Tennessee School Improvement
Planning Process (TSIPP)
2012 - 2013
Shrine School
4259 Forest View Drive
Memphis, TN 38118
901-416-2400
Charlie Reese, Principal
Dr. Kriner Cash, Superintendent
Tennessee Department of Education
Commissioner Kevin Huffman
August 2012
Tennessee School Improvement Planning Process
(TSIPP)
Assurances
Signature of Principal
I certify that Shrine School has utilized the data and other requirements requested for each component. The school will operate its
programs in accordance with all of the required assurances and certifications for each program area.
I CERTIFY that the assurances referenced above have been satisfied to the best of my knowledge.
__________________________________________
Signature of Principal
Tennessee School Improvement Planning Process Templates – August, 2007
______________________
Date Signed
Page 2 of 100
Tennessee School Improvement Planning Process
(TSIPP)
Table of Contents
Tennessee School Improvement Planning Process
Table of Contents
Assurance Page ............................................................................................................................................................................................2
Table of Contents ..................................................................................................................................................................................... 3-4
Component One A: School Profile and Collaborative Process ............................................................................................................ 5-21
 ... SIP Leadership Team Composition ............................................................................................................................................. 5-6
 ... Comprehensive Needs Assessment (School Climate Survey) ......................................................................................................12
 Instruction by Highly Qualified Staff ..........................................................................................................................................21
Component One B: Academic and Non-Academic Data ................................................................................................................... 22-26
Component Two: Beliefs, Mission and Vision ................................................................................................................................... 27-29
Component Three: Curricular, Instructional, Assessment, and Organizational Effectiveness ........................................................... 30-58
 Policies and practices to ensure all students meet the state’s proficient level ...............................................................................39
 Offer timely, additional assistance to students experiencing difficulty .................................................... 39, Addendum page 78
 Measures To Include Teachers in Assessment Decisions to Improve Student Performance ....................................................47
 Provide written notifications to parents ...................................................................................................................................31, 39
 Strategies to attract high quality, highly qualified teachers ............................................................................ Addendum page 85
 Report of individual assessment results to parents in language they understand .............................................................. 39, 45-46
Component Four: Action Plan Development ...................................................................................................................................... 59-67
 School-wide reform strategies based on scientific research .................................................................................................. 60-67
 High quality, on-going professional development .................................................................................... Addendum pages 86-94
 ... Strategies to increase and promote effective parental involvement ........................................................................................65
 Coordination and integration of federal, state, and local services and programs.......................................... Addendum page 95
 Specific measurable goals and objectives ........................................................................................................................... 60,62-63
 ... Specify responsibilities of school including technical assistance ........................................................ 62-63, Addendum page 96
 Intervention Strategies/Instructional Program Report ...................................................................... 60, Addendum pages 77-78
Tennessee School Improvement Planning Process Templates – August, 2007
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Component Five: The School Improvement Plan and Process Evaluation ........................................................................................ 68-74
Title 1 Addendum .............................................................................................................................................................................. 75-101
 Assurance Page ................................................................................................................................................................................2
 Pre-School Transition Plan .................................................................................................................................................... 78-79
 Post-Secondary Transition Plan ............................................................................................................................................... 80-81
