More time must be devoted to professional development in the appropriate use of assessments. More time is needed to implement intervention strategies to accommodate students who score below proficiency in certain skills. Budget Utilization Additional funds are needed to update computer hardware and support printing. Many of the district programs are on-line and can generate a variety of assessment data for teachers to print. Human Resources Additional classroom Para-professionals are needed to assist in the equity of instructional delivery, computer assisted instruction, and small group instruction. An additional psychologist and social worker are needed to expedite the referral process. A science lab and writing teacher would be truly beneficial to the instructional process. Bruce Elementary School School Improvement Plan 94 Other Resources Toner, printers, reams of paper, and computers are needed in the classrooms to support assessment data analysis and generation of reports. Equity and Adequacy Are we providing equity and adequacy to all of our teachers? A professional development needs survey is administered annually to the faculty and staff. To provide equity and adequacy to all teachers, everyone is afforded the opportunity to receive support in their area of need. This might be done on campus, at the Teaching and Learning Academy, via Avatar or Regional Content Specialists, or even at another school. The district provides assessment materials to all teachers ensuring effectiveness. All teachers are provided district-mandated assessments to administer to regular and special education students. Reports of individual assessment results are provided to parents in a language that they understand. Regular education and special education are provided common planning and professional development to analyze assessment data and plan instruction according to the data. Title I funds are provided to all teachers for supplemental instructional materials that assist students in gaining mastery on assessments. Title I funds allocate money for all teachers to attend professional development that train them how to use data to drive instruction. Site-based funds are provided to regular, special education, and support staff to purchase instructional materials that assist in helping students achieve proficiency on assessments. Bruce Elementary School School Improvement Plan 95 Data show that we have not met AYP; therefore, we are not meeting the needs of our students in the areas of Mathematics and Reading/Language Arts. Students who are performing below proficient have been provided opportunities to participate in intervention programs based on their learning needs. Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? Funds and resources are given to teachers to effectively meet the needs of all teachers. Title 1 funds are allocated for instructional supplies and professional development needs. Any additional resources are allocated based on equity and need. Teachers also seek out grants when needed. Based on the data, are we accurately meeting the needs of all students in our school? Based on A.Y.P. data, Bruce Elementary School has not met the state’s benchmarks for proficiency in reading and mathematics. There has been a decline in all subgroups’ proficient levels indicating a need for improvement. Teachers will be given an evaluation to judge the effectiveness and provide feedback of their current assessment practices, not including the district wide assessments. Bruce Elementary School School Improvement Plan 96 3.6.: Assessment Process (Rubric Indicator 3.6) What are Our Major Strengths and How Do We Know? The following strengths were noted in the analysis of assessment: Bruce Elementary School’s instructional staff is given a great amount of assessment tools that are aligned with the district/state: T.C.A.P., T.C.A.P. Writing Assessment, Aimsweb, Stanford Math E.P.G.Y., Discovery Education’s Formative Assessment, EdPlans, E.L.D.A., Common Assessments. These assessments enable the data-driven instructional process. The Office of Research and Evaluation provides individual school data on a continuous basis. Teachers can generate assessment results via the computer to provide immediate feedback and plan for instruction. Teachers are given measures to be included in assessment decisions to improve learning. What are Our Major Challenges and How Do We Know? The following challenges were noted in the analysis of assessment: We do not have adequate amounts of time to devote to the analysis of data. Teachers need to reflect upon their current instructional and assessment practices and address their effectiveness. Students did not meet the state’s benchmarks for adequate yearly progress, the number of students in the proficient and advanced levels has decreased. This decrease has affected all subgroups. Bruce Elementary School School Improvement Plan 97 How Will We Address Our Challenges? The following strategies may be used to address the curricular challenges of time, personnel, and technology: More time will be devoted to the thorough analysis of data during faculty meetings and Professional Learning Communities. Teachers will be given assistance with the generating of reports. ParaProfessionals/Interventionists will be trained to generate reports. More professional development will be provided to support teachers with this task. Bill White from the Office of Research and Development will be invited to Bruce to help disaggregate T.C.A.P. data. Professional Learning Communities will spend more time disaggregating data and reviewing current curricular processes and assessments. More computers and printers will be provided in the classrooms. Teachers will ensure that every common assessment and instruction is directly aligned to T.C.A.P. and in the same format. Bruce Elementary School School Improvement Plan 98 3.7 a: Organizational Practices (Rubric Indicators 3.7and 3.8) Current Organizational Practices Organizational Practices Organizational practices promote effective use of time for all students. Implementation of the following ensures this: *Responsive classrooms Evidence of Practice (State in definitive/tangible terms) * Literacy/Social Studies for K-2 (90 minutes) * Literacy Block for 3-5 (90 minutes) *Literacy and Math Work Stations Professional Development Teachers are active participants in continuous professional development. Implementation of the following ensures this: *Cross grade-level P.L.C.'s *Professional Development Plan *Professional Development Agendas and Evaluations School Issues Bruce Elementary envisions a safe and secure learning environment that encourages productive teaching and learning. Implementation of the following ensures this: Practices are designed to meet the needs of all students. Implementation of the following ensures this: Bruce Elementary encourages parents and community members to become actively engaged in the growth and learning opportunities for the students. Implementation of the following ensures this: *Failure Free Reading (Sp. Ed) *I.E.P.'s * Envoy Project (4th Grade) *School-wide Discipline Plan *Multi-Hazard Emergency Plan *EdPlan *Differentiated Instruction *Leveled Readers *Exit Routes Posted *Calendar Math *Word Walls Parents and Community *Headsprout *PLC minutes *Posted SPIs Diverse Learning Community *Safety and Disaster Drills *EPGY Stanford Math *Behavior Intervention Plan *S-Team Meetings *Title I Parent Meetings *School Based Decision Making Council (SBDMC) *Open House *Teacher Resource Room *Parent Resource Room *Tennessee Academic Vocabulary *Reading Plus *T.C.A.P. Parent Meeting *AIMSweb *Teacher Resource Room *Tier Intervention *Think Show/Capstone Projects *Morning Meeting *Family Literacy/Curriculum Night Yes Yes Yes Yes *Family Math and Science Night Yes Is it a principle & practice of high-performing schools? Yes Yes Yes Yes Yes Has the current practice been effective or ineffective? Effective Effective Effective Effective Effective *Classroom Observation Monitoring Forms *Professional Development Logs *Discipline Reports *T.C.A.P. data *Title I Sign-In Forms *Multi-Hazard Plan *I.E.P.’s *Emergency Drill Schedule *Support Team Meeting Minutes *School Report Card *Progress Monitoring Reports Is the current practice research-based? *P.L.C. Agendas What data source(s) do you have that support your answer? (identify all applicable sources) *Lesson Plans *P.L.C. Minutes *Discipline Reports *T.C.A.P. Data *Daily Schedules Bruce Elementary School School Improvement Plan *Professional Development Plan *Professional Development Evaluations *Headsprout Reports *SBDMC Minutes and Sign-In Forms *Parent Training Sign-in Forms and Agenda *SACS/SIP Committee minutes *Stanford Math 100 Reports *School Climate Survey *Classroom Observation Forms *SAI, TELL, Informal Surveys *Lesson Plans *Reading Plus Reports Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) *K-3 teachers use the Responsive Classroom model *Increased Professional Development *Status of “Safe School” and “No violent crimes” * 100% of teachers use Calendar Math *Increased awareness and use of best practices *Effective and efficient emergency drills * 100% of teachers use word walls *K-3 teachers conduct Morning Meetings * 90-Minute Literacy *All teachers are Block members of cross grade and grade *75 minutes of math level P.L.C.’s. Evidence of equitable school support for this practice *School wide Professional Development *School wide Discipline Plan Bruce Elementary School School Improvement Plan *All teachers are provided jobembedded Professional Development *AIMSweb Reports *100% first graders use Headsprout *100% of identified intervention students use Stanford math intervention program *Increased number of parent participation on the SBDMC, SACS, SIP committees *100% of Tier II students in 4-5 use Reading Plus *All teachers and students participate in routine emergency drills. *All stakeholders and parents were given parent/student handbooks that contain safety procedures. *All teachers implement the same intervention model (K – 5) *P.T.S.A. open to all teachers, parents and community members. *All students are given newsletters and flyers in English, Vietnamese, and Spanish, which publicize all school activities. 101 *All teachers post SPIs, learning targets, guiding questions, and implement word walls and academic vocabulary. *Implement research based best practices. Next Step (changes or continuations) Bruce Elementary School School Improvement Plan *Engage in ongoing, job-embedded professional development. *All staff members were given a copy of the Multi-Hazard Plan. *Plan effective professional development that supports student and teacher needs. *Plan and implement safety precautions. *All students are given a parent/student handbook upon registration. *Focus on meeting all student needs by analyzing data to drive instruction. *Keep parents and community abreast of events occurring in school through a variety of media. 102 CURRENT ORGANIZATIONAL PRACTICES The vision and purpose of Bruce Elementary are aligned to current research and best practices to facilitate the focus on improving student learning. The beliefs, mission, and shared vision define the purpose and direction of the school. The leadership ensures that goals are established which support the school vision. These goals guide teaching, learning, and the overall climate of the school. The organizational practices and processes promote quality instruction by fostering an academic and safe learning environment. School policies, procedures, and organization ensure equity of learning opportunities via a proactive approach. Issues that might impede the instructional process are addressed prior to their inception. This eliminates instructional and learning time off-task. The school’s leadership employs effective decision-making and extends the school community through collaborative networks and improvement. The teacher turnover rate at Bruce Elementary School is less than one percent. If a teacher does decide to leave, it is usually due to retirement. This, in and of itself, speaks volumes for the Bruce Elementary School faculty, staff, and school community. In an attempt to attract only high quality, highly qualified teachers, Bruce School’s principal regularly attends the Memphis City School’s Job Fair to interview teachers. The school’s website is continuously updated with pertinent information showcasing our school’s successes. The school report card is disseminated throughout the community making all aware of the school’s strengths and weaknesses. Bruce Elementary School’s staff assists students that are transitioning into elementary and middle school. The school hosts its annual “Daycare Day” where local and surrounding Headstart programs and daycares bring their students to Bruce for a visit. The directors meet with the Pre-K and Kindergarten teachers to answer any curriculum questions or discuss how they can better prepare their children for the transition. Helpful handouts along with the report card are given to the visitors. Bellevue Middle School works with Bruce staff, fifth grade students, and parents regarding the transition to middle school. Students visit Bellevue for various programs, and spend a day shadowing their middle school mentor. Middle school students come and give talks to students about their own middle school experiences. Both principals participate in parent meetings to inform parents of goals and expectations. Both schools’ counselors ensure that students come prepared for learning and the middle school challenges. Bruce Elementary School School Improvement Plan 103 3.7 b: Organizational Gap Analysis Organizational Gap Analysis The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES Time Allocation Weekly common planning time is used to facilitate Professional Learning Communities. Time spent in P.L.C.’s is spent analyzing data, reviewing the curriculum, and researching the use of “best practices”. Time is spent in communicating the school mission and vision through the use of student handbook, website, morning announcements, parent meetings, newsletters, and school wide postings. Organization includes a ninety-minute uninterrupted literacy block and sixty to seventy-five minute math blocks. Daily intervention is scheduled for a minimum of thirty minutes. Time is allocated for professional development offerings for all stakeholders. Time is allocated for parental and community extended learning through support meetings, conferences, and workshops. Budget Allocation Primary funding for Bruce is provided by the Site-Based and Title I budget. Continuous, on-site professional development opportunities for staff, parent and community are funded through the Title I budget. District opportunities are available as well. The Bruce Elementary School’s School Improvement Plans drives how Title 1 funds are spent. Parental involvement funds are used to publish monthly newsletters, provide educational materials, support professional development, and update technology in the Parent Resource Room. District funds are used to support the extended day tutorial program and E.S.L.’s after-school Homework Help. Title 1 funds support the reading and math interventions practices during the school day. Bruce Elementary School School Improvement Plan 104 Human Resources The leadership of Bruce is responsible for fostering and evaluating practices and procedures that support the school vision and meet state and federal compliance. Both the Principal and Instructional facilitator provide continuous professional development in the use of “best practices” that support the school vision. The Bruce faculty is responsible for implementing the practices and procedures that support that school vision and extend learning to all stakeholders. Leadership and staff members are responsible for maintaining an environment that is equitable and conducive to student learning. Para-professionals/interventionists, staff, parents, and community volunteers assist in maintaining a safe and orderly environment, and offer increased equity in student learning through small group tutoring. Other Resources Adopters provide tutoring learning opportunities and materials that support the school’s vision. Procedures are in place to ensure timely and efficient distribution of materials to the Bruce Elementary School faculty/staff. OPTIMAL UTILIZATION OF RESOURCES “What Ought to Be”: Time, Money, Personnel, and other Resources Time Utilization Additional time is needed to implement intervention strategies. Additional time is needed to solicit community support. Support teachers need to have time to meet with homeroom teachers, especially E.S.L. teachers, Resource and Speech teachers. Cross grade-level planning would truly be beneficial to the planning and organizational process. Teachers could identify the overlaps and spend more instructional time on new skills. Data analysis should begin prior to the start of school or be dedicated to during in-service days. Bruce Elementary School School Improvement Plan 105 Budget Utilization Funds are needed to hire additional Para Professional to support student learning. Additional funds are needed to support cultural awareness and extend learning to students, parents and community. More funds need to be allocated to support technology. Human Resources Additional classroom para-professionals are needed to assist in the equity of instructional delivery and small group tutoring. A Science Lab and writing teacher would truly be beneficial for the school. Other Resources Additional community volunteers are needed to maximize the effectiveness of the current school program. Equity and Adequacy Are we providing equity and adequacy to all of our teachers? To provide equity and adequacy to all teachers, everyone is afforded the opportunity to receive support in their area of need. All homeroom teachers are given the same, adequate amount of time for planning and Professional development. Support teachers are given adequate amount of time for planning and professional development. With their staggered schedules, it is challenging to afford them opportunities to meet with homeroom teachers. Bruce Elementary School School Improvement Plan 106 Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? Funds and resources are given to teachers to effectively meet the needs of all teachers. Title 1 funds are allocated for instructional supplies and professional development needs. Any additional resources are allocated based on equity and need. Teachers also seek out grants when needed. Based on the data, are we accurately meeting the needs of all students in our school? Based on A.Y.P. data, Bruce Elementary School has not met the state’s benchmarks for proficiency in reading and mathematics. There has been a decline in all subgroups’ proficiency levels indicating a need for major improvement. Teachers will be given an evaluation to judge the effectiveness and provide feedback of the current organizational practices. The school’s staff works diligently ensuring that school stakeholders receive timely information regarding student progress. Bruce Elementary School School Improvement Plan 107 3.8: Organizational Process (Rubric Indicator 3.8) What are Our Major Strengths and How Do We Know? The following strengths were noted in the analysis of organizational practices 3.7a: Bruce Elementary has NEW leadership and a dedicated staff. The school focus is directly related to the vision, mission, and beliefs. This is supported by school climate, academic achievement, community involvement, and survey analysis. Bruce Elementary School is an environment of equity with strong professional development, data-driven action plans, data-driven lesson plans, and research-based practices. This is evident in the daily operation of the school. Organizational practices support an aligned and balanced curriculum. This is evident in the scheduling of classes, focused S.P.I. instruction, and research-based “best practices”. Professional development is continual and intentional. This is evident in support provided at weekly P.L.C.’s, school-wide in-service meetings, mentoring, and district offerings. All P.L.C. minutes/notes are submitted weekly along with evaluations of professional development. The daily school climate is one that fosters learning. This is evident in the observation of student and staff interaction. Relationships are built with school stakeholders through collaboration and effective, timely communication. Our school’s Parent Resource Room houses many helpful resources for parents, including two computers. The sign-in notebook for the room reflects maximum usage! Translators are available at parent meetings and conferences. Some teachers on staff speak Spanish, Vietnamese, and Arabic and are asked to translate as the need arises. Items sent home are translated in a language that parents can understand and is free of educational jargon. Many of Bruce School’s current organizational practices are directly aligned to the principles and