 Teacher Mentor Plan ................................................................................................................................................................ 82-83
 Intervention Plan ...................................................................................................................................................................... 76-77
 Strategies to Attract Highly Qualified Teachers ..........................................................................................................................84
 Professional Development Plan ............................................................................................................................................... 85-94
 State and Federal Programs .........................................................................................................................................................95
 Family Engagement Plan (Increased Parental Involvement) .............................................................................................. 96-98
 Home-School Compact .......................................................................................................................................................... 99-100
 ... Technical Assistance List ............................................................................................................................................................101
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Component 1a - School Profile and Collaborative Process
TEMPLATE 1.1: SIP Leadership Team Composition
In the School Improvement process, six committees exist: a leadership team and five subcommittees. Establish a subcommittee for each of the five components
of the plan. The Leadership Team is composed of its chairperson, the chairperson from each of the subcommittees, and representatives from each relevant
stakeholder group and major initiatives within the school. These stakeholders could include representatives from the following groups: teachers, administrators,
non-certified personnel, community, parents, and students. In high schools, be sure to represent faculty from both the academic and the technical paths.
The Leadership Team provides guidance for the entire process. When you list the members of the Leadership Team, be sure to indicate who is serving as the
chairperson of this team.
Component 1.1: SIP Leadership Team Composition
(Rubric Indicator 1.1)
SIP Leadership Team Member Name
Leadership
Chair?
(Y/N)
Position
Name of Subcommittee(s) (when applicable)
Charlie Reese
N
Principal
Jennifer Blassingame
Y
Teacher
The School Improvement Plan and Process Evaluation
Laura Swearingen
Jacquelyn Davis-Wadlington
Y
Y
Teacher
Teacher
Component 4
Component 2
Donald Fox
Y
Teacher
Component 3
Vicki Kaiser
Y
Teacher
Component 1
Dorothy Hinds
N
Kim Birdwell
N
Guidance
Counselor
Parent
Temaka Esters
N
Parent
Component 1
Tameka Edwards
N
ESP
The School Improvement Plan and Process Evaluation
Tennessee School Improvement Planning Process Templates – August, 2007
The School Improvement Plan and Process Evaluation
Component 1
Page 5 of 100
Jazmine Harris
N
Student
Mto Imhotep
N
Student
Alice Harrington
N
Adopter
Janeth McChriston
N
Community Rep.
Marilyn McClure
N
Adopter
The School Improvement Plan and Process Evaluation
The School Improvement Plan and Process Evaluation
Component 1a - School Profile and Collaborative Process
TEMPLATE 1.2: Subcommittee Formation and Operation
(Rubric Indicator 1.2)
Subcommittee for COMPONENT
1 School Profile and Collaborative Process
Member Name
Position
Chair
Y
Vicki Kaiser
Teacher
Dorothy Hinds
Guidance Counselor
N
Jennifer Blassingame
P.E. Teacher
N
Terrie Atkinson
Teacher
N
Sheetal Patel
Teacher
N
Karyn Spann Christian
Teacher
N
Robert Faulk
Teacher
N
Mto Imhotep
Student
N
Temaka Esters
Parent
N
James Macon
Stakeholder
N
(tab in last cell to create a new row as needed)
Component 1 Subcommittee has met to address critical
components of the SIP and minutes are on file.
Subcommittee 1 Chair Signature
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Page 6 of 100
YES
NO
Subcommittee for COMPONENT
2 Beliefs, Mission and Vision
Member Name
Position
Jacquelyn Davis-Wadlington
Teacher
Chair
Y
Karyn Spann Christian
Teacher
N
Thomas Jackson
Teacher
N
Tamera Rayford
Parent
N
Robert Barrow
Stakeholder
N
Antonio Johnson
Student
N
(tab in last cell to create a new row as needed)
Component 2 Subcommittee has met to address critical
components of the SIP and minutes are on file.
Subcommittee 2 Chair Signature
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YES
NO
Subcommittee for COMPONENT
3
Curricular, Instructional, Assessment, and
Organizational Effectiveness
Member Name
Position
Donald Fox
Teacher
Chair
Y
Jacquelyn Davis-Wadlington
Teacher
N
Pamela Tyson
Teacher
N
Debra Hardin
Teacher
N
Ashley Braxton
Student
N
Charlotte Richardson
Parent
N
Vicki Weiss
Stakeholder
N
(tab in last cell to create a new row as needed)
Component 3 Subcommittee has met to address critical
components of the SIP and minutes are on file.
Subcommittee 3 Chair Signature
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YES
NO
Subcommittee for COMPONENT
4 Action Plan Development
Member Name
Position
Laura Swearingen
Teacher
Chair
Y
Tamera Lewis
Teacher
N
Queen Wright
Teacher
N
Debra Hardin
Teacher
N
Linda Jones
Stakeholder
N
Chris Wells
Student
N
Angela Brown
Parent
N
(tab in last cell to create a new row as needed)
Component 4 Subcommittee has met to address critical
components of the SIP and minutes are on file.
Subcommittee 4 Chair Signature
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YES
NO
Subcommittee for COMPONENT
5 The School Improvement Plan and Process Evaluation
Nancy Posey
Member Name
Librarian
Position
Chair
Y
Jennifer Blassingame
Teacher
N
Dorothy Hinds
Guidance Counselor
N
Steve Mayhorn
ESP
N
Tameka Edwards
ESP
N
Lillian Lee
Parent
N
Alice Harrington
Stakeholder
N
Antonio Turnage
Student
N
(tab in last cell to create a new row as needed)