practices of high performing schools. These include the school’s Family Engagement Plan, Home-School Compact, Professional Learning Communities, continuous professional development, and identification of diverse learning communities. Bruce Elementary School School Improvement Plan 108 What are Our Major Challenges and How Do We Know? The following challenges were noted in the analysis of organizational practices 3.7b: Bruce Elementary has moved to the state’s “Target” status for not meeting the 2010-2011 Annual Measurable Objectives. Additional time is needed to fully master the implementation of “best practices”. This is evident in the fast pacing of curriculum competing with the application of new instructional strategies. Additional time is needed to solicit consistent parental and community support. This is evident in the sporadic involvement of parents and community. Additional time is needed to enable support teachers to meet and plan with homeroom teachers. More time is needed to enable cross grade-level planning to eliminate overlaps. Data analysis must begin prior to the start of school. This is often impeded due to the slow reporting of the T.C.A.P. data from the state. How Will We Address Our Challenges? The following strategies may be used to address the organizational challenges found in 3.7 a, b: Evaluate the effectiveness of strategies that address varied learning styles and focus on those with the greatest impact. Continue to offer opportunities for parental and community support for learning. Additional adopters may be acquired for an increased variety of resources. Provide incentives to teachers to come work prior to the start of the school year. Teaching should begin on DAY 1! Bruce Elementary School School Improvement Plan 109 Component Four Action Plan Development Bruce Elementary School School Improvement Plan 110 Component 4 – Action Plan Development 4.1: Goals Prioritized List of Goal Targets Tennessee’s Annual Measurement Objectives for the 2011-2012 School Year: Reading—66% Mathematics—60% Attendance—93% 2010-2011 Bruce Elementary TCAP Scores: Reading--23% Mathematics--15% Writing—75% Attendance--97% Goal I: Increase Reading Achievement – The percentage of all students performing at the proficient and advanced range will increase by 20%. Goal II: Increase Math Achievement - The percentage of all students performing at the proficient and advanced range will increase by 25%. Goal III: Increase Writing Achievement- The percentage of students earning a score of 4, 5, or 6 on the TCAP Writing Assessment will increase by 15%. Bruce Elementary School School Improvement Plan 111 Prioritized List of Goal Targets Notes The School Improvement Plan’s committee members used a comprehensive planning process to guarantee the plan’s effectiveness. The process included drafting a timeline, roles, and responsibilities. Committee members met to establish specific criteria for the plan. Draft plans were reviewed, suggestions were considered, and revisions were made. The leadership committee reviewed each action plan to ensure that they were consistent with the school’s profile, beliefs, vision, and mission, and linked to Memphis City School’s system wide plan. The Bruce Elementary faculty and staff have developed action plans, with reasonable timelines, to address each of our target area goals for student learning that have been identified as priorities for our School Improvement Plan: reading, math, and parental involvement. These areas were identified as needing assistance based on the analysis of T.C.A.P. data, School Climate Surveys, and Site Based Council monthly minutes. The plan’s major core stems from the belief that the overall achievement level of ALL students must be improved and achievement gaps eliminated. The reading, math, and subgroups’ goals will be measured by the achievement of Average Yearly Progress (A.Y.P.). The goal of increasing parent involvement will be measured by the increase in attendance at the school. It is imperative to build and strengthen the family partnerships to support academic and character development of all students. Parents and caregivers are vital to student success. This plan addresses the need to focus on student performance within grade level expectations and the development of literacy skills, higher-level thinking skills, reasoning, and problem solving strategies. The plan also provides for the maintenance of a high attendance rate and test participation rate. The school’s goal targets match data priorities for Bruce Elementary School and address the goals of No Child Left Behind (N.C.L.B.) in ensuring that all students in all schools are academically proficient in math, reading, and language arts by the year 2014. According to N.C.L.B., K-8 schools will meet federal benchmarks if success is demonstrated in all of the subgroups with regard to the following: ninety-five percent participation rate on all state Bruce Elementary School School Improvement Plan 112 assessments; required proficiency in math as determined by T.C.A.P. achievement tests; required proficiency in reading/language arts as determined by T.C.A.P. achievement and writing assessments; ninety three percent attendance rate for each school year. State/Federal/Local Programs 2011-2012: All State/Federal/Local Educational Programs Consolidated within Bruce Elementary School’s Plan1. Title I, Part A (a poverty based formula to allocate funds to offset the effects of poverty…) 2. Title II, Part A (improving teacher quality…) 3. Title II, Part D (improving student academic achievement through the use of technology…) 4. Title III (the English Language Acquisition, Language Enhancement, and Academic Achievement…) 5. Title IV (Safe and Drug-Free Schools and Communities Act…) 6. Title V, Part A (Innovative Program Grants that assist with local education reform…) 7. Title X (The Homeless Children and Youth Program providing direct resources and educational…) Report of Assessment Results: The Office of Research, Evaluation and Assessment provides individual student academic assessment results to parents for the following assessments: T.C.A.P. T.C.A.P. Competency T.C.A.P. Writing Assessment School Climate and S.A.C.S. Surveys Gateway Exams (n/a) English 9 End-of-Course Test (n/a) Discovery Education’s Formative Assessments Think Link’s Learning Express Folio Headsprout Aimsweb Bruce Elementary School School Improvement Plan 113 Bruce Elementary School provides individual student assessment results to parents for the following assessments: Three times annually Discovery Math, Language Arts, and Reading Formative Assessments—grades 3, 4, 5 Headsprout Bi-Monthly Teacher-made Progress Reports Scott-Foresman Baseline, Unit, and End-of-Year Tests Report Cards T.C.A.P. (Tennessee Comprehensive Assessment Program) T.C.A.P. Writing Test (Grade 5) Excel/EdPlans Plans E.L.D.A. (English Language Learners) Individualized Education Plans, annual monitoring/review Brigance Pre-K Screening Assessment Developing Skills Checklist (Kindergarten screening) Middle-of-Reporting Period Progress Reports for All Students (Chancery) Peabody Picture Vocabulary Tests (Pre-K) Stanford Math and L.A.W. E.P.G.Y. Data Reading Street—My Sidewalks Intervention Data Learning Express Folio Mock Writing Assessments, Grades 4 and 5 Destination Reading Aimsweb Projects with Rubrics Bruce Elementary School School Improvement Plan 114 The district provides Formative Assessments (Discovery Education) each year for grades 3-5 at our school. These Formative Assessments give an indication of how students will perform on the spring TCAP assessment. This year, the Formative Assessment dates are: September 20-23 November 15-18 February 21-24 Additionally, students in grades 3-6 will be given School Created Common Assessments every other week this year. All of these assessments give students strong standardized test practice and give teachers data on how students perform on each skill. Bruce Elementary School School Improvement Plan 115 Component Four Action Plans Reading, Math, Writing 2011-2012 Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 116 60% 80% NOTES Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 117 60% 80% GOAL 1 Action Plan—Reading/Language Arts School: Bruce Elementary School Interim Principal: Martha L. West Goal Date: 2011-2012 Increase Reading Achievement – The percentage of students in all subgroups--African American, Economically Disadvantaged, White, Asian/Pacific Islander, Hispanic, Native American, Limited English Proficiency, Students with Disabilities--performing at the proficient or advanced levels, 23%, will increase by 20%. The school’s Safe Harbor goal is 31%. Seventy-four students from 3rd, 4th, and 5th grades must be proficient or advanced to meet the Safe Harbor goal. No Child Left Behind Act – Tennessee’s Annual Measurement Objective for Reading/Language Arts and Writing for the school year 2011-2012 is to have 66% of students at the proficient or above levels. Which need(s) does this Goal address? To meet the diverse needs of all students, increase human resources, and maximize time for intervention strategies. Reading---Targeted Subgroup: Economically Disadvantaged Goal 1—Student Achievement How is this Goal linked to the system’s Five-Year Plan? ACTION STEPS This goal is linked to the following goals of the Memphis City School’s Master Plan: Accelerate the academic performance of all students. Create a school community that is sensitive and responsive to the needs of an increasingly diverse population. Build and strengthen family and community partnerships to support the academic and character development of all students. IMPLEMENTATION PLAN *New Instructional Practices to Help with Targeted Areas Timeline Action Step *The fourth and fifth grades will departmentalize allowing teachers to become “experts” in their content areas. Teachers will be strategically placed based on instructional/content area strengths and data. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% August 2011 Person(s) Responsible -Teachers -Principal -Instructional Facilitator Required Resources Projected Cost(s) & Funding Sources -TVAAS Data No Cost -Framework for Evaluation Data Evaluation Strategy Performance Results / Outcomes -Increase in students’ proficiency levels/movement of students to higher achievement levels -Consistent, - Increased Reading Scores -Maximized instructional time -Equity for all students (Teachers are the #1 variable to impact 118 60% 80% strong evidence of the 11 TEM indicators -Mastery of weekly Common Assessments -Student work *Teachers will incorporate the use of technology into the Reading/Language Arts block (workstations/centers/whole group). Action Step Oct 2011May 2012 -Instructional Facilitator -Principal -Teachers -Title 1 Budget -Computer Lab, Inc. -New computers -SMART Boards Oct 2011May 2012 -Principal -Instructional Facilitator -Teachers -Thinking Maps Resource Books -Internet A schedule will be used to ensure that each teacher utilizes a SMART Board to engage students with hands-on, higher level activities. Technology usage will be monitored via weekly lesson plans and classroom observations. Action Step *A weekly schedule will be used to ensure school-wide implementation of Thinking Maps. Teachers in all grade levels, content areas, and support classes will incorporate that graphic organizer into the current week’s instruction. Teachers will display the products from lessons using these graphic organizers in quality work displays inside and outside of Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% Fund 6-Evidence of Title 1 Budget technology used $20,000 as a tool that makes learning more concrete, real, and contextually anchored TEM observations -Technology fused lesson plans -Reading Plus, Headsprout data -Student work $0. -Student work -Evidence of purposeful, quality graphic organizers -Increased scores on assessments -Cultivate Learning Environment instruction.) -Growth in student learning -Increased proficiency levels -Increased opportunities to meet the needs of diverse learners -Students at all learning levels engaged in appropriately challenging work. -Students use higher level thinking skills. 119 60% 80% classrooms. Teachers will be continuously trained to respond to the unique needs of students and strategically plan to achieve targeted standards. Teachers will strategically and effectively differentiate content, assessment tools, performance tasks, and instructional strategies. Oct 2011May 2012 -Teachers -Principal -Instructional Facilitator -Guidance Counselor -Interventionists -Support Staff -Literacy work stations -Reading Street materials -Scott Foresman Fiction and Nonfiction Leveled readers -Computers -Instructional Maps aligned with State Standards Action Step Action Step No cost -Differentiated Instructional Strategies, 2nd Edition, One Size Doesn’t Fit All Training Manual To ensure that students are assimilating and using vocabulary knowledge essential to learning Reading, teachers will use these strategies in every lesson: Pre-teach vocabulary Model vocabulary when teaching new concepts Use appropriate labels clearly and consistently Integrate vocabulary knowledge in assessments Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% Oct 2011May 2012 -Teachers -Principal Instructional Facilitator -State of TN No cost Academic Vocabulary by grade level (On school website) -Instructional Maps -Strategies for Writers Textbooks -Reading vocabulary Indicators -Lesson plans -Weekly review of lesson plans -TEM observations -Classroom observations -Student work samples -Assessment data -Small groups/ Workstation lesson plans -Review of weekly lesson plans -TEM observations -Classroom observations -Assessment data -Content specific word walls -Increased use of differentiated instruction -Increased literacy skill proficiency -Maximized instructional time -Increased reading proficiency levels -Increased use of higher order thinking skills 120 60% 80% Teachers will receive on-going training during P.L.C.’s and bi-monthly professional development sessions. Action Step *The teacher will engage students in small groups and literacy stations daily during reading instruction to address individual student needs Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% -Robert Marzanno’s Classroom Instruction that Works Literacy Workstations, -Principal Reading Instructional Street, 08/08/11 -Facilitator Headsprout, -Classroom – Reading Plus, 05/18/12 Teachers Destination Interventioni Reading and sts Bailey’s Bookhouse Fund 6$500 NCLB Materials and Supplies The Leadership Team will conduct weekly walkthrough and P.L.C.’s to collect data and provide feedback in order to implement new strategies and plans of action. As the teacher implements the small groups and literacy stations daily, the students will show continuous growth in reading based on progress reports, teacher feedback, teacher assessments, benchmark assessments, report cards, Discovery Link Assessments, and other District assessments. The teachers will continue to monitor and readjust small group instruction based on individual student data. 121 60% 80% The teachers, leadership team, parents, and community volunteers will participate in high quality, on-going professional development throughout the year to improve implementation strategies that will help the students achieve individual growth in reading. ScottForesman, TCAP Coach, 08/08/11 Reading Plus, – Instruction Headsprout, 05/18/12 al Destination Facilitator Reading, Bailey’s Book House -Principal The K-5 teachers will assess students 09/15/11 -Principal three times per academic year with an 01/20/12 AIMSweb benchmark test to determine 05/15/12 Facilitator Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% AIMSweb Assessments Fund 1District Funded Participants will be responsible for completing an evaluation on the workshops provided. The Leadership team will be responsible for weekly monitoring of the implementation process of the training. The Leadership team will provide feedback and continue to offer professional development as a method of improvement. Teachers, the Leadership team, volunteers and parents will possess a wealth of strategies that will help to improve student achievement at home as well as at school. The students will be able to show continuous growth and improvement in reading developed from the implementation strategies learned by the participants through professional development training. The instructional facilitator will work together The teachers and leadership team will analyze the 122 60% 80% the progress and needs of the students. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% with teachers and interventionists to administer the benchmark assessments. The Instructional facilitator will also help teachers identify students that did hit the benchmark goal. data to find weak areas or learning gaps and make adjustments to instruction to help meet the students’ individual needs individual needs. The data will continue to show a continuous decrease in low performance after each assessment has been given. Fifty percent of students will reach the Benchmark II goal. Ninety percent of students will reach the Benchmark II goal. The teachers will analyze the data and make adjustments to their small groups and intervention groups after each AIMSweb 123 60% 80% Benchmark Assessment. The K-5 teachers will progress monitor Tier II students bi-weekly and Tier III students weekly throughout the school year to determine the progress and needs of the students. The Reading Interventionists will provide an additional 30 minutes of reading intervention to kindergarten through 3rd grade students that are identified as low performing based on AIMSweb Benchmark Assessments and TCAP 2011 scores. Interventionists will provide a small group setting during the instructional day to increase student reading performance skills. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% Bi-weekly for Tier II students beginning 9/30/11; Weekly for Tier III students beginning 9/30/11 Instructional Facilitator -Classroom Teachers Fund 1District Funded Interventioni sts -Principal 08/08/11 – 05/18/12 AIMSweb Progress Monitoring Instructional Facilitator Scott Foresman Reading Street Intervention: My Sidewalks, Headsprout, Reading Plus, Headsprout Fund 1District-funded Interventionists Teachers and interventionists will work together to progress monitor Tier II and Tier III students. The Instructional facilitator will assist teachers in making adjustments to instruction and intervention. Leadership Teams will conduct weekly walkthrough and P.L.C.’s to collect data and provide feedback of the successes of intervention. The teachers and instructional facilitator will analyze the data to find weak areas or learning gaps and make adjustments to instruction to help meet the students’ individual needs. The data will continue to show a continuous decrease in low performance after each assessment has been given. The students will continue to close their learning gaps by working with the classroom teachers and interventionists on a daily basis. 124 60% 80% Teachers in grades 3-5 will assess students three times a year using the Discovery Assessments in Reading/Language Arts to determine areas of need and guidance of future instruction. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 9/20-23/11 11/1518/11 2/21-24/12 -Principal Instructional Facilitator Discovery Education’s Formative Assessment Fund 1District Funded Along with classroom teachers, the Leadership team will analyze the Discovery Assessment data to help determine an action plan for student academic achievement. The teachers and leadership team will analyze the data to find weak areas or learning gaps and make adjustments to instruction to help meet the students’ individual needs. The data will continue to show a continuous decrease in low performance after each assessment has been given. 125 60% 80% Goal 2 Action Plan--Math School: Bruce Elementary School Interim Principal: Martha L. West Goal Date: 2011-2012 Increase Math Achievement: The percentage of students in all subgroups--African American, Economically Disadvantaged, White, Asian/Pacific Islander, Hispanic, Native American, Limited English Proficiency, Students with Disabilities--performing at the proficient or advanced levels, 15%, will increase by 25%. The school’s Safe Harbor goal is 23%. Fifty-seven students from 3rd, 4th, and 5th must be proficient or advanced to meet the Safe Harbor goal. No Child Left Behind Act – Tennessee’s Annual Measurement Objective for Mathematics for the school year 20011-2012 is to have 60% of all students at the proficient or above levels. Which need(s) does this Goal address? To improve student math achievement, maximized instructional time, and upgraded technology. Mathematics--Targeted Subgroup: Economically Disadvantaged Goal 1—Student Achievement How is this Goal linked to the system’s Five-Year Plan? ACTION STEPS This goal is linked to the following goals of the Memphis City School’s Master Plan: Accelerate the academic performance of all students. Create a school community that is sensitive and responsive to the needs of an increasingly diverse population. Build and strengthen family and community partnerships to support the academic and character development of all students. IMPLEMENTATION PLAN *New Instructional Practices to Help with Targeted Areas Timeline Action Step The fourth and fifth grades will departmentalize allowing teachers to become “experts” in their content areas. Teachers will be strategically placed based on instructional/content area strengths and data. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% August 2011 Person(s) Responsible -Teachers -Principal -Instructional Facilitator Required Resources Projected Cost(s) & Funding Sources -TVAAS Data No Cost -Framework for Evaluation Data Evaluation Strategy -Increase in students’ proficiency levels/movement of students to higher achievement levels -Consistent, Performance Results / Outcomes - Increased Math Scores -Maximized instructional time -Equity for all students (Teachers are the #1 variable to impact instruction.) 126 60% 80% strong evidence of the 11 TEM indicators -Mastery of weekly Common Assessments -Student work *Teachers will incorporate the use of technology into the Math block (workstations/centers/whole group). Oct 2011May 2012 -Instructional Facilitator -Principal -Teachers A schedule will be used to ensure that each teacher utilizes a SMART Board to engage students with hands-on, higher level activities. Technology usage will be monitored via weekly lesson plans and classroom observations. Action Step *Teachers will be continuously trained to respond to the unique needs of students and strategically plan to achieve targeted standards. Teachers will strategically and effectively differentiate content, assessment tools, performance tasks, and instructional strategies. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% Oct 2011May 2012 -Teachers -Principal -Instructional Facilitator Interventionis ts -Support Staff -Math Coach -Title 1 Budget -Computer Lab, Inc. -New computers -SMART Boards Fund 6: -Evidence of Title 1 Budget technology used $10,000 as a tool that makes learning more concrete, real, and contextually anchored (TEM, Teachscape, observations). -Technology fused lesson plans -Stanford Math data -Quality student work -Differentiated No cost -Weekly review Instructional of lesson plans Strategies, 2nd -TEM Edition, One Size observations Doesn’t Fit All -Classroom Training Manual observations -Math work -Student work stations/centers samples - Teacher -Math Ancillary -Growth in student learning -Increased math proficiency levels -Increased opportunities to meet the needs of diverse learners -Increased use of differentiated instruction -Increased math proficiency levels -Increased time on task -Increased time for intervention 127 60% 80% Materials -Computers -Instructional Maps aligned with State Standards *Teachers will engage students in small groups and math stations using scientifically-based materials daily during math instruction to address individual student needs. Aug 2011May 2012 -Principal -Facilitator -Teachers -Math Workstations -EnVision Math -Stanford Math *To ensure that students are assimilating and using vocabulary knowledge essential to learning mathematics, teachers will use these Aug 2011May 2012 -Teachers -Principal Instructional Facilitator -State of TN Academic Vocabulary by grade level Fund 6District Funded Action Step Action Step Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% No cost workstations -Evidence of manipulative usage -Assessment data -Increased knowledge of computation, problem solving, geometry, algebraic thinking, and spatial reasoning. -Review of weekly lesson plans -TEM observations -Classroom observations -Assessment data -Content Specific Word Walls Centers/Workstati ons Lesson Plans As teachers implement the small groups and math workstations daily, students will show continuous growth in math based on progress reports, teacher feedback, teacher assessments, benchmark assessments, report cards, Discovery Link Assessments, and other District assessments. The teachers will continue to monitor and readjust small group instruction based on individual student data. -Review of weekly lesson plans -TEM -Increased math proficiency levels -Increased use of higher order 128 60% 80% strategies in every lesson: Pre-teach math vocabulary Model vocabulary when teaching new concepts Use appropriate labels clearly and consistently Integrate vocabulary knowledge in assessments (Teachers will receive on-going training during P.L.C.’s and bimonthly professional development sessions.) Teachers, Leadership Team, Regional Math Coaches, parents, community volunteers will participate in high quality, ongoing math professional development throughout the year to improve implementation strategies that will help the students achieve individual growth in math. Action Step Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% Aug 2011— May 2012 -Principal -Faciliatator -Teachers -Regional Coaches -Parents (On school website) -Instructional Maps -New Math Textbooks -Robert Marzano’s Classroom Instruction that Works observations -Classroom observations -Assessment data -Content Specific Word Walls -Scott Foresman EnVision Math -TCAP Coach Gold Books -Stanford Math Participants will be responsible for completing an evaluation on the workshops provided. The Leadership team will be responsible for weekly monitoring of the implementation process of the training. The Leadership team will provide feedback and continue to offer professional development as a method of improvement. Professional development participants will conduct faculty meetings and PLCs to share information learned at professional development workshops. thinking skills 100% of teachers will implement learned math strategies to help increase student proficiency in mathematics. Teachers, the Leadership team, volunteers and parents will possess a wealth of strategies that will help to improve student achievement at home as well as at school. The students will be able to show continuous growth and improvement in math developed from the implementation strategies learned by the participants through professional development training. 129 60% 80% Action Step Action Step 4th and 5th grade students, who scored Basic on the Math portion of the 2011 TCAP, will participate in an afterschool Extended Learning Program. Teachers in grades 3-5 will assess their students three times a year using the Discovery Assessments in Mathematics to determine areas of need and guidance of future instruction. Every Monday and Tuesday Selected from Classroom 12/10/11 Teachers to 4/17/12 Fund 1Extended Contract Funds $10,000.00 – Principal 9/20-23/11 11/1518/11 – Instructional Facilitator 2/21-24/12 Discovery Education Formative Assessment Fund 1District Funded -Classroom Teachers The K-5 teachers will assess students 09/15/11 -Principal three times per academic year with an 01/20/12 -Teachers AIMSweb benchmark test to determine 05/15/12 the progress and needs of the students. Facilitator Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% -Stanford Math -COACH books -Computer Assisted Instruction AIMSweb Assessment Fund 1District Funded Students will take a Discovery preassessment and a Discovery postassessment to show growth and development. Additionally, 2011 Math TCAP scores will be used to compare with 2012 Math TCAP scores. Along with classroom teachers, the Leadership team will analyze the Discovery Assessment data to help determine an action plan for student academic achievement. The Instructional facilitator will work with teachers and interventionists to administer the benchmark assessments. Increase the scores of students scoring Basic on TCAP by 25%. The teachers and leadership team will analyze the data to find weak areas or learning gaps and make adjustments to instruction to help meet the students’ individual needs. The teachers and leadership team will analyze the data to find weak areas or learning gaps and make adjustments to instruction to help 130 60% 80% As a strategy to increase parental involvement, parents will receive written notification of Family Math & Science Day & Night Activities, tutoring, and intervention programs offered before, during, and after school to help students reach proficiency in math. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% – Instructional Facilitator Aug 2011May 2012 -Classroom Teachers -Principal -Counselor Scientificallybased math materials and manipulatives, flyers, letters, school website, and monthly calendar Parents will complete surveys on the effectiveness of notifications and important information being delivered in a timely manner through monthly calendar, flyers, meet the students’ individual needs Fifty percent of students will reach the Benchmark II goal. Ninety percent of students will reach the Benchmark II goal. The teachers will analyze the data and make adjustments to their small groups and intervention groups after each AIMSweb Benchmark Assessment. 50% of all parents at Bruce will attend parent information programs and seminars on intervention strategies for student performance and proficiency. 131 60% 80% Action Step *Special Education Teachers and select Regular Education Teachers will participate in an inclusion program to help provide the least restrictive environment using accommodations, modifications, and co-teaching models. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% Aug 2011May 2012 -Principal Facilitator -Teachers -SPED Supervisor student folders, school postings, the school website, and teacher communication. Principal, and Instructional facilitator will monitor the inclusion program as well as conduct observations and walkthroughs in the classroom. Regular education classroom will include all Special Education students at least 80% of the day. 132 60% 80% Goal 3 Action Plan--Writing School: Bruce Elementary School Interim Principal: Martha L. West Goal Which need(s) does this Goal address? Date: 2011-2012 Ninety percent (90%) of all Fifth Grade students will earn a score of 4, 5, or 6 on the TCAP Writing Assessment. There will be a 15% increase in the number of the students who score in the proficient or advanced levels. Seventythree 5th grade students will need to score in the proficient or advanced levels to meet this goal. 2012 TCAP Writing Assessment: 75% students were proficient or advanced. To meet the writing needs of all students. Goal 1-Student Achievement How is this Goal linked to the system’s Five-Year Plan? ACTION STEPS This goal is linked to the following goals of the Memphis City School’s Master Plan: Accelerate the academic performance of all students. Create a school community that is sensitive and responsive to the needs of an increasingly diverse population. Build and strengthen family and community partnerships to support the academic and character development of all students. IMPLEMENTATION PLAN *New Instructional Practices to Help with Targeted Areas Timeline Fifth grade students will use Learning Express Folio to practice writing narratives. Students will be identified for small groups according to the 1st assessment’s scores. All staff members will work with small groups to enhance writing skills. *The School Leadership Team will design a schedule for and designate a new writing prompt each week to be used school wide. All students will Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% Oct 2011May 2012 Person(s) Responsible -Principal -Teachers Instructional Facilitator -Support Staff -Literacy Coach Required Resources -Tennessee’s TCAP Writing Rubric -Practice Prompts -Narrative exemplars Projected Cost(s) & Funding Sources No cost Evaluation Strategy -Writing samples scored using the TN rubric -Learning Express Folio data -TEM observations -Evidence of purposeful, quality writing throughout the Performance Results / Outcomes -Increased students’ writing abilities -Increased T.C.A.P. Writing Assessment scores 133 60% 80% write to a school-wide prompt using lined paper similar to the writing assessment. Support staff will score third, fourth, and fifth grades writing samples using the state’s rubric. Pre-K-2nd grade’s writing samples will be scored using modified versions of the state’s rubric. Scoring will done via peer reviews, different teachers, etc. 6+1 Writing Traits: ALL teachers will implement the core concepts of this writing program throughout classroom instruction. (Assigned summer reading) 1. Ideas 2. Organization 3. Voice 4. Word Choice 5. Sentence Fluency 6. Conventions +1 Presentation Action Step *Parents will be invited to attend a school-based workshop(s) designed to provide useful information regarding the TCAP Writing Assessment, and learn skills to help with the writing process. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% content areas. -Student portfolios Aug 2011May 2012 -Teachers -Principal Instructional Facilitator -Dr. Ric Potts 6+1 Writing Traits books, flip cards Fund 6Title 1 Funds $2,000 -Learning Express Folio -TCAP Writing Assessment -Trait Writing Rubrics -Lesson plans -Student portfolios -TEM observations -Increased Folio scores -Increased scores on T.C.A.P. Writing Assessment Nov 2011 & Jan 2012 - Principal - Teachers - Parents and Caregivers -Guidance Counselor Instructional Facilitator - Invitations, flyers, calendars - Writing assessment information/ materials -Parent Link -School website -Translators -TN Dept of Education’s Fund 6Title I funds $2,000 for computers in Parent Resource Room - Sign-in sheets -Surveys -Evaluations -Parent Suggestion Box -Increased parent involvement -Favorable responses on the school’s climate survey -Increased TCAP Writing Assessment 134 60% 80% Website -Site Based Council Meetings Action Step Action Step *Teachers will use the Strategies for Writing textbooks and the “Four Square” graphic organizer to strengthen writing skills. Weekly writing samples will be placed into students’ portfolios to monitor growth and share with parents. *CLUE students from Bellevue Middle and college students from LemoyneOwen will work with fifth grade students on traits or writing and narrative writing skills. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% Oct 2011May 2012 -4th and 5th grade writing teachers -All PreK—3rd teachers -Principal Jan 2012 -Principal -Teachers -Students -Volunteers -Strategies for Writing books -Graphic organizers -Student portfolios Strategies for Writing books -Graphic organizers -Student portfolios -6+1 Writing Traits Flip Charts -Narrative Exemplars Fund 1School based funds for materials and supplies -Data from Learning Express Folio -TCAP Writing Assessment data -Student portfolios Data from Learning Express Folio -TCAP Writing Assessment data -Student portfolios Scores -Increased Learning Express Folio Scores -Increased writing assessment scores -Increased parent involvement Increased TCAP Writing Assessment Scores 135 60% 80% Component Five The School Improvement Plan and Evaluation Process Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 136 60% 80% Component 5 – The School Improvement Plan and Process Evaluation 5.1: Process Evaluation (Rubric Indicator 5.1) Overview: The S.I.P. Committee set the course of action to move forward achieving the ultimate conclusion: academic achievement for all. The committee for Component Five, with additional staff and community representatives, plans to monitor, evaluate, review, and adjust the Action Plans that have been created for Bruce Elementary. It is imperative that this committee ensures that the Action Plans continue to support the school vision and are executed and modified to meet the educational and social needs of our students. The S.I.P. Committee plans to review its course of action and determine the plan’s strengths and weaknesses as the year progresses. Evidence of Collaborative Process What evidence do we have that shows that a collaborative process was used throughout the entire planning process? Collaboration, the act of working together, is the key component to ensure students’ success at Bruce Elementary School. Administrators, teachers, staff, students, parents, and community members are vital to the decisionmaking process. Measures are taken to include teachers in decisions regarding assessment results. Decisions are made in accordance with the views of all stakeholders. All stakeholders are regularly given opportunities to provide input and receive feedback. Because the school prides itself on becoming an effective “Professional Learning Community,” all stakeholders are valued and deeply appreciated. The T.S.I.P.P. process meets the federal, regional, and state requirements in one plan. The S.I.P. leadership team has worked diligently with all subcommittees to ensure the production of an accurate document. The Component Five Committee worked collectively to ensure that the evaluation process involved all faculty, staff, and stakeholders. Members of this committee worked collaboratively to gather data from each component. Evidence Evidence of Collaborative Process of the on-going collaborative process is found in S.I.P. committee minutes, Site-Based Council agendas/minutes, school climate surveys, school website, monthly calendars, and parent/community meetings. Course of Action The faculty analyzed the school vision for alignment with school focus and student need. The co-chairs and principal met to discuss direction and ‘next steps’. Chairpersons and team members were assigned to each of the components. The leadership team facilitated the assignment of standards to correlating S.I.P. components. Committee chairpersons led their teams through an analysis of the assigned standard, noting the degree of functionality and focus questions. In order to facilitate collaborative work, the Principal allotted time at P.L.C.’s, school wide professional development, and weekly faculty meetings for the analysis of S.I.P. documentation. Stakeholder surveys were conducted in the spring of 2011 and September in 2011 order to obtain recent feedback. Committees met continually to review, edit, revise, and evaluate the effectiveness of the data presented. Key to all meetings was the evidence of adherence to each standard and S.I.P. component. Revisions of the S.I.P. were made and presented by chairpersons for faculty and stakeholder review and acceptance. Professional development has been provided for the use of the new T.S.I.P.P. template and corresponding rubrics. Committees continue to evaluate S.I.P. components for needed revisions. This process should be completed in January 2012 prior to state submittal. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 138 60% 80% Evidence of Alignment of Data and Goals What evidence do we have that proves alignment between our data and our goals? Bruce Elementary School utilizes a plethora of assessments to address areas of need for students. The goals and focus for the current school year were derived from current, 3 year, academic and non-academic data. Component One allows for the thorough analysis and presentation of this data. This component reflects an accurate and succinct profile of the students and community served by our school. Collection and careful analysis of pertinent information plays a critical role in determining the effectiveness of the existing programs and services. This data analysis assists the teams in planning and sustaining school improvement initiatives on behalf of student learning. During Professional Learning Communities weekly meetings, grade-levels analyze classroom data and determine students’ strengths and weaknesses. Flexible grouping in classrooms allows for continuous monitoring and adjusting of students’ needs. Lesson plans are written based on disaggregated data. During Staff Development Wednesdays, the faculty analyzes data by grade-level and school-wide. Professional development is planned based on identified faculty, staff, and parents’ needs. These meetings allow for collaboration and implementation of scientifically based instructional strategies and best practices. During monthly Site-Based Leadership Council meetings, data is presented and shared with all of the stakeholders (parents, faculty, staff, community members, students, administrators). Feedback and suggestions are encouraged. The analyzed data is used to establish goals for improvement. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 139 60% 80% Evidence of Alignment of Data and Goals Multiple sources of data align with our school goals. The following research-based instruments are used to assess student performance: T.C.A.P. data, T.V.A.A.S., subgroups Scott Foresman Reading Benchmark Tests Student Report Cards Quarterly Formative Assessments Teacher-made Common Assessments E.L.D.A.