Component 5 Subcommittee has met to address critical
components of the SIP and minutes are on file.
Subcommittee 5 Chair Signature
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YES
NO
Component 1
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Component 1a - School Profile and Collaborative Process
TEMPLATE 1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis
TEMPLATE 1.3.1: Data Sources (including surveys)
Data Source
Title 1 Needs Assessment
Relevant Findings
Title 1 Parent Surveys
School Climate Surveys for
Staff: Spring 2009
Current Use of Facilities
Memphis City Schools
Adopt-A-School Program
The following six areas were identified as areas for improvement:
student attendance, parent involvement, communication at all levels,
student assessment tools, paperwork (reduced), and school facility
upgrades.
The Speech and Vision teachers work with individual students and
small groups of students in a non-traditional therapy suite. The before
and after care program is held in a classroom. The Daily Living Center
houses the PTO/Circle of Friends parent group meetings. There is one
portable building at the Shrine School that is used by the woodworking
specialist to teach the art of woodworking to the students.
Shrine School has a very positive relationship with its adopters.
Members of the Hill Chapel M.B. Church, Snell’s Orthotics, Baptist
Trinity Home Care and Hospice, Clark/Dixon Architects, and WilliamsSonoma support the students by volunteering their time, money, and
spirits.
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TEMPLATE 1.3.2: Narrative and Analysis of Relevant School and Community Data
Component 1.3.2: School and Community Data
Narrative and analysis of relevant school and community factors:
SCHOOL CHARACTERISTICS
Historical Background
The Shrine School for Handicapped Children was opened in 1945 under the sole financial support of the Shriners
and under control of the Memphis City Schools. In 1976, the Shrine School was moved from a small school
house into a new facility as part of the Sheffield School Complex because of its proximity to traditional
elementary, secondary, and vocational schools. In 1981, an addition was built which included classrooms, a
heated indoor pool, gymnasium/multipurpose room, and increased therapy space. The enrollment has ranged
from a low of 52 in 1975-1976 to a high of 176 in 1958-1959. Shrine School serves students with multiple
disabilities from all areas of the city of Memphis. It is a federally-funded, school-wide Title 1 facility. This
designation helps ensure that a positive learning environment has been developed to foster high expectations for
overall individual educational program achievement.
Facilities
Our current facility has fifteen self-contained classrooms: two pre-kindergarten classroom, five elementary
classrooms, and eight high school classrooms. We also have a library information center, a school counselor’s
office, a daily living center, a speech therapy room, a technology office, a vision office, a repair technician
workroom, two faculty lounges, a building engineer’s office, a woodworking shop, a conference room, two
nurses’ stations, the main office suite, a gymnasium/multipurpose room, an indoor swimming pool, and an
assistive technology lab. Shrine has a variety of equipment and facilities that focus on the development of
independence for our students. We also have an adapted playground with accessible recreational equipment.
Environmental and Safety Concerns
Shrine School is dedicated to providing a safe, comfortable, and productive environment for our students and
staff so that we can achieve our core mission of educating students. To support this effort, we have an Air Quality
Team that annually inspects and reviews all concerns related to the air quality of the building. The Multi-hazard
Emergency Management Plan is reviewed and updated annually. Each classroom is equipped with an emergency
evacuation plan. The multi-hazard plan includes emergency numbers, procedures, students and staff medical
needs’ list, and emergency dismissal maps and schedules. The recovery guide is designed to provide consistent
emergency procedures across the district. Every classroom is equipped with a telephone and an emergency access
button to the main office. Emergency drills (both fire and tornado) are conducted monthly.
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Every staff member receives annual training on Blood-borne Pathogens and Hazardous Chemicals. Sexual
harassment training and child abuse training are also provided annually to staff members. All staff members
receive annual CPR and First Aid Training. The school nursing staff provides additional training to staff and
students for relevant health related issues. Shrine School has a total of eight nurses on-site Monday through
Friday. The building has security cameras at the front door, playground door, and side doors to ensure secured
entry. All visitors must sign in through the office and obtain a visitor’s pass. All exterior doors remain locked at
all times. These doors require an ID badge to enter the building. If a visitor does not have an ID badge, he/she
must use the buzzer system to be admitted to the school by office personnel.
The staff and administration promote a safe and orderly environment while following Memphis City School’s
protocol for safety by enforcing the Student Code of Conduct and the School-Wide Discipline and Safety Plan.
Teachers and members of the safety committee carry two-way radios with them to ensure communication during
emergency situations.
Grade Distribution
Grade
Number of Students
Special Education
143
Length of School Year
The length of the school year is determined by the Tennessee Department of Education. Shrine’s school year, in
accordance with the state mandates, is two hundred days per school year. One hundred eighty of these days are
for student instruction. Five days are for in-service and five days are administrative days. The remaining days are
designated as vacation days.
Length of School Day
In accordance with the State of Tennessee and Memphis City Schools, Shrine shall operate 7 hours and 15
minutes per day. Shrine School’s operating hours are from 7:30 a.m. until 2:15 p.m.
Per Pupil Expenditures
The Memphis City Schools’ district expenditure per pupil is $7,500.00.
Administration, Faculty and Staff Demographics
The administration, faculty, and staff consists of 69 percent African Americans, 24 percent White, and 7 percent
other persons. Seventy-nine percent of the administration, faculty, and staff are female and 21 percent of the
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administration, faculty, and staff are male.
Years of Experience of Faculty and Administration
The experience of our faculty and administration varies and it is reported as follows:
 Thirty-eight percent of our faculty and administration have 3-10 years of experience.
 Fourteen percent of our faculty and administration have 11-20 years of experience.
 Twenty-nine percent of our faculty and administration have 21-30 years of experience.
 Nineteen percent of our faculty and administration have 31-40 years of experience.
Percentage of Courses Taught by Highly-Qualified Teachers
One hundred percent of the teachers at Shrine School are highly-qualified according to the guidelines of the State
of Tennessee Board of Education and No Child Left Behind.
Percentage of Faculty and Staff Who Hold Advanced Degrees
Eighty percent of Shrine School’s administration and staff hold a Master’s Degree. One staff member has a
doctoral degree. There are no teachers who currently hold a National Board Certification.
Percentage of Faculty Teaching Courses Outside Their Area of Certification
Every teacher at Shrine School is highly qualified and certified to teach in his/her academic area.
Enrollment Data
The enrollment at Shrine School for the 2011-2012 school year is 143. The enrollment varies because our
students are medically fragile. The current enrollment includes pre-kindergarten through twelfth grade. All of our
students have multiple disabilities and range in age from three to twenty-two years old. The average number of
students in all grades is nine.
Curriculum Offerings
Shrine School follows the approved curriculum and benchmarks of the state of Tennessee and of Memphis City
Schools. Curriculum and instruction are aligned with clearly defined expectations for student performance at all
grade levels. All students attending Shrine School have Individual Education Programs (IEPs) that are written to
address the specific goals and objectives for that individual student. Our teachers are committed to following the
students’ IEPs. Shrine students are provided balanced and age-appropriate learning experiences that include Orff
music, adapted physical education, assistive technology, library, visual arts, and instruction in socialization,
prevocational, cognitive, daily living, motor, and language/communication skills development.
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Unique Programs (School wide reform strategies with emphasis on improved
achievement on lowest achieving students)
Various types of interventions based on the individual needs of the students are implemented to encourage
independence and to help disaggregate data based on the upcoming TCAP-Alt. Portfolio assessment results.
Honors Classes
Based on the students’ current cognitive levels of functioning, communication deficits, physical levels of
functioning, medical concerns, safety concerns, and dependence for individual care, our students would not
benefit from full time participation in the general education curriculum.
Parental Support
Shrine School fosters increased parental involvement and effective communication with its stakeholders in
numerous ways. Shrine uses daily communication reports, student work samples, messages from administrators,
weekly folders, and progress reports. Shrine also has a website to convey information. Parents have 24-hour
availability to contact teachers via email. Teachers respond to parent questions and concerns in a timely fashion.
Shrine School has an open door policy and parents are always welcome. School telephone numbers are provided
for parents, teachers, and community partners to communicate. Parents and other family members are encouraged
to attend Circle of Friends (P.T.O.) meetings, Open House, Resource Fair, Grandparents’ Day, Parent-Teacher
conferences, athletic functions, and school sponsored activities. Both our annual Field Day and Resource Fair
promote quality family interactions and shared learning experiences.
NCLB places emphasis on parental involvement through a monetary allotment of the NCLB budget and requires
signatures of parent, student, teacher, and administrator on a Home-School Compact. The compact is a written
agreement that outlines the students’ academic and behavioral concerns and the mutual responsibility of all
stakeholders.
School Business Partnerships (Coordination with Federal, State and Local Programs)
Shrine School has six adopters: Hill Chapel M.B. Church, Baptist Trinity Home Health Care and Hospice,
Williams Sonoma, Snell’s Orthotics, Clark/Dixon Architects, and the Shriners. These adopters are based in the
community and provide valuable services such as reading in the classrooms and community based instructional
support. We also receive support from the following agencies/organizations: McDonald’s, Special Olympics,
Harding Academy, Vocational Rehabilitation, United Cerebral Palsy, Memphis Arts Council, Ballet Memphis,
University of Memphis, Brooks Museum of Art, and the Memphis College of Art.
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Mobility and Longevity of Staff at School
The majority of the faculty and staff at Shrine have been at the school for four or more years.
Grant Awards