—English Language Development Association I.P.T. Proficiency Test I.D.E.A. Aimsweb Benchmarks and Weekly Progress Monitoring Stanford Math, E.P.G.Y. EdPlans/EXCEL Reports School Report Card Attendance data Community demographics School Climate surveys S.A.C.S. Surveys Individualized Education Plans Parent Surveys Headsprout Reading Plus Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 140 60% 80% Evidence of Alignment of Data and Goals The following goal targets match data priorities for Bruce Elementary School and address the goals of No Child Left Behind (N.C.L.B.) in ensuring that all students in all schools are academically proficient in math, reading, and language arts by the year 2014. K-8 schools will meet federal benchmarks if success is demonstrated in all of the subgroups: 95% participation rate on all state assessments Required proficiency in math as determined by T.C.A.P. achievement tests Required proficiency in reading/language arts as determined by T.C.A.P. achievement tests and writing assessments 93% attendance rate for the school year Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 141 60% 80% Evidence of Communication with All Stakeholders What evidence do we have of our communication of the T.S.I.P.P. to all stakeholders? The leadership of Bruce Elementary successfully establishes and communicates a shared purpose and focus for student achievement. All stakeholders, including support staff, teachers, students, adopters, parents and community representatives are involved in the development and evaluation of the T.S.I.P.P. document, Family Engagement Plan, and Home-School Compact. This is evident in committee formations, leadership council members, and meeting minutes. The mission, vision, school focus, and A.Y.P. data is posted throughout the school. The vision statement is included in school publications. All stakeholders are notified of the school’s A.Y.P. status and priority goals. This is evidenced by the Title I annual meeting, school calendar, student handbook, school postings, school website, district publications, and news media. Evaluations, surveys, PTSA meetings and Coffee Talks are continually used to update stakeholder awareness and promote support for the goals of T.S.I.P.P. This opportunity for feedback increases communication with stakeholders and allows insight into the effectiveness of the school focus. The stakeholders of Bruce Elementary School believe that parents, families, and community members are a vital link to the educational well being of our children. All must work together cooperatively to achieve the highest student achievement. As a result, a Family Engagement Plan and a Home School Compact have been devised annually to serve as our school’s plan for involvement and support. Both were written with input from all stakeholders. These “breathing” documents ensure that stakeholders have opportunities to participate in planning, designing, and implementing the No Child Left Behind program. These documents can be found on the school website, in the student handbook, posted in the school, and have been distributed within the school community. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 142 60% 80% Evidence of Communication with All Stakeholders To better serve the needs of Bruce Elementary School’s diverse population, all reports of individual assessment results are provided to parents in a language they can understand. Be it free from “educational jargon” or translated into one of four different languages (English, Spanish, Vietnamese, or Arabic) represented within our school population, all items sent from Bruce School are carefully written. Three faculty members and a Bilingual Mentor assist with written and oral translations. A monthly calendar provides pertinent, helpful information. A newly developed Parent-Teacher-Student Organization serves as a collaborative body, partnered with Bellevue Middle School. The Site-based Council and SACS committees also serve as forums for collaboration. Parents are invited to participate in the school’s professional development, and can collaborate with one another in the school’s Parent Resource Room. This room houses computers and a phone for parent use. Parents can review the school’s high-quality curriculum and use the parent suggestion box. A bulletin board for parents contains information about the most recent parent meetings and other school information. Parent conferences are scheduled bi-annually and as needed. Parents are encouraged to observe the instructional program. The school’s adopters work with the school regularly and serve on the T.S.I.P.P. Committees. The University of Tennessee, Memphis Leadership Foundation, Lemoyne Owen College, Rhodes College, and Multi-National Ministries are community organizations that work regularly with Bruce Elementary School. Bruce Elementary School has one principal. The principal evaluates teachers through formal and informal TEM observations. All observations allow for the principal and teacher to collaborate on instructional strengths, weaknesses, and professional growth. Teachers regularly provide input to the principal via Staff Development Wednesdays, Weekly Professional Learning Community grade-level meetings, and Site-Based Council Leadership meetings. The principal maintains an open-door policy for faculty, staff, and parents. Parents can meet with the principal without an appointment before or after school, and as needed. A parent suggestion box is used to assist with parent concerns. A response is guaranteed within forty-eight hours. The Bruce Elementary School website has a link for parents and community members to access the principal’s web e-mail address. The website is regularly updated to provide all stakeholders with the most current information about school activities, Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 143 60% 80% Evidence of Communication with All Stakeholders programs, important dates, professional development, No Child Left Behind, continuing education, and educational resources. This is also a venue for attracting high quality, highly qualified personnel. Bruce Elementary School faculty and staff members, also known as “Team Members”, have numerous opportunities to collaborate. New teachers and teachers new to Bruce Elementary School are provided with certified “Raise the Bar” teacher mentors. Classified personnel are designated a “buddy” to assist with their needs. A Faculty/Staff handbook is updated annually. A system is in place to support non-highly qualified personnel gain certification. On-going professional development opportunities are designed to meet the needs of all. Faculty and staff members are encouraged to attend local, state, and national professional development and “share” with Team Members their newfound knowledge. Weekly Professional Learning Community grade-level meetings establish networks that build capacity for student learning. Leadership opportunities are available to all staff and faculty members. Teachers can become the Grade Chairperson who facilitates the Professional Learning Community meetings and reports to the principal. Another opportunity is to become a Memphis Education Association representative. Lead faculty members guide the School Improvement Team and SACS committee Team. Other opportunities for faculty and staff include school committees, United Way representatives, new teachers mentors, Site-based Council membership, lead teachers, School Leadership Team members, Curriculum Support Team membership, and staff development presenters. Teachers collaborate with parents via monthly progress reports, EdPlans/EXCEL Reports, e-mail, phone messages, parent conferences, lesson line, and report cards. Students’ input is valued at Bruce Elementary School. Students are given leadership opportunities via the Sitebase Council, Student Council and Envoy program. Students are a part of the Bruce Elementary School’s School Improvement Plan and SACS committees. Students’ feedback is crucial when making decisions about programs and arts events. Students’ input is needed to add resources to the school’s website. A student handbook, code of conduct, and textbook rules are guidelines that students agree to honor during the school year. Students and their parents are given access to multiple support mechanisms. These mechanisms include: small group or individual counseling sessions, I.E.P. Team meetings, School Support Team meetings, Peer Mediation, Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 144 60% 80% Evidence of Communication with All Stakeholders and S.A.R.T. Team meetings. Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals What evidence do we have that shows our beliefs, shared vision and mission in Component Two align with our goals in Component Four? At Bruce Elementary School we believe that we are “Inspiring Learners for Life.” All stakeholders strive to instill in students a purpose and love for learning. This is evidenced in our goals that ALL children will become proficient or advanced according to N.C.L.B. Guidelines. Bruce Elementary School’s stakeholders communicate a vision, statement of beliefs, and mission that provides a focus for improving the performance of the both the students and school as a whole. Bruce Elementary School builds understanding of its mission, vision, and beliefs among ALL stakeholders. They are revised annually at the school’s final Site-Based Leadership Council Meeting. The stakeholders ensure that these items reflect the most current research and best practices. A final consensus is gathered and these are put in place for the upcoming school year. The mission, vision, and beliefs are the driving force behind the goals for the school improvement plan. They are the guide to improving teaching, learning, and the operation of the school. These items are posted throughout the school, but most importantly in the school’s front foyer. In addition to this area, they can also be found in the school’s handbook, website, main office, and Parent Resource Room. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 145 60% 80% Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals The Collaborative Process The Beliefs, Mission, and Vision Committee met and addressed these guiding questions: Where are we now? What do we believe? What is our school’s direction/ultimate goal? Where is our school headed? What are we doing for students? What are our expectations for the future? After much discussion and collaboration, the committee reviewed the existing beliefs, mission, and vision. It was determined that the committee must re-visit and update these to ensure continuous student success. The committee met and planned three times prior to receiving faculty input. After additional discussions and minor revisions, the belief, mission, and vision statements were presented to the Site-based Leadership Council for students, staff, parents, and community members’ input and approval. The final versions can be found on the school’s website, posted throughout the school, and in the main office. All stakeholders, including support staff, teachers, students, adopters, parents and community representatives are involved in a collaborative effort to develop beliefs, a vision and a mission that are aligned with the school focus and targeted goals. The goals are directly correlated to the vision and purpose of the school in meeting the educational and social needs of our students. This purpose is focused on continually improving student achievement. The goals are analyzed for evidence of achievement. The Bruce faculty and staff have developed action plans to address each of our target area goals for student learning that have been identified as priorities for our School Improvement Plan: reading, math, and attendance. All goals are measured by the state’s benchmarks for Adequate Yearly Progress (A.Y.P.). The plan addresses the need to focus on student performance within grade level expectations and the development of literacy skills, higher-level thinking skills, reasoning, and problem solving strategies. The plan also provides for the maintenance of a high attendance rate and test participation rate. The leadership committee reviewed each action plan to ensure that plans were consistent with the school’s profile, beliefs, vision, and mission. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 146 60% 80% Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization What evidence do we have that shows our action steps in Component Four align with our analyses of the areas of curriculum, instruction, assessment and organization in Component Three? The school’s leadership evaluates school effectiveness and student performance in order to make decisions that reflect the focus of the school for student learning. Continuous school improvement and enhanced student achievement are the primary goals of the school. Thorough analysis of academic and non-academic data provides a base for the formation and revision of action plans. The school has a formalized process to align instructional practices with the curriculum, and demonstrates results through systemic and sustainable implementation throughout the school. The action steps contained in component four are directly aligned with the areas of curriculum, instruction, assessment and organization. Specific strengths and needs for optimal performance were detailed in the gap analyses. These needs are addressed through action steps to ensure target goals are reached. Reading, writing, language arts, mathematics, parent involvement, and subgroups Students with Disabilities/Limited English Proficient were all targeted as needing assistance. The action steps support the school and system goals for the increased use of research-based, “best practices” which support student achievement. The action steps in component four are characterized by the following: Evidence of alignment to identified needs due to direct correlation to data analysis Direct link to student behavior evident in strategies and outcomes Professional development for all stakeholders, technological use, parental involvement, and included in steps for each goal Needs identified in gap analyses are addressed in the goal action steps Student centered, teacher-centered, and school organization centered plans are identified Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 147 60% 80% Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization Suggestions for the Process What suggestions do we have for improving our planning process? Improvements for the planning process have been noted and addressed during the current revision of the T.S.I.P.P. document. Data includes academic and non-academic data, as well as the implementation of “best practices” for data-driven instruction and assessment. Improvements which facilitated ease in revising the new T.S.I.P.P. document include: Workable timelines A.Y.P./school data housed in one notebook S.P.I. tracking forms Data analysis of all subgroups Monitoring instruments for literacy and math Clear interpretation of data results Positive, supportive committee interaction Classroom walk-through, observation charts Additional district-level support Professional development for beginning teachers on the S.I.P. process Continue to collect and analyze multiple data sources Frequent professional development on how to use and analyze data; how data drives instruction Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 148 60% 80% Suggestions for the Process Additional Suggestions/Notes Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 149 60% 80% Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 150 60% 80% 5.2: Implementation Evaluation (Rubric Indicator 5.2) Evidence of Implementation What is our plan to begin implementation of the action steps? “Formative Assessment is evaluation designed and used to improve student performance by measuring frequent intervals during the learning process.” At Bruce Elementary School, data analysis drives instruction. Formal and Informal data are analyzed weekly to monitor student performance. T.C.A.P. data is analyzed and compared with prior data. Subgroup data is disaggregated. Subgroups needing assistance are identified and provided timely interventions. The Principal and Instructional facilitator regularly review on-line data from Formative Assessments, Aimsweb, Stanford Math, and Discovery Education (Common Assessments) to ensure effective planning and instruction. Assessment InstrumentsThe following assessment instruments are used to evaluate progress, and at pre-determined intervals: 1. TCAP 2. TCAP Writing Assessment, Grade Five 3. Discovery Education Formative Assessments (Quarterly) 4. Aimsweb Benchmarks (Three Times Yearly) 5. Aimsweb Progress Monitoring Data (Every Week or Two Weeks) 6. Scott-Foresman Placement and End-of-Year Tests (Once Yearly) 7. Scott-Foresman Unit Skills Tests (Every Nine Weeks) 8. Teacher Assignments: Common Assessments, homework, project based rubrics, teacher-made tests, performance assessments, daily quizzes/assignments (Reports to Parents Bi-monthly) 9. Individualized Education Plans for Special Education Students and English Language Learners 10.Stanford Math, E.P.G.Y. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 151 60% 80% 11. Houghton Mifflin Math Unit Skills Tests (Every Six Weeks) 12. Destination Learning: Millie’s Math House, Bailey’s Book House, Destinations 13. Headsprout Procedures Used to Analyze Formative Assessment DataDuring Professional Learning Communities weekly meetings, grade-levels analyze classroom data and determine students’ strengths and weaknesses. Flexible groupings in classrooms allows for continuous monitoring and adjusting of students’ needs. Lesson plans are written based on disaggregated data. Instruction is then differentiated to meet the needs of all learners. During Staff Development Wednesdays, the faculty analyzes data by grade-level and school-wide. Professional development is planned based on identified faculty, staff, and parents’ needs. These meetings allow for collaboration and implementation of scientifically based instructional strategies and best practices. During Site-Based Leadership Council meetings and parent meetings, data is presented and shared with all of the stakeholders (parents, faculty, staff, community members, students, administrators). Feedback and suggestions are encouraged. Intervention StrategiesAll students who have been targeted as needing additional, timely assistance are invited to attend the ExtendedDay program. Students in Kindergarten through Fifth Grades who have been identified as at-risk of success are included in the My Sidewalks, Stanford Math, Headsprout, and Reading Plus programs. These programs are in addition to regular instruction. Subgroups, such as Students with Disabilities and Limited English Proficient, receive assistance from support classes. All students needing assistance are given opportunities to receive individualized instruction, peer tutoring, and computer-assisted instruction. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 152 60% 80% Long-Term Comparison PlanningT.C.A.P. Achievement Test data and T.C.A.P. Writing Test data from previous years will be compared to current data (2010-2011). This data will be beneficial in determining growth, strengths, as well as weaknesses. Once these have been determined, the stakeholders from Bruce Elementary School will create its annual School Improvement Plan. Course of Action: Planned and unplanned classroom observations by Principal and Facilitator to ensure the use of researchbased instructional strategies that address the S.I.P.’s goals Weekly Professional Learning Communities that review, monitor, and adjust the implementation of S.I.P. Professional development that supports and enhances teachers’ knowledge of ‘best practices.’ Thorough review of weekly lesson plans ensuring conformity to local and state standards and school goals Evidence of the Use of Data What is the plan for the use of data? We currently utilize a variety of research-based assessment tools in order to have a reliable, valid, and bias free measurement of the performance for each of our students. The assessments are state mandated and district supported. This data is used daily to analyze student performance. These measurements allow the classroom teacher to evaluate teaching methods and make adjustments that will meet the individual needs of each student and ensure improved student performance. (100% of Students are tested) Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 153 60% 80% Bruce Elementary will also utilize formal and informal assessments throughout the year to evaluate student progress and plan instruction. On-going analysis of these data will enable the administration and staff to measure student performance, modify instructional strategies, and provide intervention to meet individual needs. The following is a list of data the administration and faculty at Bruce will use to monitor students’ progress toward mastery of specific SPIs: TCAP Achievement Data (Grades 3 – 5) provides overall student achievement data for major academic subjects. The results determine if our school has met the mandated goals outlined by NCLB in reading/language arts, writing, and math. Discovery Formative Assessments are given three times a year to students in grades three through five to formulate what students know and need to learn. Assessed skills are state mandated requirements for grade level proficiency. AIMSweb Benchmark Assessments and Scott Foresman Unit Benchmark Tests assist in determining students’ instructional needs in reading. These data provide information on what students know and offer intervention strategies to assist in closing learning gaps. The Kindergarten Readiness Indicator (KRI) tests students’ reading and mathematical readiness skills. The results from the data assist in identifying students who are in need of substantial early intervention. Unit skills tests, Weekly Common Assessment tests, and Comprehensive Assessment Skills Tests every third week in reading and math are used to determine individual student progress. These data are used to drive instruction, form flexible groups, and identify students in need of intervention. The EXCEL (EdPlan) Report is a data-driven approach to provide academic support for students in grades K – 12. This plan is monitored to improve individualized instruction and improve student learning outcomes. Teacher-made tests are constructed and administered using the MCS curriculum standards. These assessments are used as a follow-up guide to instruction. The results from these data assist in determining student mastery and those who are in need of additional instruction. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 154 60% 80% The School Leadership Team and faculty will analyze the data in P.L.C.’s, job-embedded professional development, and faculty meetings. The most recent data will be compared to our previous year’s data as well as state and local performances. The national norms will also be reviewed to ensure efficacy. The Instructional facilitator will meet weekly with grade level P.L.C.’s to plan focused instruction, evaluate instructional strategies, and review data. An analysis of district and state mandated tests will be conducted in a timely manner after assessments are administered to assist in identifying mastery or non-mastery of skills. The following table identifies the projected formal assessments that will be used. Data is analyzed and reviewed in leadership P.L.C.’s, at faculty meetings, and in grade-level P.L.C.'s. School data is compared to past performances, both state and local. To ensure efficacy, the national norms are also noted. Teachers meet weekly with the Principal in grade level P.L.C.’s to plan for differentiated instruction. Data is collected on monitoring instruments. The targeted S.P.I.’s are used to drive instruction. At the end of the school year, teachers will meet with administrators individually to discuss T.V.A.A.S. reports and receive direct feedback. These methods allow for instructional planning to build upon the student strengths and provide remediation for indicated weaknesses. Funds for professional development and instructional materials are used to support the areas of need as indicated by the data analysis. Once the T.V.A.S.S. reports become available, the principal meets with each teacher to discuss the data. This feedback will help teachers decide on a course of action for professional development growth. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 155 60% 80% 5.3: Monitoring and Adjusting Evaluation (Rubric Indicator 5.3) Evidence of Monitoring Dates What are the calendar dates (Nov/Dec and May/June) when the School Leadership Team will meet to sustain the Tennessee School Improvement Planning Process Assessment Kindergarten Kindergarten Readiness Indicator AIMSweb Benchmark Assessment in Early Literacy Projected Date for Administration 8/8 – 8/26/2011 8/8 – 9/2/2011 1/3 – 1/20/2012 4/13 – 5/15/2012 AIMSweb Benchmark Assessment in 8/8 – 9/2/2011 1/3 – 1/20/2012 Early Numeracy 4/13 – 5/15/2012 Scott Foresman Unit Benchmark Tests Last week of each Scott Foresman Unit First Grade 8/8 – 8/12/2011 Scott Foresman Baseline Review Pretest AIMSweb Benchmark Assessment in 8/8 – 9/2/2011 1/3 – 1/20/2012 Reading and Early Literacy 4/13 – 5/15/2012 AIMSweb Benchmark Assessment in 8/8 – 9/2/2011 1/3 – 1/20/2012 Early Numeracy 4/13 – 5/15/2012 Scott Foresman Unit Benchmark Tests Last week of each Scott Foresman Unit Grades 2 – 5 8/8 – 8/19/2011 Scott Foresman Baseline Test AIMSweb Benchmark Assessments in 8/8 – 9/2/2011 1/3 – 1/20/2012 Reading Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 156 60% 80% 4/13 – 5/15/2012 AIMSweb Benchmark Assessments in 8/8 – 9/2/2011 1/3 – 1/20/2012 Mathematics 4/13 – 5/15/2012 Scott Foresman Unit Benchmark Tests Last week of each Scott Foresman Unit 9/20 – 9/23/2011 Discovery Formative Assessment 11/15 – 11/18/2011 (Grades 3 – 5) 2/21 – 2/24/2012 10/5/2011 Writing Folio Assessments (Grade 5) 11/29/2011 State Assessments TCAP Writing Assessment (Grade 5) 2/1/2011 TCAP Achievement Test, (Grades 3 – 5) 4/24 – 4/27/2012 ● Stanford Achievement Test 10th Edition (Grade 2) Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 157 60% 80% 5.3: Monitoring and Adjusting Evaluation Evidence of Monitoring Dates – Narrative response required The School Leadership Team will meet to sustain the Tennessee School Improvement Planning Process. The following schedule will be used to conduct continual meetings. School Leadership Team (SACS/TSIPP/Compstat) Meetings Date August 22, 2011 2:45 p.m. August 30, 2011 8:30 a.m. – 2:30 p.m. September 9, 2011 8:30 a.m. – 2:30 p.m. September 23, 2011 8:30 a.m. – 2:30 p.m. October 10, 2011 11:00 a.m. October 24, 2011 8:30 a.m. – 2:30 p.m. November 4, 2011 8:30 a.m. – 2:30 p.m. November 18, 2011 8:30 a.m. – 2:30 p.m. December 2, 2011 8:30 a.m. – 2:30 p.m. December 12, 2011 2:45 p.m. Main Objective Organization of Sub Committees Overview of SIP Process Analyze Data/Set Goals Review Action Steps Update Components for submission to Catherine Battle, Regional Superintendent Update Components from analysis Analyze the SIP process Report status of Action Plan implementation Prepare for School Accreditation Report status of Action Plan implementation Meet with subcommittees to report status of Action Plan implementation Prepare for School Accreditation Report status of Action Plan implementation Prepare for School Accreditation Report status of Action Plan implementation January 6, 2012 8:30 a.m. – 2:30 p.m. January 20, 2012 Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 158 60% 80% 8:30 a.m. – 2:30 p.m. February 6, 2012 2:45 p.m. February 22-23, 2012 8:30 a.m. – 2:30 p.m. March 5, 2012 2:45 p.m. March 23, 2012 8:30 a.m. – 2:30 p.m. March 26, 2012 2:45 p.m. April 9, 2012 2:45 p.m. April 27, 2012 8:30 a.m. – 2:30 p.m. May 7, 2012 2:45 a.m. May 21, 2012 1:00 p.m. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% Prepare for School Accreditation Report status of Action Plan implementation Prepare for School Accreditation Meet with School Accreditation Committee Report status of Action Plan implementation Report status of Action Plan implementation Report status of Action Plan implementation Report status of Action Plan implementation Report status of Action Plan implementation Report status of Action Plan implementation Evaluate the effectiveness of Action Plan 159 60% 80% Evidence of a Process for Monitoring Plan What will be the process that the School Leadership Team will use to review the analysis of the data from the assessments and determine if adjustments need to be made in our plan? The School Leadership Team will meet to sustain the Tennessee School Improvement Planning Process (TSIP). The following schedule is used to facilitate continual meetings. The Principal and S.I.P. Leadership Chair are responsible for communicating the time and location of the meetings. Bruce Elementary School Action Step (Strategies/Interventions) No Costs Engage the entire school in the process of self-assessment and continuous improvement on a regularly scheduled basis. Develop and enact a process for documenting results of improvement efforts. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% Timeline August 2011 – January 2012 August 2011 – September 2011 Position/Person Responsible Principal S.I.P. Leadership Chair S.I.P./S.A.C.S. Committee Chairs Principal S.I.P. Leadership Chair S.I.P./S.A.C.S. Committee Chairs Compstat Team Members Monitoring Strategy Agenda Minutes Sign in sheet Evaluation Feedback Sign In Sheet Agenda Minutes Results Protocol Standards Assessment Tools for School Rubrics Evaluation Feedback 160 60% 80% Update school demographics and contact information on a regular basis. Administer the School Climate Survey to all school stakeholders Schedule Site Based Leadership Council Meetings August 2011 – March 2012 Spring 2012 Principal S.I.P. Leadership Chair S.I.P. Committee Chairs Instructional Facilitator August Charlotte Golden, Site 2011 Based Council Chair Meetings are held six times a year Updated Reports Updated contact information reports Feedback from surveys Agenda Minutes Sign in sheet Evaluation Feedback Our Leadership/Compstat Team will meet monthly to analyze data, discuss academic progress and adjust our plans accordingly. Grade level collaboration will be conducted 2 – 3 times a week to review strategies, goals, action steps, and assessments to plan for future instruction. Subcommittees will meet to address challenge areas identified by the data. The chairperson of each committee in turn will make recommendations to the administration to continue, change, or eliminate practices and programs based on their effectiveness and data results. Upon consensus, changes will be presented to all stakeholders. Stakeholders will be kept abreast of these changes during monthly SBDMC and once a month during faculty meetings. Periodic analysis of the data will be conducted to determine the effectiveness of the SIP. A timeline will be created for continuous and ongoing evaluation of the data. Based on ongoing analysis of assessments, professional development, instructional practices, and student and parent activities will be adjusted to meet student needs. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 161 60% 80% Summative assessments to be used are as follows: TCAP Achievement Test – Current scores will be compared to the previous years’ scores to track student movement from below proficient to proficient and from proficient to advanced in reading/language arts and math. Areas of strength and needs will be identified. Teachers will reflect on strategies used to teach subskills. CRT Results – Results will identify trends in performance in each content area for grade 3, 4, and 5. Individual Student Data – Indicate student performance and mastery of skills. TVAAS – Scores will be used to determine students’ academic growth. TCAP Writing Assessment – Fifth grade scores will be analyzed to determine trends. Scores from the current year will be compared with the previous year. Evidence of a Process for Adjusting Plan What will be the process that the School Leadership Team will use for adjusting our plan (person(s) responsible, timeline, actions steps, resources, evaluation strategies) when needed? “Summative Assessment is designed to present conclusions about the merit or worth of an object, event, or program and recommendations bout whether it should be retained, altered, or eliminated.” The Tennessee Comprehensive Assessment Program (T.C.A.P.) test is given annually each spring. This test measures students’ proficiency levels and growth from year-to-year. From the T.C.A.P. data analysis, a summative assessment is made and the School Improvement Plan is developed. All stakeholders are given the opportunity to re-visit school goals, beliefs, strategies and interventions during the School Improvement Plan process. Site- Based Leadership Council meetings are held six times per year and continuously address the S.I.P., re-visit goals, monitor and adjust, solicit input, and review the school’s progress. T.C.A.P. data indicates the current plan’s effectiveness in meeting the needs of individual learners. Bruce Elementary School’s T.S.I.P. Subcommittees meet once per reporting period to measure the effectiveness of the action plans. Professional Learning Communities re-visit action plans weekly to make adjustments to the action Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 162 60% 80% steps, if the data proscribes, and to ensure effective implementation. To measure student growth, data is analyzed prior to instruction. Data is disaggregated and students identified as at-risk of success. For the 2010-2011 school year, data indicated that the majority of students in subgroups Black and Economically Disadvantaged scored below proficient. Teachers ensure that these students receive timely interventions. All students, particularly the lowest-achieving ones, must demonstrate proficiency related to the State’s academic standards. The State’s benchmarks (AMO’s) and Bruce Elementary School’s T.C.A.P. results are posted for all stakeholders to view via bulletin boards and website. The goals that Bruce School attains will be celebrated and used as a benchmark for setting additional goals that will aid in academic improvement. Setting high expectations will ensure our students not only maintain but exceed the goals established in the SIP, as well as by NCLB. Regression in student performance will serve as a catalyst for all stakeholders to strive harder in order to meet the established goals. Annual Summative Review PlanBruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 163 60% 80% Milestone Dates Assessment Instruments Data Analysis Procedures February 2, 2012 T.C.A.P. Writing Grade Five April 24—27, 2012 T.C.A.P. Achievement Test Grades 3—5 All teachers analyze and disaggregate data from T.C.A.P. Assessments. Subgroup data is analyzed and compared from previous years. Compstat Data Reports generated and reported to all stakeholders/ S.A.T. 10 Second Grade Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% Long-Term Comparisons Communication Plan of Goal Attainment to all Stakeholders At the beginning Individual student and end of each reports are sent school year, home to parents individual student after each data reports and assessment event. school assessment results are All stakeholders can analyzed, view data results via disaggregated, the Commercial and compared Appeal newspaper, from previous School Report Card, years. Teachers School are able to Improvement Plan, identify skills not School/State/ mastered, target MCS websites, students’ needs, N.C.L.B. Annual and identify Meeting, Parentproficiency Teacher Meetings/ levels. Teachers Conferences, Sitemaintain data based Leadership folders and Council Meetings, update regularly. Notes Home, etc. 164 60% 80% The leadership team reviews the assessment results and analyzes them in conjunction with the action steps. Decisions are made to determine effectiveness of the plan. Once the level of effectiveness is determined, practices are adjusted as follows: teacher professional development, research-based instructional practices, mentoring, student, and parent activities. Evaluation Steps: Faculty and staff surveys Grade Level Meetings/Professional Learning Communities Post-Conference Meetings with administrators to address instructional goals and teacher needs Summative assessments and evaluation of educational materials and resources The summative assessments that are utilized are listed below: T.C.A.P. Achievement Tests – Comparisons will be made in the movement of students from below proficient to proficient, and from proficient to advanced in Reading/Language Arts and Math. As well, objective strengths and weaknesses will be analyzed and compared to previous strengths and weaknesses. The analysis of Individual Student Data provides feedback on the performance of students and teachers for the year. Group Data Reports are used to determine high priority objective performance indicators at grade levels. Tennessee Value Added Assessment Scores – The T.V.A.A.S. scores will be used to determine the growth of students at varied achievement levels. This data will be used to track the pattern of academic gains of lower and middle-achieving students. T.C.A.P. Writing Assessment – Scores from fifth grade students will be compared to previous groups to determine trends and give indications of ways to improve writing across the grade levels Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 165 60% 80% The School Improvement Plan, in accordance with state recommendations, will be revised and adjusted according to testing results, changes in school goals, and instructional practices. Additional adjustments are based on a shift in demographics, changes in student needs and requirements of the S.I.P. team and building administrator. The Leadership Team plans to monitor, evaluate, review and adjust the action plans that have been created. Additionally, this committee will ensure that the action steps are executed and modified to meet the educational and social needs of our students. This committee will be responsible for the implementation and documentation of the School Improvement Plan. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 166 60% 80% Evidence of a Plan for Communicating to All Stakeholders The Leadership Team shares collected data with stakeholders concerning priority needs and strengths. Copies of meeting minutes and revisions will be made available for viewing. Communication Plan for All Stakeholders Stakeholders are represented on all subcommittees and are informed of the school status/priority goals Members present and minutes from meetings are on file with P.D.S.C.C. Component presentations are made All stakeholders are notified of school status and priority goals (school, district, media) Monthly newsletters School Website Parent meetings held regularly Parent/Teacher Conferences are scheduled regularly and at the request of parents or teachers Stakeholders are in attendance at school events and tutoring programs (Title I, Open Houses, Family Nights) N.C.L.B./Title I Meetings and Workshops are held monthly Surveys are given to all stakeholders Parent/Student Teacher/ Compacts are completed for each student Student/Parent/Teacher Conferences Parent Link Site Based School Leadership Team School Report Card Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 167 60% 80% Plan for Feedback Evaluation feedback from parent and staff meetings/professional development S.I.P. reviewer comments and rubric ratings Stakeholders’ survey on the effectiveness and implementation of the S.I.P. Continuous monitoring and adjustments School Climate Surveys “This component describes the institutional process for the on-going evaluation of the overall Bruce School Improvement Plan.” Evaluation of the Bruce Elementary School’s School Improvement Plan and ProcessAt Bruce Elementary School, all stakeholders understand “why” we must evaluate. Every meeting, conference, professional development, and program is closed with an evaluation. Each spring students are formally evaluated. These evaluations are accountability tools to measure the quality of school processes and academic growth. Information is used to provide direction for school goals and future planning. The School Improvement Plan is communicated to all stakeholders via the school’s website, distribution of the plan, and community forums. Results are regularly communicated to all stakeholders regarding improved student learning via parent meetings, school’s website, and school handbooks. The School Improvement Plan is a plan of action. It is written, revised, monitored, and adjusted by the school’s stakeholders. The S.I.P. levels of implementation are regularly reviewed during grade-level Professional Learning Communities’ weekly meetings and professional development sessions. The principal reviews lesson plans to ensure alignment between the S.I.P. and instruction. Monitoring and adjusting takes place during Sitebased Leadership Council meetings, parent meetings, professional development sessions, and Professional Learning Communities’ weekly grade-level meetings. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 168 60% 80% Both the S.I.P. plan and the process are evaluated. All stakeholders are debriefed on this year’s S.I.P. plan and process. The debriefing is an oral interview that elicits responses in regards to the current S.I.P. plan and the process leading up to it. Feedback is solicited at every parent meeting. Bruce Elementary School Inspiring Learners for Life! Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 169 60% 80% Title 1 Addendum No Child Left Behind Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 170 60% 80% Assurance Page I, Martha L. West, Interim Principal of Bruce Elementary School, give assurance that this Title I School-wide Plan was developed during a one-year period with parents and other members of the community. This plan is available to the local educational agency, parents, and the public. When appropriate there is a coordination with programs under Reading First, Early Reading First, Evan Start, Carl D. Perkins Vocational Act, and Head Start. High Priority Schools Only ____________________ School is on the “high priority” list. Therefore, I understand that I must spend not less than 10% of Title I funds for professional development. ____________________________________ ____________________ Principal’s Signature Date Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 171 60% 80% Action Steps Continue on-site PreVoluntary PreKindergarten Classes (2) Bruce Elementary School Transition Action Plan: Pre-K & Middle School Timeline Required Resources Person(s) Responsible Sign-up’s at registration; Screenings begin in Instructional Facilitator, Pre-school posters; April 2011. Class Pre-Kindergarten Informational packets begins August 15, 2011. distributed to school and Teachers and Assistants, Screenings for the 2011- community each spring; B.O.E. Staff 2012 school year will School website provides information regarding Pre-K take place in April of class; The Commercial 2012. Parent Involvement Parents inquire as needed. Appeal Newspaper; Work with Bellevue’s Shadow Program Pre-School Transition Information posted in Parent Resource Room, sent home, and on the school’s website Pre-school age children eligible to receive one book per month via Dolly Parton’s Imagination Library September 2011 May 2012 2011-2012 School Year Counselors, Teachers, Students Website, Posters, Notes Home School Counselors Parent Authorization Sonja Rosenberg, Webmaster Parents inquire if additional information is needed. 2011-2012 School Year Imagination Library Books from Birth Applications found in Parent Room, Main Office, and Parent Meetings; Books from Birth Representatives Instructional Facilitator, Pre-Kindergarten Teachers, Office Staff Parents are surveyed and indicate if books were received. No Child Left Behind Title 1 Annual Meeting Tuesday, September 13 2011 at 8:30 a.m./5:30 p.m. Information/Applications Instructional Facilitator, Principal, Pre-K Teachers Parents attend meeting and receive information regarding Pre-K. Daycare/Pre-School Day: Take a tour and discover the wonders of Bruce Elementary School! Speak with teachers, observe, etc. May 2012 Invitations to all surrounding daycares, Headstarts, Bruce Elementary School Parents; Invitations are extended to the parents, teachers, and students of these entities. All are welcome to visit Bruce Elementary School to prepare for the home-toschool transition. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% Curriculum packets Instructional Facilitator Pre-K and K teachers 172 60% 80% School-wide Instructional Programs Report 2011-2012 (Reform strategies based on scientific research) Programs Brief Description Approximate Cost Discovery Education Formative Reading, Language Arts, and Math No cost to school Assessments non-graded assessment for students in Grades 3—5. Tests are administered three times annually. Reading Street Intervention An intervention program for students No cost to school Programs, Tiers II and III in Grades K—5 that helps struggling readers. Destination Reading A web-based program designed to No cost to school Core Companion K—3 enhance the five elements or reading Intervention, Tier II off-level Bailey’s Book House/Millie’s Math Computer assisted instruction to No cost to school House enhance reading skills Core Companion Pre-K, K, 1, 2 Headsprout/Headsprout A reading program that enhances No cost to school Comprehension students’ reading levels and assists Core Companion---First Grade with comprehension. nd Intervention—K, 2 , 3rd Stanford Math, E.P.G.Y A math computer based intervention No cost to school program that assists the Tier II students Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 173 60% 80% Coordination and Integration of Federal, State, and Local Services and Programs Free and Reduced Lunch Comprehensive Literacy Plan Fee Waiver Cadre Team Leaders P.B.I.S. Initiatives Federal Funds Code of Conduct Primary Home Language Surveys English as a Second Language Notification New Teacher Raise the Bar Mentoring Mendez Too Good for Violence/Drugs (Center for Safe and Drug Free Schools) Annual No Child Left Behind Title 1 Parent Meetings Reading Street Intervention Programs Destination Reading and Bailey’s Book House/Millie’s Math House Discovery Education Formative Assessments Headsprout Learning Express Folio Stanford Math and L.A.W. Technical Assistance Marceia Ashe, N.C.L.B. Supervisor Jason Ogle, Research and Evaluation Susan Dold, Curriculum Deunn Williams, Information Technology Brant Riedel, Research and Evaluation Jeff Baxter , Learning Village Mary Milton Kelly, Stanford Math Sandy McKnight, Regional Representative Donna Artrip, Houghton Mifflin Rep (See attached 2011-2012 Technical Assistance Report, Maintained by Instructional Facilitator) Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 174 60% 80% Bruce Elementary School School-wide Academic Intervention Plan 2011—2012 Bruce Elementary School utilizes the following programs, models, and strategies that clearly define the school’s intervention plan. Strategies incorporated in the School Improvement Plan that ensure timely identification of students experiencing difficulties How support is provided to these students Activities that provide students with additional services that increase amount and quality of instructional time Effective Programs, Models, and Extended Day/Year Home-School Connection Strategies Program Name Date & Time Headsprout 30 minutes daily Individual student reports are shared with parents Stanford Math E.P.G.Y 90 minutes weekly Individual student reports are shared with parents Reading Plus 60 minutes weekly Individual student reports are shared with parents Early Reading Interventions Daily Individual student reports are shared with parents Differentiated Instruction; Thinking Maps Weekly Folders home Individualized Instruction; Small Groups Daily IEP Team Meetings; Parent Conferences EXCEL Plans Revisit Monthly Parents, Teachers, Students, Counselor Destination Reading Courses 1 and 2 August 2011—May Individual skills assigned-reports shared 2012 with parents Bailey’s Book House/Millie’s Math House Daily Parents, Teachers, Students “Boot Camp for Extended Day After School Program, December 2011 -Select Teachers twice weekly, Students needing additional T.C.A.P.” Extended April 2012 Contract timely intervention; All students daily; Twice Weekly Reading Street Intervention, My Sidewalks Tiers II and III Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 30 minutes daily Teachers and Interventionists 175 60% 80% Tutoring Memphis Literacy Corp Tutors’ Schedule St. John’s Methodist Church; Multi-National Ministries; Strategies for Academic Improvement: 1) Weekly content specific grade level meetings Lesson planning and curriculum audits by teachers weekly Assessment and data analysis to target specific areas in need of improvement Review weekly common assessments and tracking progress of target list of students by class by teacher Good First Teaching PD Review of feedback from most recent walk-throughs and classroom observations 2) Discovery Formative Assessments in Language Arts and Math 3) Discovery Education will be used to generate Common Assessments in Science, Social Studies, Reading and Math. These assessments will be given in conjunction with Discovery Formative assessments 4) Stanford Math Intervention: Implement Stanford Math to increase performance of tier 1-2 students. 5) Reading Plus Intervention: Students scoring in the second quartile on TCAP, grades 4 & 5 6) Extended Contract After School Tutorials in Language Arts and Math, Saturday Writing Camps. 7) Interventionists and Teacher Assistant will be utilized as on-going intervention pull outs for students identified by teachers (below 90% mastery of weekly assessments). Focus will be to spiral teaching of concepts without remediation. 8) Built in interventions for grade level reading and mathematics using data from formative assessments and Ed Plans to address specific areas of deficiency during the school day. Teams will share intervention per semester. 9) Writing Plan: 5th grade teams will share a common writing plan. Class is designed to provide students with specific strategies to improve narrative writing skill (for TCAP writing test), and to assist students with research and writing of Capstone projects. Administrative Responsibilities for Academic Improvement: 1) Admin team will design PD based on GiFT strategies and incorporate these into weekly content area team meetings. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 176 60% 80% 2) Admin team will conduct daily/weekly walk-throughs to check for curriculum implementation, time on task, student engagement, academic rigor, and GiFT strategies. 3) Admin team will conduct formal observations using both the district instrument and the TEM instruments. 4) Monitor and track student intervention plans per content assignment and Ed Plan implementation. 5) Design professional growth plans for struggling teachers. 6) School Improvement Plan implementation Rigor and relevance for proficient and advanced students: 1) Participation in C.L.U.E. and individualized instruction 2) Academic enrichment activities: Stanford Math, Stanford LAW, project based learning activities 3) Provide opportunities for students to increase rigor and engagement (Bellevue Middle School) 4) Extended day activities that include problem solving, group and teamwork activities 5) Differentiated instructional strategies to ensure students are engaged in appropriately leveled activities. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 177 60% 80% Bruce Elementary School Teacher Mentoring Program 2011--2012 Action Steps Prior to the opening of school, apprentice teachers have staff development which includes an emphasis on implementing the grade level curriculum, administration policies and procedures, all components of the evaluation process and any other policies and procedures necessary for effective teaching practices. All Wednesday faculty meetings have a curriculum and staff development focus. Weekly team meetings with certified mentors are held with a focus on effective teaching practices and strategies. “Raising the Bar” Mentoring Program: New Teachers will be mentored using the District Mentoring Program/two years. Timeline Start date: July 2011 Required Resources Person(s) Responsible Apprentice Teacher Handbook Principal MCS Curriculum Frameworks Instructional Facilitator End date: August 2011 MCS TEM Observation Process STARS Staff (On-boarding) New Teacher Orientations: Fourth Wednesday of each month Start date: August 2011 End date: May 2012 Start date: August 2011 End date: May 2012 Start date: August 2011 End date: May 2012 Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% MCS Instructional Maps Bruce School’s Professional Development Plan Team Meeting Agendas/Minutes Cluster Meeting Agendas BOE Stipend Pay for one Teacher Mentor; Title 1 funds used for stipends-- additional mentors Principal School Leadership Team Instructional Facilitator Principal Grade Level Chairperson Cluster Meeting Chairperson Instructional Facilitator Mentor Coordinator Certified Teacher Mentors 178 60% 80% Bruce Elementary School No Child Left Behind Home-School Compact 2011-2012 (Revised May, 2011—Site Based Council) Bruce Elementary School Goal: Parents, school staff, and students will share the responsibility for improved student academic achievement via the jointly designed Home-School Compact Parent/Guardian Guarantee I have high expectations for my child. Ways that I will support his/her learning: see that my child attends school daily, on time, dressed in an approved school uniform, with all necessary tools for learning guarantee that my child has a set bedtime and eats breakfast to increase functioning levels support my child’s teacher with open lines of continuous communication assist my child with school assignments in a designated study area, monitor homework, and check for information sent home that needs to be returned develop a partnership with Bruce Elementary School to help my child achieve the state’s high standards teach my child to respect authority and the property of others support the Blue Ribbon Initiative Plan and the school’s efforts with discipline/promoting a safe, orderly environment regularly attend parent conferences, school meetings, and programs with opportunities to view/discuss curriculum, academic assessments, interventions, and proficiency levels volunteer, participate and observe in the classroom when feasible regularly read with and to my child, and provide opportunities to see me read ________________________Parent’s Signature Student Guarantee I have high expectations for myself. I will: o come to school daily, on time, will all necessary learning tools, dressed in an approved school uniform o obey school/classroom rules and honor the Blue Ribbon Initiative o show respect for authority, myself, my peers, and all adults o give all assignments my best effort, take home written notices, and return signed papers/report cards promptly o use my regular “study” area to complete all work, limit my television viewing, go to bed early, and eat breakfast to ensure my academic success o ask questions, participate/listen in class, take responsibility for my actions and grades, and allow others to learn o read to learn and read for fun Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 179 60% 80% _______________________Student’s Signature Teacher Guarantee I have high expectations for all of my students, parents and peers. I will: keep parents continuously informed about students’ progress, attendance, and behavior through report cards, frequent progress reports, phone calls, assessment data, IEP’S, Excel plans, SART meetings, conferences, student work, newsletters, Home-School Compacts, and bi-monthly papers sent home consistently provide engaging homework assignments that reinforce classroom instruction determine students’ educational needs and levels of proficiency then adjust/differentiate instruction to accommodate areas of need promote a warm, safe, inviting classroom for parents and students engage students by using researched-based teaching strategies along with a high quality curriculum/instruction that exceeds the state’s standards provide opportunities to analyze the high quality curriculum, assessment measures, and interventions used at Bruce Elementary School continuously encourage and acknowledge students’ efforts read to my students and provide opportunities for them to read _______________________Teacher’s Signature School Guarantee We have high expectations for all students, faculty, staff, and parents. We will: ensure that students receive engaging, researched-based instruction using high quality curriculum that will increase levels of academic proficiency and exceed the state’s standards create a safe, supportive, and effective learning environment that promotes trust, and respect. provide continuous two-way communication between families, teachers, school staff, and the community respond to parent suggestions and concerns within 48 hours of submittal (verbal, written, parent suggestion box, email) be available for parents without an appointment before and after school, by appointment during the school day, and monthly at “Coffee Talks” give parents reasonable access to school staff, opportunities to volunteer, and occasions to observe the instructional program invite family, faculty, and community members to acknowledge students’ successes through honors programs, parent meetings, family math and science nights, parent conferences, attendance incentives, Blue Ribbon Initiatives, MCS Insider, and newsletters/calendars sent home provide timely information to parents about Tennessee State Standards, high quality curriculum, assessment measures, data analysis, interventions, and proficiency expectations for students invite families to participate in the creation and review of the School Improvement Plan, Family Engagement Policy, and No Child Left Behind Home-School Compact through parent/site-based meetings Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 180 60% 80% encourage teachers, students, parents, and staff to strive toward high expectations academically, socially, and physically ______________________Principal’s Signature NCLB – Título I Pacto de Escuela-Padres Bruce Elementary School 581 South Bellevue Blvd. 2011-2012 Año Escolar (Revisio May 2011, Site Based Council) Misión El propósito de este Pacto de Escuela-Padres, escrito en la Sección 1118 de la Ley Publica 103-382, es para crear y promover el desarrollo social entre escuela-padres para ayudar a todos los estudiantes alcanzar los mandatos estantales. Los padres, los niños, y los maestros compartirán la responsabilidad de mejorar el rendimiento académico de los estudiantes. Dirección Padres y/o guardianes les pedimos aceptar la política de escuela-padre, como a si como esta involucrados en ayudar a la escuela asegurando una experiencia productiva para su hijo/a. Reglas de la Escuela Reglas del Director Yo: • tendré altas expectaciones de padres, estudiantes, y otros miembros del personal • desarrollaré una asociación con los padres para ayudar a los estudiantes alcanzar altos niveles estándares • proveeré a los padres frecuentemente los reportes del progreso, calificaciones, carpeta cada Martes de la semana, y deficiencias de cada 6 semanas • proveeré currículo e instrucción de alta calidad • proveeré un ambiente seguro conducido al aprendizaje • proveeré comunicación positiva entre maestros, padres, y estudiantes • proveeré oportunidades a los padres para que sean involucrados en la educación de sus hijos • animaré comunicación positiva entre casa y escuela • animaré a los maestros a proveer tareas que reesfuercen las instrucción en el salón de clases • proveeré conferencias padre-maestro dos veces al año para discutir el pacto de escuela-padre y como relacionar el desarrollo individual de cada estudiante __________________________________ Firma del Director/a Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 181 60% 80% Maestros Yo: • enseñaré conceptos pertinentes de grados a su hijo/a • proporcionaré comunicación constantemente a padres a través de noticieros, cartas, notas, teléfono, y correo electrónico • determinaré las necesidades de los estudiantes y ajustar la instrucción para acomedir esas necesidades • comunicaré con los padres/guardianes de la asistencia, logro, grados, o comportamiento • proporcionaré a los padres acceso razonable al personal, para ser voluntarios, participar y observar en el salón de clase • proporcionaré tareas pertinentes e interactivas • proporcionaré información a cerca del progreso de su hijo/a • haré un esfuerzo asertivo para integrar actividades especiales para hacer el aprendizaje más agradable • proporcionaré un currículo de alta calidad que permita a su hijo/a satisfacer las funciones estándares del estado • utilizaré a los padres voluntarios __________________________________ Firma del Maestro/a NCLB – Título I Pacto de Escuela-Padres Bruce Elementary School Reglas del Hogar Yo: • enseñaré a mi hijo/a a respetar a la autoridad y la propiedad de otros • enseñaré a mi hijo/a a no ser violento y resolver discusiones inteligente • desarrollaré una asociación con la escuela para ayudar a mi hijo/a a alcanzar altos estándares del estado • enseñaré habilidades sociales para promover interacciones positivas con todos Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 182 60% 80% • proporcionaré 30 minutos por día para tener un vínculo de comunicación mutua • proporcionaré un lugar y tiempo para completar todas las tareas, revisando para asegurarme que todas las tareas sean completadas diariamente • supervisaré el tiempo de televisión • aseguraré que mi hijo/a se duerma temprano y vaya a la escuela a tiempo • seré voluntario para ayudar en el salón de clase de mi hijo/a • participaré en actividades extracurriculares cuando sea necesario (excursiones, tutores, personas de recurso, etc.) • asistiré a conferencias de padres para discutir el pacto de escuela-padres relacionado con los logros de mi hijo/a • comunicaré con los maestro en una forma continua • revisaré con mi hijo/a regularmente sobre información de la escuela, leer, firmar, y devolver a la escuela • ayudaré a mi hijo/ con proyectos asignados • apoyaré los esfuerzos de las escuelas para mantener una disciplina apropiada __________________________________ Firma del Maestro/a Estudiante Yo: • trabajaré con esfuerzo para hacer los mejor que pueda en la escuela cada día • participaré en no-violencia y todo el tiempo resolver discusiones inteligentemente • completaré y regresaré todas mis tareas • cumpliré con las reglas de la escuela y el salón de clase • respetaré la autoridad y opiniones de otros • llevaré a la casa noticias escritas, papeles firmados, capeta de los martes, y calificaciones a tiempo y regresar cuando sea requerido • haré preguntas, participaré en clase, y escucharé atentamente • iré a la cama temprano para descansar __________________________________ Firma del Maestro/a Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 183 60% 80% Bruce Elementary School Plan de Compromiso de Padres de Familia (Family Engagement Plan) 2011-2012 Revisio May 2011, Site Based Council La Escuela Primaria Bruce cree que los padres / tutores legales forman una conexión vital para el bienestar educativo de nuestros hijos. Creemos que padres, maestros, administradores, y miembros de la comunidad tienen que tener expectativas altas y trabajar en conjunto para el rendimiento de los estudiantes. La escuela Primaria Bruce asegurará que sus familias tengan oportunidades para participar en la planificación, diseño, y ejecución del programa de compromiso de familias de “Que Ningún Niño Se quede Atrás” haciendo lo siguiente: -Continued on next page- Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 184 60% 80% Actividades Principales Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% Estrategias Evaluación / Resultados 185 60% 80% 1. El Plan de Compromiso de Familias de la escuela1.1Desarrollar en conjunto, repasar cada año determinar los puntos fuertes y 1. Familias y miembros de la comunidad se Bruce esta comprometido a involucrar a las familiaspuntos débiles del convenio del hogar / escuela de “Que Ningún Niño Se Quede convierten en accionistas en el proceso de en el desarrollo de política. Atrás”, el Plan de Compromiso de Familias, y el Plan de Mejoramiento de la educación y están siempre pendientes de las escuela. responsabilidades y expectativas de las escuelas. 