Shrine School was awarded no grant awards for the 2011-2012 school year.
Staff Involvement in School/System Leadership Activities
Teacher-led PLCs (Professional Learning Communities) offer professional development from teachers to
teachers in topics ranging from classroom environment, assistive technology, and transition planning. Teachers
also spearhead extracurricular activities and groups such as basketball games and the cheerleading squad.
Highly Qualified Paraprofessionals
The school employs thirty-four paraprofessionals, all of which are Highly Qualified according to the
requirements of Memphis City Schools District, the Tennessee State Board of Education, and No Child Left
Behind.
Trained and Qualified Mentors
We currently have two teachers, including administration, trained to mentor novice teachers and to attract
Highly Qualified teachers.
STUDENT CHARACTERISTICS
Number of Students
Shrine’s enrollment is currently 143 students.
Student Demographics
Category
Total
Black
White
Hispanic
Other
83.9%
9.8%
4.9%
1.4%
100%
TOTAL
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English Proficiency
None of the students have the prerequisite skills necessary to attend English language/communication classes.
Free and Reduced Lunch Rate
Seventy-five percent of the students participate in the free and reduced lunch program. This qualifies Shrine as a
federally-funded, school-wide No Child Left Behind school.
Discipline Referrals
Memphis City Schools (MCS) sets policies and procedures to implement and comply with laws, standards, and
policies of the State of Tennessee. Operations at Shrine School are guided by the policies and procedures of
Memphis City Schools. Tools such as Shrine’s teacher and parent/student handbooks and school-wide rules are in
alignment with MCS’s Code of Conduct, which is signed by parents and filed for all students enrolled at Shrine.
Due to the current student population, each IEP addresses individual student behavior. Therefore, interventions
and positive behavior support are built into each educational plan when necessary. Most of our students’
behaviors are determined to be manifestations of their individual disabilities.
The school’s current school infraction report for 2011-2012 is the following:
Infraction
Number of
Occurrences
Assault
Bullying
Disruptive Behavior/Continued Misconduct
Fighting
Immoral/Disreputable Conduct
Insolent/Insubordination
Misconduct
Possession/use of a match, light, fireworks
Theft
Threats against school personnel
Threats against students
0
0
0
0
0
0
0
0
0
0
0
Promotion Rate
The promotion rate for Shrine School for the 2011-2012 school year was 100%.
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Retention Rate
The retention rate for Shrine School for the 2011-2012 school year was 0%.
Transfer Rate
The transfer rate for 2011-2012, according to Memphis City Schools’ stability report was 1%.
Special Education Disabilities
Types
Number
Percent
Pre-School
Multiple Handicapped
18
125
12.6%
87.4%
Students Attending Preschool
Shrine has two SPED pre-kindergarten class with 18 students in the Special Education department. Students in
the transition class are included into the regular education classes and activities when appropriate.
Extracurricular Activities
Shrine School has a basketball team and cheerleading squad for girls and boys in grades K-12. Additionally,
Shrine students participate in Special Olympics. This organization rewards the students for their efforts and
bravery while attempting various forms of physical activity.
School Attitudes/Perceptual Data
Due to their multiple disabilities, Shrine students are unable to participate in formal surveys.
PARENT AND GUARDIAN DEMOGRAPHICS
The students of Shrine School reside in all areas of Memphis and are from diverse backgrounds
Race/Ethnicity
Black
84.4%
Marital Status
Married
White
9.2%
Hispanic
4.3%
Other
2.1%
Single
Separated/Divorce
Widowed
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46%
43%
11%
0%
Level of Education
High School Attendance
GED
High School Graduate
Some College
Associate Degree
Bachelor’s Degree
Master’s Degree
Education Specialist
Doctoral Degree
21%
2%
26%
31%
4%
14%
2%
0%
0%
Employment Status
Employed
Unemployed
68%
32%
Less than $10,000
$10,000 - $15,999
$16,000 - $20,999
$21,000 - $25,999
$26,000 - $30,999
$31,000 - $35,999
$36,000 - $40,999
$41,000 - $45,999
$46,000 - $50,000
More than $50,000
24%
17%
14%
10%
7%
4%
5%
6%
1%
12%
Income Level
COMMUNITY CHARACTERISTICS
Size of Community & Demographic Breakdown of the Population
According to the United States Census 2000, the population of the 38118 zip code which includes the Shrine
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School community is 47,459 residents. The figures reported from the 2000 census indicate that 76% of the area
population was identified as black; 16.2% were identified as white; 5.3% were identified as Latino; with 2% or
less identified in another category.
Average Income or Economic Level
The median household income is $34,202. A total of 17.5% of the families live below the poverty level.
Number of Private Schools
There is one private school, Grace Christian Academy, within the Shrine community.
Major Employers
Federal Express, Delta Airlines, Pinnacle Airlines, and Logistics Industry are major employers for the parents of
the 38118 zip code community.
Community Involvement or Participation in School Activities
Shrine School has six adopters: Hill Chapel M.B. Church, Baptist Trinity Home Health Care and Hospice,
Williams Sonoma, Snell’s Orthotics, Clark/Dixon Architects and the Shriners. These adopters are based in the
community and provide valuable services such as reading in the classrooms and community based instruction
support. We also have support from the following agencies/organizations: McDonald’s, Special Olympics,
Harding Academy, Vocational Rehabilitation, United Cerebral Palsy, Memphis Arts Council, Ballet Memphis,