2. 2. El Plan de Compromiso de Familias de Bruce incorpora la involucración de familias en las decisiones 2. y Proveer oportunidades regulares para que las familias contribuyen a la 2. 2. Poner en practica / repasar las encuestas del en la gobernación. planificación, repaso, y mejoramiento de programas para la involucración de ambiente escolar; dirigirse a resolver asuntos entre familias a través de reuniones en la escuela, reuniones de padres, sugerencias, familias y la escuela dentro de 48 horas. 3. La reunión anual de “Que Ningún Niño Se Quedecharlas cada mes, encuestas para padres. 3. 3. Proveer a las familias con conocimiento de los Atrás”: explicar las reglas de Título I, el plan de programas y estrategias / actividades eficaces para estudios, el estado de progreso anual (AYP) de la 3. Invitar a familias y organizar la reunión anual a horas flexibles (a.m., p.m.) aumentar los niveles de competencia de los escuela y participación en programas de Título I, con interpretes para padres con dominio limitado del inglés. estudiantes. medidas de evaluación / resultados, estándares del estado, niveles de competencia, la iniciativa de “Blue 4. Proporcionar / explicar continuamente datos acerca del progreso de los 4. 4. Las familias pueden dirigirse a áreas de Ribbon”, intervenciones, asistencia / promoción / estudiantes: conferencias con horario flexible, informes del progreso, resultados necesidad de los estudiantes e involucrarse en la políticas de retención, derechos de los padres de de evaluaciones, datos de TCAP (Niveles de competencia), boletas de experiencia académica. familia. calificaciones, recados / llamadas telefónicas, el reporte STAR (si aplicable), estrategias de intervención, tarea mandada a casa dos veces al mes, correo 5. 5. Entrega de servicios que apoyan y aumentan la 4. Comunicación de doble sentido entre familias, electrónico, mensajes telefónicos, lesson line, y un plan de estudios de alta participación de las familias maestros, personal de la escuela, administradores y la calidad. comunidad. 6. 6. Posibilitar a los padres a mejor entender los 5. Proporcionar continuamente datos e informes de la escuela en forma estándares, el contenido académico, y mejorar las 5. La escuela Bruce proporcionará oportunidades uniforme y comprensible, usando traductores cuando sea necesario, por habilidades / conocimientos de ser padres; completas para la participación de padres ejemplo, para boletines, calendarios, el sitio del Internet de la escuela, Oportunidades y aumentadas para que los padres discapacitados, padres de niños migratorios, y padres anuncios en el salón NCLB de Recursos Para Padres. también aprendan. con dominio limitado de inglés. 6. Invitar a los padres/tutores legales, a través del calendario de la escuela, el 7. 7. Maximizar las posibilidades de asistencia de 6. Oportunidades para el desarrollo profesional. sitio del Internet, y recados mandados a casa, a participar en el programa padres; Asegurar participación valiosa de padres de planeando del desarrollo profesional de la escuela Bruce. Mandar a casa familia. 7. El Plan de Compromiso de Familias promete anuncios de las oportunidades del desarrollo profesional de las escuelas de la aumentar la participación de familias. Ciudad de Memphis y anunciar las en el Salón NCLB de Recursos Para Padres. 7. Reuniones de las familias se organizarán regularmente durante el año a horas flexibles para acomodar las necesidades de todas las familias. Se proporciona a los padres oportunidades de observar el programa de enseñanza, participan de voluntario, y participar en la planificación de la escuela. Bruce Elementary School Strategies to Attract High Quality, Highly Qualified Teachers Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 186 60% 80% 2011-2012 At Bruce Elementary School, we… 1. Support uncertified personnel in gaining certification (0%) 2. Establish collaboration with colleges and universities 3. Provide on-going, research-based professional development 4. Encourage local, state, and national professional development 5. Implement mentoring programs such as “Raise the Bar’ 6. Establish networks to build capacity for recruiting 7. Attract/recruit via Bruce Elementary School’s website, New Teacher Fair, and School Choice Fair 8. Showcase the zero percent (0)% yearly teacher turnover rate from year-to-year 9. Support and encourage the present faculty; Celebrate successes! 10. Show the school’s partnership with Bellevue Middle School. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 187 60% 80% 2011-2012 Professional Development Plan School: Bruce Elementary School Interim Principal: Martha L. West Professional Development Budget: $5,000 Date: November 9, 2011 Academic Superintendent: Mrs. Catherine Battle Region 1 Northwest Region Instructional Facilitator: Mrs. Rebecca Schaffer, Fund 6, NCLB/Title 1 Funds Responsible for Annual Monitoring Professional Development Plan Overview Based on extensive review, multiple sources of student achievement data, teacher data and school data were included to identify the students’ greatest challenges in meeting LEA and state goals, our school identified and prioritized measurable objectives by subgroups as follows: 1. Reading/Language Arts/Writing—Increase the number of proficient students in the Economically Disadvantaged and All subgroups. 2. Mathematics—Increase the number of proficient students in the Economically Disadvantaged and All subgroups. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 188 60% 80% The Professional Development Plan has goals that will provide teachers with the knowledge, skills, attitudes, behaviors and resources to meet our identified objectives: Goal 1: Continuous exposure to and implementation of scientifically based researched instructional strategies will enhance teachers’ ability/expertise to deliver high quality instruction in reading/language arts and writing. Goal 2: Continuous exposure to and implementation of scientifically based researched instructional strategies will enhance teachers’ ability/expertise to deliver high quality instruction in mathematics. Action Plans The following plan describes our high quality scientifically-based researched professional learning activities/events, the content, process and context we plan for each, our implementation timeline, expected outcomes, data sources used to evaluate effectiveness and the budget commitment required. These plans are in alignment of teaching strategies with the state’s content and performance standards and are based on needs assessments to improve student academic achievement. The staff and community partners will be trained to implement and deliver research proven strategies for ensuring a safe and disciplined learning environment. Teaching strategies and techniques are incorporated, including technology, that improve classroom instruction to help increase academic learning of all students, including those with disabilities and those with cultural, linguistic, and socio-economic needs. All training, teaching methods, techniques, materials and practices are gender-equitable. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 189 60% 80% Goal 1: Continuous exposure to and implementation of scientifically based researched instructional strategies will enhance teachers’ ability/expertise to deliver high quality instruction in reading/language arts and writing. Content: What will be learned? Process: What effective processes will be used? Teachers will create and manage instructional centers/quality work that incorporates the multiple intelligences and Bloom’s Taxonomy. Teachers will utilize the Self-Directed Improvement System (SDIS) to integrate activities in the areas of standards, assessments, curriculum and instruction. To meet the needs of individual students, teachers will learn to implement the following research based strategies to increase literacy instruction: Literacy Workstations, E.S.L. Instruction, Inclusion, Differentiated Instruction, project based learning, Responsive Classroom, Thinking Maps, high quality questioning, problem solving and explicit instruction. Book Studies/Jigsaws Drop-in and planned observations P.L.C. meetings focused on strategies appropriate to the intended goal P.L.C. meetings analyzing data to direct instruction Examination of student work Teacher Network Meetings Coaching and Mentoring Workshops by district staff via Media site/Webinars EdPlans Plans Gender Equitable Practices—Book Study/Powerpoint Context: What aspects of our learning environment will support this goal? Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% TEM Observations Lesson Plans P.L.C.’s-Grade level teachers must meet twice a week to develop and focus on common learning goals and data analysis. Support teachers-coordinate and reinforce common curriculum goals Shared planning time-daily opportunities to meet to coordinate the students’ need and strategize implementation of rigorous academic standards. Vertical planning-opportunity to extend instruction on prior learning. Leadership- skillful school and district leaders guide continuous instructional improvement. Departmentalization-rigorous academic instruction based on teacher strengths 190 60% 80% Professional Learning Activities/Events Avatar Number Small Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers Presenters/Leaders Principal; Instructional Facilitator; Grade Level Chairpersons; P.L.C. Committee Chairs; Implementation Timeline August--December 2011 Bi-Monthly Professional Development: Jigsaws To promptly identify students who are in need of timely interventions, overage, and at risk Book of success. NW Regional Weekly Literacy Coach Avatar Number: 4631.5515 Using Technology to Engage Students and Enhance Instruction Instructional Facilitator; Media Specialist; Grade Chairs; Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% Wednesday, September 7, 2011 2:30—5:30 Follow Up: Monthly Avatar Number: 26301 Expected Outcomes To learn how to provide effective reading instruction by combining meaningful contextual reading, systematic word study, and writing in small groups; “Technology won’t replace teachers. Teachers who don’t use technology will be replaced by those who do.” To bring awareness regarding how children learn What data sources will you use to Total evaluate PD Budget effectiveness? (i.e., Balance teacher data, $5,000 student data) o Teacher $5,000 Evaluations/ -0. Feedback/ $5,000 Observations o Continuously updated Data Notebooks o P.L.C. Minutes o Benchmark Scores o Data Driven Lesson Plans o Aimsweb Progress Monitoring o Teacher $5,000 Evaluations/ -0 Feedback/ $5,000 Observations o Continuously updated Data Notebooks o P.L.C. 191 60% 80% Teachscape: Differentiating Instruction/ Scaffolding Action Principal; Instructional Facilitator; in Teachscape Modules Avatar Numbers: #4957 #4994 via computer assisted instruction. To enhance levels of technological proficiencies. To familiarize and make less threatening the use of Smart Boards as effective teaching tools. Monday, August 5, Teachers will learn 2011 8:00—3:00 how to effectively differentiate Media Follow up: Weekly instruction to meet P.L.C.’s the needs of all students. They will learn a practical approach to creating safe, challenging, and joyful classrooms/schools. Dr. Ric Potts; Instructional Number: Facilitator; Wednesday, 24, 2011 6+1 Writing Traits Avatar #10296 Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% Follow up: P.L.C.’s Optimal student learning through social, emotional, and academic growth. August Teachers will learn the 7 traits of writing and instructional Weekly strategies/centers to use with instruction. o o o o o o o o o Minutes Benchmark Scores Data Driven Lesson Plans Aimsweb Progress Monitoring T.E.M. Observations Differentiated $5,000 Lesson Plans -0 Purposeful $5,000 literacy workstations/ centers Evidence of effective morning meetings Maximized instructional time Seamless transitions o Increased $5,000 Folio scores -0 o Increased $5,000 TCAP writing scores o Student work 192 60% 80% Artrip, Friday, August 5, 2010 Destination Reading Donna Mifflin and Bailey’s Book Houghton Representative; Follow Up: House Principal; P.L.C.’s Instructional Avatar Number: Facilitator; #9080 Northwest Regions Headsprout Headsprout Early Representatives; Reading Training for Third Grade Teachers Monday, September 26, 2011 Wednesday, November 2, 2011 Avatar Number: 10680.12735 To further enhance teachers’ understanding of these computer based programs designed for Pre-K and K (Bailey’s), K and 1st (Destination’s Course 1, Emergent Literacy and Phonemic Awareness), and Destination’s Course 2 for 2nd and 3rd (Building Fluency and Comprehension); To be used as companion pieces and/or interventions; o Teachers will become master teachers in utilizing/ implementing the Headsprout Comprehension district initiative; o o o o o o o o o o o o Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% samples Assigned Tests District Reports Teacher Evaluations/ Feedback/ Observations Continuously updated Data Notebooks P.L.C. Minutes Benchmark Scores Data Driven Lesson Plans Aimsweb Progress Monitoring Progress Reports Data: Student Reports Increased levels of reading proficiencies Progress Reports Progress Monitoring $5,000 -0 $5,000 $5,000 -0 $5,000 193 60% 80% S.A.C.S. Avatar Number: 11316.13478 30 Hours Principal; October 26---February Instructional 22, 2012 Facilitator; S.A.C.S. Committee Wednesdays Chairs S.A.C.S. Leadership Jason Ogle; Component Chairs Team/Compstat Team/TSIPP Team Pre-Kindergarten Family Meetings Pre-K Teachers Third Monday of each month, August 2011— May 2012 8:00 -9:00 a.m. Avatar Number: Pending Parents Teachers Together and Principal; Working Instructional Facilitator; Professional Counselor; President; Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% Wednesday, 31, 2011 To build a comprehensive framework for continuous student/teacher/staff/ stakeholder commitment to learning and school August effectiveness Monday, October 17, 2011 3 Hours To help build strong relationships with parents to best support the children’s learning. Teachers will learn practical ideas for collaborating with parents all year long. To help build strong relationships with parents to best School support the P.T.O. Follow Up: Monthly children’s learning. P.T.O. Meetings and Teachers will learn o Interventionist Data o Reports to Families o Accreditation progress report o Findings from the internal review/self study o Findings from the Quality Assurance Review Team o Survey feedback o Attendance o Increase levels of parent involvement o Reports to Families o Teacher Evaluations/ feedback o Classroom Observations o Quality Work $5,000 -0 $5,000 $5,000 -0 $5,000 $5,000 -2,000 $3,000 194 60% 80% Teaching the Male E.S.L. Teachers; Parents; Brain Avatar Number: 4657.5544 Aimsweb, Stanford Math, Bailey’s Book House, Destination Reading I and II, My Sidewalks, Headsprout, Media Specialist; T.L.A. Media site; Instructional Facilitator; Grade Chairs; Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% Topics Include: 1. Working with diverse family cultures 2. Talking with parents about child development 3. How to involve parents who cannot come to the school 4. Problem solving 5. Setting the stage for positive relationships during the early weeks o Book Jigsaw ($2,000 Reports Teacher o Evidence of Books) Efficacy in all classrooms o Increased levels of Parent Involvement o Integration of social and academic learning in all aspects of the day o Instruction developed to respond to academically and culturally diverse students o Gender equitable instruction/les son plans To increase teachers’ expertise in literacy instruction to establish a sustainable, o Data driven $3,000 lesson plans -0 o Evidence of $3,000 flexible grouping o Timely Staff Development practical ideas for Wednesdays collaborating with parents all year long. Literacy Support and Assessments: These core companion and intervention programs will be addressed weekly during spent on Resource 195 60% 80% Professional Learning Communities— Wednesdays and Thursdays Reading Street Differentiated Instruction, EdPlans plans balanced approach that improves teacher instructional practices. o o o Follow up: Bi-monthly Professional Development Avatar Number(s): KK PLC 4707.5582 1st PLC 4709.5584 2nd PLC 4711.5586 3rd PLC 4754.5633 4th PLC 4755.5634 5th PLC 4756.5635 Support PLC 4757.5636 New Mentor Training New Mentor; Regional Staff October 4, 5, 2011 Principal; Instructional Facilitator; Grade Level Teams; Bi-Monthly Staff Development Wednesdays Avatar Number: 10521.12537 Data Analysis: Intensive review of Reading Street, Teacher Effect Data, Individualized Education Plans, E.S.L. Data, Common Assessments, Economically Disadvantaged Subgroup, and Formative Assessments Follow up: Sept. 2011-May 2012 Weekly P.L.C.’s Avatar Number: #4654.5540 Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% o o New teacher mentor will meet district expectations of mentoring protégé. Teachers will receive practical methods, templates, rubrics, charts and diagrams for collecting and analyzing data. Teachers will revisit their lesson plans to ensure that their delivery of instruction is data driven and high quality. Data notebooks will be interventions Reports Progress Monitoring Data Notebooks TEM Observations P.L.C. Minutes o Training evaluations o Mentoring forms $3,000 -0 $3,000 $3,000 o Intervention -0 reports $3,000 o TEM observations o Unit skills tests o P.L.C. Minutes o Teacher evaluation/ Feedback o Nine Weeks report cards o Benchmark scores 196 60% 80% updated and used to determine instructional planning. TEM: Teacher Instructional Facilitator Effectiveness Measure Wednesday, 17, 2011 Thursday, September 15, 2011 Avatar Numbers: #10225 #10467.12572 #10910 #11264 Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% August Wednesday, 5, 2011 October Wednesday, 19, 2011 October Grade Level Teams will report on their students’ progress. Teachers will attain greater competence in their teaching skills focusing on the concepts of comprehensiveness, repertoire, and matching in order to meet the needs of our diverse learners. Teachers will learn strategies to cultivate classroom learning environments that encourage rigorous academic instruction and meets the needs of the diverse learners. Teach/Cultivate Learning Environment o EdPlans plans o Evidence of researched based instructional strategies and use of Small Group Reading Instruction in lesson plans o Data Notebooks o Evaluations o Walkthrough Checklists o P.L.C. minutes o Increased T.C.A.P. scores o Differentiated lesson plans o $3,000 -0 $3,000 Learning focused classroom communities 197 60% 80% Team K, 1, 2, 3 Teachers; Regional Staff Members Avatar Number: Pending Instructional Capstone Facilitator; Exhibition Curator; Avatar Number: Principal; 10127.12054 Regional Staff Vertical Networks September, November, Teachers will plan January, March instruction and monthly meetings assessments with other grade level support teams Wednesday, Teachers will August 2, 2011 showcase student 2 Hours work products that show evidence of Follow up: the Quality Work Weekly P.L.C.’s Design Criteria. Bi-Monthly Peers will locate the Professional elements and Development provide critiques. Teachers will increase their understanding of the elements of quality work to better guide their plans for spring Capstone. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% o Lesson plans o Common Assessments o Vertical alignments o Scored Rubric— evaluating projects resulting in high level, rigorous content, demonstrating that students have learned information to use in a real world situation. o High Quality Lesson Plans o Quality Student Work o High Quality Teacher Instructional Delivery o Quality Capstone Products $3,000 -0 $3,000 $3,000 -0 $3,000 198 60% 80% Reading Street’s Regional Facilitators Tier III Intervention Avatar Number: Pending Learning Express Think Link Representatives; Folio—Cohort 4th, 5th, ELL, SPED Grade 5 Teachers Avatar Number: 10668.12718 Refresher training for Teacher assistants Interventionists will be retrained to October 17, 2011 implement the My 8:00—11:00 Sidewalks Tier III 3 Hours intervention, monitor progress, Follow up: and enter data into Weekly P.L.C.’s and the Aimsweb as needed system. October 3, 2011 Vance Middle School Library 2:30—5:30 p.m. Teachers will learn consistent routines to develop students’ writing skills and how to grade a Tuesday, October 11, writing sample. 2011 Follow up: Weekly P.L.C.’s Northwest Region’s Writing Cohort for 4th, 5th, Ell, SPED Teachers Avatar Number: 10850 Northwest Region’s Tuesday, October 11, Teachers will learn Writing Specialist 2011 consistent routines and Think Link to develop students’ Representatives writing skills and how to grade a writing sample. Formal analysis, Principal; review, and revisions: Instructional reflections, Facilitator; Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% Wednesday, May 16, 2012 6 Hours To impact and improve teacher quality. To decrease $3,000 o Small group -0 observations $3,000 o Aimsweb Data o Progress Monitoring o Practice Writing Prompts, Learning Express, Grade 5 o T.C.A.P. Writing results o Samples of student writings o Learning Express Folio Writing Scores o Sample writing prompts o School Climate Surveys $3,000 -0 $3,000 $3,000 -0 $3,000 $3,000 -0 $3,000 199 60% 80% collaborations, needs All assessments (P.D.), school stakeholders; final revisions of the School Improvement Plan and Professional Development plan, goals for next school year, strengths/weaknesses from this school year, parent involvement, subgroup analysis, Family Engagement Plan, Home School Compact, S.A.C.S. Report/Growth Plan Avatar Number: 4831.5709 Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% the number of students scoring in the below proficient range. o S.I.P. Scores o T.C.A.P. Scores o Stanford Math, Formative Assessments, Aimsweb Benchmarks o Final report cards o Promotion and attendance rates o Site Based Council Minutes o S.A.C.S. Results 200 60% 80% Goal 2: Continuous exposure to and implementation of scientifically based researched instructional strategies will enhance teachers’ ability/expertise to deliver high quality instruction in mathematics. Content: What will be learned? Process: What effective processes will be used? Teachers will use on-going Discovery Learning results, T.C.A.P. analysis, Responsive Classroom, lesson designs, Stanford Math results, and unit progress assessments to determine the needs of each student and drive instruction. Teachers will engage in workshops that supplement the math program and provide high quality strategies for addressing individual needs. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% Book Study/jigsaws High Quality Student Work Workshops by District Staff P.L.C. meetings focusing on sharing of strategies appropriate to achieve the intended goal Lesson development and coordination Coaching and mentoring P.L.C. meetings focused on interpretation of data results and sharing of strategies to drive instruction P.L.C. meetings examining student work EdPlans Gender Equitable Practices: Book Study/Powerpoint Context: What aspects of our learning environment will support this goal? Classroom Observations P.L.C.’s- Grade level meetings twice a week to develop and focus on common learning goals and data analysis Shared Planning Time- daily opportunities to meet and coordinate and strategize the need and methods for rigorous academic standards Support Teachers-coordinate and reinforce common curriculum goals Vertical Planning-opportunity to extend instruction on prior learning Leadership-skillful school and district leaders guide continuous instructional improvement Departmentalization-rigorous academic instruction based on the teachers strengths 201 60% 80% Professional Learning Activities/Events Avatar Number Practitioner’s Summit Presenters/Leaders Implementation Timeline Envision Math Representatives August 3 & 4, 2011 Avatar Number: 10233.12630 Math Regional Cohort— Teacher Collaborative Sessions Avatar Numbers: Grade 3 10713.12780 Grade 4 10715.12782 Grade 5 10718.12785 District Math Specialists at NW Region; Instructional Facilitator; School Based Computer Tech Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% Expected Outcomes All teachers will increase their math skills and Follow-up: strengthen their Professional hands-on Development teaching with Regional strategies; Math Coach, on- Teachers will be going prepared to use the new math materials. September All Teachers will 2011—May increase their 2012 calendar math skills, strengthen Monthly at their teaching School strategies, and learn to apply real world problem solving to mathematics. Staff members, teachers, parents and students will be provided the knowledge What data sources will you use to evaluate effectiveness? (i.e., teacher data, student data) o Formative Assessment Results o Classroom Observations o T.C.A.P. Scores o Report Cards o Stanford Math Reports o T.E.M. Observations o Formative Assessment Results o T.E.M. Observations o T.C.A.P. Scores o Report Cards o Stanford Math Reports Total PD Budget Balance $3,000 -0 $3,000 $3,000 -0 $3,000 202 60% 80% Discovery Education—Grades 3, 4, 5 Creating Probes, Website Training Discovery Education’s District Representative; Instructional Facilitator August 5, 2011 and on-going throughout the 2011-12 school year Principal; Instructional Facilitator; K-5 Teachers; Special Ed Teacher; E.S.L. Teachers; Twice Monthly during Professional Development Wednesdays August 2011— May 2012 Avatar Number: 4833.5711 Teaching the MALE Brain: How Boys Think, Feel, and Learn in School—Author: Abigail Norfleet James Book Jigsaw: Brain-based research to provide Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% necessary to build a learning community. The website EDCONline.net will be utilized to maximize teacher effectiveness with the program. Teachers will analyze formative assessment data to determine students’ strengths and weaknesses. Teachers will then learn how to generate on-line probes to help students increase their proficiency levels. Grade Levels will share their findings of assigned chapters with parents and staff. Teachers will learn how to o Formative Assessment Results o T.E.M. Observations o T.C.A.P. Scores o Report Cards o Stanford Math Reports $3,000 -0 $3,000 o Formative Assessment Results o Classroom Observations o T.C.A.P. Scores o Report Cards $3,000 -1,500 $1,500 (Books purchased for Jigsaw) 203 60% 80% 2:30—5:30 appropriate and positive learning experiences for students; Differentiated teaching strategies to address the boys’ learning styles in the classroom. Avatar Number: Pending Stanford Math Educational Program for Gifted Youth: A Tier II Intervention Avatar Number: Pending Principal; Instructional Facilitator; K-5 Teachers; Special Ed Teacher; E.S.L. Teachers; Stanford Math Representative August 2011May 2012 Workshop presentations by district staff, August 2011 Follow-up: Grade-level P.L.C.’s by Instructional Facilitator differentiate teaching strategies to help boys succeed in the classroom. Teachers will study the research that proves cognitive, sensory, physical, social, and emotional differences between genders. Teachers will learn how to enter students in Stanford Math program, print reports, and how to use Stanford Math as an intervention program for students with individual needs. Teachers will learn to support their math instruction with technology and analyze data. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% o Stanford Math Reports o Attendance o Discipline Referrals o Progress Reports o Classroom Environment o T.E.M. Observations o Increased Parent Involvement o Formative Assessment Results o Intervention Reports o Classroom Observations o Teacher Assessment o Baseline Tests (Scott Foresman) o P.L.C. minutes o Report Cards o T.C.A.P. Scores o Computer Schedules o T.E.M. Observations $1,500 -0 $1,500 204 60% 80% Integration of Technology to Principal; Instructional Support Student Learning Facilitator; Media Specialist; Avatar Number: Computer Tech 4832.5710 Mid-South Tech Conference www.mcsk12.net/techconference Conference Presenters; Participating teachers; Monday, February 2012 6 Hours Teachers will 20, become familiar with different websites to enhance student Follow up: learning. Weekly P.L.C.’s and as needed Teachers will navigate the web to find tools to use, such as December 8 & rubrics, to 9, 2011 improve their expertise. Teachers will learn how to use technology and integrate it throughout the regular curriculum. Teachers will learn new ways to innovate, inspire and engage students with technology. Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% o Computer $1,500 Schedules -0 o Evidence of $1,500 Technology usage within lesson plans o Teacher generated reports from Discovery Education’s Formative Assessments, Aimsweb, Destination Reading, Headsprout, and Bailey’s Book House. o Evidence of technology usage with Smart Boards/new math adoption’s on-line resources and tools. o Quality Capstone and Thinkshow! Student projects 205 60% 80% The Master Teacher Avatar Number: 29324 Principal Homeless Education: The Instructional Rights and Services for Facilitator Migrant Children and Youth, Pre-school Aged Children Under the McKinney-Vento Act; Immediate Enrollment Under the McKinney Vento Act: Keeping Students Safe Sept. 2011-May Teachers will 2012 receive Master Weekly P.L.C.’s Teacher Tri-folds filled with August 1, 2011 curriculum and 8:00—11:00 assessment tips a.m. to be shared during P.L.C.’s. Teachers will learn practical strategies for explicit instruction in mathematics. Avatar Number: Think R.E.D.! Formal analysis, review, and revisions: reflections, collaborations, needs assessments (P.D.), final revisions of the School Improvement Plan and Professional Development plan, goals for next school year, strengths/weaknesses from this school year, parent involvement, Subgroup analysis, Family Engagement Plan, S.A.C.S., Home School Compact, and Tier movements. Principal, Instructional Facilitator, All school stakeholders Avatar Number: 4831.5709 Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% Wednesday, May 2012 6 Hours To impact and improve teacher quality. To decrease the number of students scoring in the below proficient range. o P.L.C. Minutes $1,500 o Classroom -0 observations $1,500 o Lesson Plans that are data driven and designed to meet the needs of the diverse learners o Benchmark Scores o School Climate Surveys o S.I.P. Scores o T.C.A.P. Scores o Stanford Math, Formative Assessments, Aimsweb Benchmarks o Final report cards o Promotion and attendance rates o Parent Feedback o S.A.C.S. Report $1,500 -1,500 $0. Instructional Facilitator’s Salary 206 60% 80% Professional Development Team Members: 1. Martha L. West, Interim Principal 2. Rebecca Schaffer, Instructional Facilitator 3. Marilyn James, Special Ed Teacher 4. Theresa Herrington, Professional School Counselor 5. Sonja Rosenberg, Media Specialist, Avatar Coordinator 6. Tiffany Jones, P.T.O. President 7. Linda Rose, Kindergarten 8. Sheila Griffen, First 9. Deborah Douglas, Second 10.Canary Williams, Third 11.Lisa Waddell, Fourth 12.Helen Brittman, Fifth 13.Regina Williams, Parent 14.Sasha Kirkland, E.S.L. Teacher 15.Monsharee Denman, Parent/ Para-Professional 16.Amari Oliver, Student 17. Donna Williford, Community Representative Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 207 60% 80% Bruce Elementary School Family Engagement Plan 2011-2012 (Revised 5/16/11 & 10/6/2011 by Site Based Council) Bruce Elementary School has a opportunities to get involved Elementary School will ensure and implementing the No Child special responsibility to our parents and the community by providing and share the responsibility of promoting success in our children. Bruce that its families have opportunities to participate in planning, designing, Left Behind Family Engagement program by doing the following: Major Activities Title 1-A Parent Involvement Strategies Evaluation/Outcomes (Coordinated and integrated with parent involvement strategies under other programs such as Head Start, Parents as Teachers, etc.) 1. Bruce School’s Family Engagement Plan commits to involving families in policy development 2. Bruce School’s Family Engagement Plan incorporates family involvement in decision-making and governance 3. Annual No Child Left Behind meeting: describe and explain Title 1 guidelines, curriculum, school’s AYP status and participation in Title 1, forms of local academic assessments used to measure student progress and the proficiency levels students are expected to meet, state standards, interventions, parent involvement Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 1. Annually--Develop jointly, review, agree upon, distribute, and monitor implementation of the No Child Left Behind Home-School Compact, Family Engagement Plan, and School Improvement Plan; *A process is in place for parents to submit complaints on the school-wide program if deemed unsatisfactory. 2. Provide regular opportunities for families to have input regarding the planning, review, and improvement of the school parental involvement policy and joint development of the schoolwide program plan (TSIPP): site-based council meetings, parent meetings, suggestion box, newsletters, website, monthly coffee talks, parent surveys 3. Invite families and offer annual meeting at flexible times (a.m./p.m.), with translators for parents with limited English proficiency; Repeat meeting second semester for new families; Daycare provided at every 1. Family and community members become stakeholders in the education process and are continuously aware of the responsibilities and expectations of the school 2. Implement/review School Climate surveys; Address/resolve issues between families and school within 48 hours 3. Provide Families with the knowledge of programs and effective strategies/activities to increase student proficiency levels 208 60% 80% programs, Attendance/Promotion/Retention Policies, parental rights parent meeting; Transportation available, to the extent practicable, per parent request. 4. Timely two-way communication between families, teachers, school staff, administrators, and community 5. Bruce School shall provide full opportunities for the participation of parents with disabilities, parents of migratory children, and parents with limited English proficiency to the extent practicable 6. Professional Development Opportunities for all school stakeholders 5. Continuously provide information related to school and parent programs, school reports, in an understandable, uniform format, using translators as needed, such as monthly newsletters, calendars, school website, and postings in the NCLB Parent Resource Room 6. Invite parents/guardians to partake in Bruce School’s planned professional development via school calendar, website, and notes home. Materials and training are provided to help parents work with their children to improve their achievement (Parent Resource Room, English for Moms, Parent Power, PACE). Send home Memphis City School’s professional development calendar, post in the Parent Resource Room, and link on the school’s 7. Bruce School’s Family Engagement Plan pledges to increase family involvement Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 4. Provide assistance to parents in understanding topics such as the State’s academic content standards, assessments, how to monitor students’ progress, and how to work with teachers to improve achievement: flexibly-scheduled conferences and/or per parent requests, progress reports, assessment results, TCAP data (proficiency levels), report cards, notes/phone calls home, EDplans (if applicable), intervention strategies, bi-monthly papers sent home, e-mail, voice mail, lesson line, high-quality curriculum 4. Families can address student’s areas of need and become involved in the academic experience 5. Delivery of services that supports and increases family involvement 6. Enable parents to better understand standards, academic content, and improve parenting skills knowledge; increased opportunities for parents to become learners 7. Maximize the possibility of parental attendance; ensure meaningful 209 60% 80% website. 8. Staff members will study the value and contributions of parents, working/communicating with parents as equal partners, implementing and coordinating parent programs, and foster ties between home and school. 7. Family meetings shall be held regularly throughout the year at flexible times to accommodate the needs of all families. Parents are provided with opportunities to observe the instructional program, volunteer their services, and take a participatory role in school planning. Per parent request, regular meetings are held to formulate suggestions and to participate in decisions relating to the education of their children. parental involvement 8. Build strong relationships with students’ parents to be support academic achievement. 8. Staff will receive on-going professional development using a book study/jigsaw: Parents and Teachers Working Together by Davis & Yang (See page 2 of Family Engagement Plan in back of SIP) *Parents are to submit the complaint to either the school’s Parent Input Box or to the Site Based Council. If the problem still goes unresolved, the next step will be to file a complaint in writing to the Tennessee Department of Education, Federal Programs Office. The complaint must include the name and address of the person submitting the complaint and a description of the complaint. The complaint must also include a statement that the school/agency has violated a requirement of federal stature or regulation that applies to the program. Mailing Address: Tennessee Department of Education, Federal Programs Office, 5th Floor, Andrew Johnson Tower, 710 James Robertson Parkway, Nashville, TN 37243 Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 210 60% 80% Bruce Elementary School 581 South Bellevue Boulevard Memphis, TN 38104 (901) 416-4495 August 2011 2011 No Child Left Behind Annual Yearly Progress (AYP) Notice for Bruce Elementary On the 2011 TCAP Assessment, Bruce Elementary 3rd-5th grade students met targets established by No Child Left Behind legislation in every subgroup and subject except for the Economically Disadvantaged (ED) subgroup in reading and math. We, at Bruce Elementary, are committed to ensuring that we will be off of the target list when the results of the 2012 testing are published. Our goal is to see 100% of Bruce students at the Proficient/Advanced level. To that end, we are: Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 211 60% 80% implementing the My Sidewalks, Reading Street, and Destination Reading, Stanford Math & L.A.W. intervention programs in grades K-5. continuing to offer good first teaching strategies in all subject areas supporting the volunteer-in-school tutoring program—Memphis Literacy Corp, Bellevue Middle School students, Lemoyne Owen College students, community volunteers continuing to partner with parents and the community implementing Headsprout Reading Program for all first graders and struggling second and third graders. Some Useful Websites To see the K-8 Curriculum Standards (used to drive instruction), go to: http://www.state.tn.us/education/ci/curriculum.shtml To see the Accomplishments or SPIs (State Performance Indicators) that each grade is tested on during TCAP: http://www.state.tn.us/education/assessment/tsachrcspi.shtml http://www.mcsk12.net/ http://www.internet4classrooms.com/grade_level_help.htm http://www.enchantedlearning.com/Home.html http://pbskids.org http://eps.memphislibrary.org/rooms/portal/page/10084_KIDS http://www.gamesforthebrain.com http://www.starfall.com Written Notice to Parents of the School Improvement Status 2011-2012 Bruce Elementary School’s A.Y.P. Status based on Spring 2011 T.C.A.P. Scores: Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 212 60% 80% Bruce Elementary School did not meet the state’s standards for determining adequate yearly progress. This information was communicated to parents and community by: 1. School Website 2. Posted throughout the school 3. Title 1 Annual Parent Meetings 4. School Calendar 5. School Profile 6. NCLB Parent Packets 7. AYP Letter Home BELIEVE IN BRUCE! WE WILL RISE AGAIN! Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 213 60% 80% Bruce Elementary School Improvement Plan 2011-12 Annual Measurable Objectives 66% 2012-13 Annual Measurable Objectives 83% 214 60% 80%