University of Memphis, Brooks Museum of Art, and the Memphis College of Art.
Group Homes/Substance Abuse Centers/Homeless Shelters
There are no group homes, substance abuse centers, or homeless shelters in the 38118 zip code.
Highly Qualified Staff
Shrine School has a principal who assigns professional staff responsibilities in our school. Our principal, Mr.
Charlie Reese, successfully completed the Harvard Leadership School. We have a staff of 16 Special Education
teachers, two pre-kindergarten teacher, and four support individuals, who are all highly qualified staff. Currently,
100% of our teachers hold bachelor’s degrees, 80% hold master’s degrees, and one staff member has a doctoral
degree. 100% have Tennessee teaching licenses. We also have a highly qualified team of 34 paraprofessionals
who support daily instruction for students with special needs.
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Component 1B
Academic and Non-Academic Data Analysis/Synthesis
1.4: Variety of Academic and Non-Academic Assessment Measures
List Data Sources
 Student Progress Reports
 School Report Card
 2008 – 2009 Climate Survey
 Attendance Data
 Proficiency Data
 TCAP-Alt. Portfolio Assessment
 Project Memphis
 Hawaii Early Learning Profile
 Brigance 2
 Vineland Adaptive Behavior
 CTONI
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TEMPLATE 1.5: Data Collection and Analysis
Describe the data collection and analysis process used in determining your strengths and needs.
Data was comprised from many different sources. Data was compiled collaboratively by faculty,
staff, and stakeholders to determine Shrine School’s strengths and areas to strengthen.
TCAP Data
The TCAP Alternate Portfolio Assessment Data was analyzed by class and student. After
carefully using the information, decisions were made to determine what APIs (Alternative
Performance Indicators) needed to be focused on and how the school and teachers would support
aligning the curriculum standards with those objectives that were not mastered.
Attendance/Promotion Rate
District set goals for attendance were studied and monitored by classroom teachers and the
attendance secretary. Importance was placed on attendance reports issued per 20-day period.
The reports issued to the school principal were analyzed for consistent patterns. For the last three
years, Shrine School has exceeded the NCLB rate of 93%. Because the students that attend
Shrine School have multiple disabilities and are medically fragile, the attendance rate varies on a
daily basis.
Intervention
Interventions are implemented on an individual basis based on IEP goals and objectives.
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TEMPLATE 1.6: Report Card Data Disaggregation
Report Card Data Disaggregation
Percent Proficient and Advanced Spring 2011
Elementary
White
Hispanic
Math
Reading,
LA, Writing
High School
100%
100%
100%
100%
White
Hispanic
100%
100%
100%
100%
Math
Reading,
LA, Writing
African
American
98%
98%
Native
American
N/A
N/A
Asian/Pacific
Islander
N/A
N/A
Economic
Students
Disadvantage Disabilities
97%
98%
97%
98%
ELL
African
American
100%
100%
Native
American
N/A
N/A
Asian/Pacific
Islander
N/A
N/A
Economic
Students
Disadvantage Disabilities
100%
100%
100%
100%
ELL
African
American
2%
2%
Native
American
N/A
N/A
Asian/Pacific
Islander
N/A
N/A
Economic
Students
Disadvantage Disabilities
3%
2%
3%
2%
ELL
African
American
N/A
N/A
Native
American
N/A
N/A
Asian/Pacific
Islander
N/A
N/A
Economic
Students
Disadvantage Disabilities
N/A
N/A
N/A
N/A
ELL
N/A
N/A
N/A
N/A
Percent Below Proficient Spring2011
Elementary
White
Hispanic
Math
Reading,
LA, Writing
N/A
N/A
N/A
N/A
High School
White
Hispanic
Math
Reading,
LA, Writing
N/A
N/A
N/A
N/A
Tennessee School Improvement Planning Process Templates – August, 2007
Page 24 of 100
N/A
N/A
N/A
N/A
TEMPLATE 1.7: Narrative Synthesis of All Data
Narrative Synthesis of Data
SUBJECT
AREA
Reading/Language
Arts
Math
Attendance
2006
2007
2008
87.5%
79%
98%
91.7%
93.5%
94%
97.5%
98%
96.4%
Strengths:
 All Reading and Language Arts scores on the TCAP-Alt. Portfolio were proficient or
advanced except for one homebound student.
 The number of students scoring advanced in all TCAP- Alt. Portfolio areas has remained
in good standing over the past three years.
Needs:
 All of the students at Shrine must have student specific interventions in order to obtain
their individual IEP goals and objectives.
 The AYP attendance rate is 94.7%. The goal has been met several times. However, due to
the medical fragility of our students, attendance rates are variable and inconsistent. One
way Shrine encourages increased attendance is by participating in “Perfect Attendance
Fever Week” each nine weeks.
Tennessee School Improvement Planning Process Templates – August, 2007
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TEMPLATE 1.8: Prioritized List of Goal Targets
Prioritized List of Goal Targets
Goal 1: To increase the percentage of students scoring proficient or advanced in
Reading/Language Arts from 97.3% to 100% by Spring 2012.
 Increase percentage of Elementary age students from 94.7% to 100%.
 Maintain percentage of Secondary age students of 100%.
Goal 2: To increase the percentage of students scoring proficient or advanced in Math from
79.85% to 100% by Spring 2012.
 Increase percentage of Elementary age students from 76.3% to 100%.
 Increase percentage of Secondary age students from 83.4% to 100%.
Goal 3: To increase the percentage of students performing at a minimum of 70% on their goals
and objectives listed in their Individualized Educational Programs (IEPs) from 62% to 65% by
Spring 2012.
Goal 4: To increase the overall attendance rate to 98% by Spring 2012.
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Component 2
Beliefs, Common Mission, & Vision
Tennessee School Improvement Planning Process Templates – August, 2007
Page 27 of 100
Template 2.1: Beliefs, Common Mission, and Shared Vision
Beliefs

We believe a safe and physically comfortable environment promotes student learning.

We believe student learning is the chief priority of the school.

We believe each student is a valued individual with unique physical, social, emotional,
and intellectual needs.

We strive to promote the use of data and shared decision-making processes.

We believe students' learning needs should be the primary focus of all decisions
impacting the work of the school.

Achieving proficiency and beyond for all students is an important part of the education
process.

We believe that it is our responsibility to engage in adequate and appropriate internal and
external communication.

We believe exceptional students require special services and resources.

We believe the commitment to continuous improvement is imperative if our school is
going to enable students to become confident, self-directed, lifelong learners.

We believe students learn best when they are actively engaged in the learning process.

We believe curriculum and instructional practices should incorporate a variety of
learning activities to accommodate differences in learning styles.
Tennessee School Improvement Planning Process Templates – August, 2007
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Common Mission
The Shrine staff, with cooperation and commitment from the home, community, and Shrine
organization, will provide a supportive foundation for lifelong learning in a safe, nurturing, and
challenging environment, while guiding all students to reach their individual academic, physical,
social, and emotional potential. When possible, we will utilize research-based information and
data to drive decisions. We strive to align policies and procedures while maintaining a focus on
achieving the school’s goals for student learning.
Shared Vision
Shrine School is dedicated to providing a clear purpose and direction for lifelong learning by
meeting the individual needs of students and striving for a quality education in achieving
proficiency and beyond for all students. It is our responsibility to foster collaboration among
staff and stakeholders while establishing a link between the beliefs, mission, and vision. We are
committed to promoting a high performing learning culture which includes all students and
stakeholders.
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Component 3
Curricular, Instructional, Assessment, and
Organizational Effectiveness
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Page 30 of 100
Template 3.1.a: Curricular Practices
Current Curricular
Practices
Evidence of Practice
Alignment of
curriculum and
state standards
- Formative
Assessment
- Academic
Curriculum
- Lesson Plans
District-wide
mandates and
Benchmarks
- TCAP-Alt
Portfolio
- IEPs
Support system for
Teaching and
Learning
- Workshops
- Conferences
- PLCs
- TSIPP
School sharing school
vision with stakeholders
- Parent conferences
- Title 1 meetings
- PTO/Circle of Friends
Meetings
Monitoring in
place to
enhance
quality of
curriculum
- CBI
- PLC teams
- Learning
Village
lesson plans
Grade
appropriate
standards
Students meet
all TCAP Alt.
requirements
Teaching
learning tools
correlate to
State standards
Learning
Village
curriculum
guides
Is the current practice researchbased?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Is it a principle & practice of
high-performing schools?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Has the current practice been
effective or ineffective?
Effective
Effective
Effective
Effective
Effective
Effective
Effective
- TCAP Alt.
scores
- Student work
- IEP data
sheets
- Periodic teacher
evaluations
- Lesson plans
- TCAP Alt.
scores
- IEP data
sheets
- Periodic
teacher
evaluations
Maintaining
TCAP scores
at proficient
/advanced
What data source(s) do you have
that support your answer?
Evidence of effectiveness or
ineffectiveness
Evidence of equitable school
support for this practice
Next Step
- Lesson plans
aligned to
TN standards
- Grading rubrics
- Report cards
- IEP data sheets
- Survey of needs
- Optional
professional
development
Continue to
monitor
curriculum for
- MCS
Professional
development
- School Climate Survey
- Testimonial letters
TCAP Alt.
scores
- TCAP Alt.
scores
- Periodic
teacher
evaluations
- lesson plans
- TCAP Alt.
scores
- Student work
- Periodic
teacher
evaluations
AYP
IEP data charts
- School Climate Survey
- Testimonial letters
TCAP Alt.
scores
TCAP Alt.
scores
- Lesson plans
aligned to
TCAP
standards
AYP
- AYP
- CBI portfolio
- Site based budget
- SPED funding
PLC planning
minutes and
agendas
Planning
schedules
- Continue
with the
same
Adjust scheduling
yearly affording
continued support
- Web-site
- Parent/Teacher logs
- Community Resource
Fair
Continue to send regular
reports home to parents
Continue to
plan quality
lessons
Use MCS
curriculum
guides
- Team
meetings
- Meeting
minutes
Continue to
monitor for
effectiveness.
Tennessee School Improvement Planning Process Templates – August, 2007
Page 31 of 100
implementation
and effectiveness
schedule
for next year
- Review data
for
continued
growth
Tennessee School Improvement Planning Process Templates – August, 2007
for teachers and
students
Page 32 of 100
Template 3.1.b: Curriculum Gap Analysis
Curriculum Gap Analysis - Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
TIME



All instructional staff is provided professional development opportunities focused on the
type of curriculum that may best benefit the students. Training is available locally
through sessions offered at the Teaching and Learning Academy, Exceptional Children
meetings, and at the Technology Training Center. Regionally, opportunities are offered
through conferences, research sites, and workshops, and nationally, through
conferences, seminars, and consortiums.
Professional Learning Community (PLC) meetings are held as needed to promote
teacher collaboration, instructional effectiveness, and community based instruction. The
professional learning communities are comprised of teachers of the same grade levels.
Shrine School provides daily intervention as stated in the each student’s IEP.
MONEY


Funding for the Shrine School comes primarily from site-based funds, Title 1 funds, and
from community donors.
Monies that are raised from fundraisers are allocated for materials for students’ use.
PERSONNEL


Shrine School’s staff consists of 16 special education teachers, 34 educational support
professionals, 4 support class teachers, 8 nurses, 3 occupational therapists, 3 physical
therapists, 2 speech/language therapists.
The principal and special education lead teacher seeks and provides professional
development opportunities to all school staff. They also ensure that Shrine is in
compliance with Title 1.
Tennessee School Improvement Planning Process Templates – August, 2007
Page 33 of 100


The principal, who serves as the instructional leader of the school, reports to a regional
Academic Superintendent.
The school counselor, social worker, and school psychologist offer personal, academic,
and transitional support to students and their families.
OTHER RESOURCES



Our adopters, through volunteer work, monetary donations, and material donations, are
able to enhance the lives of our students by allowing educational opportunities to unfold.
Ballet Memphis, along with the teachers and the librarian, collaborate to create an
academic unit based on a literary event that culminates in a theatrical performance.
The Memphis College of Art, Brooks Museum of Art, and United Cerebral Palsy
collaborated to offer our students an artistic, educational experience designed
specifically for our students with special needs. The students’ artworks were exhibited at
the Brooks Museum and at the Very Special Arts Festival.
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality curricular practices?)
TIME


Because of the challenging daily needs of our students, the majority of the teaching time
is spent on daily care for the students such as changing, feeding, and repositioning them.
The teachers recognize the need for these activities; however, it would be ideal for more
time to be spent actually teaching the students.
MONEY

While all of the students and teachers’ needs are met with respect to care-giving, IEP
goals and objectives, and repositioning, it would be beneficial for the teaching staff to be
able to order assistive technology and other supplies and receive them in a timely
manner. Many times, orders placed near the beginning of a school year are not received
until the end of the school year, therefore causing a delay in students’ academic and
Tennessee School Improvement Planning Process Templates – August, 2007
Page 34 of 100
therapeutic progresses.
PERSONNEL




Even though each classroom teacher has two Educational Support Professionals (ESPs),
ideally, more are needed in order to accomplish the daily needs of our students.
Because the IEP process and paperwork is so time consuming, a Special Education
secretary would greatly reduce the time away from the students.
A liaison is needed to record and communicate with the students’ parents and/or
guardians. This person would also serve as an advocate for children’s health, be able to
discuss hygiene issues, and serve as a contact for agencies that may benefit the students.
Because of the medical fragility of our students and the lack of transportation from the
home, it would be beneficial for a doctor and a dentist to visit the Shrine School at least
one day per week for routine checkups/exams and to assist in random medical issues
that may arise.
OTHER RESOURCES

Shrine School’s adopters provide not only monetary donations, but also material
donations to provide on-site and off-site curricular enhancements such as: Ballet
Memphis, The Memphis Zoo, The Fire Museum, The Orpheum, and other prominent
places of interest in Memphis.
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Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
Yes. All of our teachers receive equitable and adequate support on the use of the curriculum and
to attempt to obtain IEP goals and objectives. All of our teachers are given equal opportunities
to attend professional development activities which allow them to integrate new ideas and
practices into their daily lessons/instruction.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in
being effective with all their students?
Yes. Our funds are spent to ensure that our students have the materials and/or equipment to
properly provide them with a free and appropriate education. Funds are also spent to provide
our students with educational experiences and community based instruction.
Based on the data, are we accurately meeting the needs of all students in our school?
Because each student has individual goals and objectives, we categorized the goals into
sections. Each classroom collects data and records the results to show which students are
reaching at least 70% of their IEP goals and objectives. Based on that data, we are meeting the
needs of all students. However, the needs being met are not necessarily reflected only in the
data collected. The students at Shrine School have health care needs that are met on a daily
basis but no data is collected.
Tennessee School Improvement Planning Process Templates – August, 2007
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Template 3.1.c: Curricular Summary Questions
Curriculum Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
What are our major strengths and how do we know?
Curriculum practices reflect an understanding of diversified learning theories to meet the needs
of individual learning styles. Teachers offer a wide variety of experiences. They collaborate to
develop cross-curriculum instructional units of study. Some teachers adapt the standard
Memphis City Schools curriculum and others use a Multi-Handicapped curriculum that
provides a sequence of skills from birth to adulthood. The TCAP – Alternative Portfolio
Assessment manual lists skills developed to mirror the indicators in the general curriculum.
There is a transition curriculum for students with multiple disabilities designed to prepare
students for their post-school life. This curriculum is in the beginning stages of implementation.
Our strengths are evident in our TCAP – Alt. Portfolio Assessment results as well as in the data
collected from each teacher reflecting progress in mastering IEP goals and objectives.
Curriculum Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as curricular practice challenges
identified in the templates above that could be a cause of the prioritized needs identified in component 1.)
- Due to the diverse needs of the students at Shrine, the faculty has been unable to identify a
curriculum that is commercially available that will address the needs of even a small group of
our students. Therefore, teachers teach to the students’ individual IEPs.
- A significant number of students miss a significant amount of instruction time due to medical
conditions associated with their handicaps/disabilities.
- Students, likewise, miss a significant amount of instruction time due to the time required for
restroom breaks (diapering), therapy, nursing services, and meals (manual feeding).
- ESPs need additional professional development in order to maximize student learning
opportunities. Some of the areas that need improvement include absenteeism and
professionalism.
Tennessee School Improvement Planning Process Templates – August, 2007
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Curriculum Summary Questions- Narrative Response Required
How will we address our challenges?
We will address our challenges by:
- Daily phone contacts with parents when students are absent,
- Implement teacher-led professional development training for ESPs,
- Continue with current approaches on remaining issues and continue to monitor and assess.
Tennessee School Improvement Planning Process Templates – August, 2007
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Template 3.2.a: Instructional Practices
(Rubric Indicators 3.3 and 3.4)
Current Instructional
Practices
Students
provided
multiple
opportunities for
additional
assistance
- Differentiated
learning
- Peer review
- Use of multiple
teaching
strategies
- Use of assistive
tech. to increase
opportunities of
response
Classroom
organization
and
management
techniques
support
learning
process
- Classroom
learning
centers
- Classroom
library
- Classroom
bulletin boards
- Rubrics
posted
Classroom
Instruction Aligned
with Standards and
Students IEPs
- TCAP Alt. scores
- State and School
report cards
Classroom
Instruction
Supports Students
with Diversity
- Differentiated
instruction
- IEPs
- CBI
- Arts in the
Classroom
Program
Is the current practice researchbased?
Yes
Yes
Yes
Yes
Yes
Yes
Is it a principle & practice of
high-performing schools?
Yes
Yes
Yes
Yes
Yes
Yes
Has the current practice been
effective or ineffective?
Effective
Effective
Effective
Effective
Effective
Effective
Administrative
observations
- Lesson plans
- Classroom
observations
- Professional
Development
- TCAP Alt.
Scores
- Report cards
- IEP data
sheets
- School Report
Card
- Periodic
teacher
evaluations
Evidence of Practice (State in
definitive/tangible terms)
What data source(s) do you have
that support your answer?
(identify all applicable sources)
- Lesson plans
- State School
Report Card
- TCAP Alt. scores
- IEPs
- Lesson plans
- Student work
samples
- Classroom
observations
Tennessee School Improvement Planning Process Templates – August, 2007
- Report cards
- After school
program
- IEP objectives
Page 39 of 100
Teaching
Process is Data
Driven
- TCAP Alt.
scores
- Report cards
Classroom
Instruction is
Aligned to
Assessments
- TCAP Alt.
scores
- Report cards
- IEP data
sheets
Evidence of effectiveness or
ineffectiveness (State in terms of
quantifiable improvement)
Evidence of equitable school
support for this practice
Next Step (changes or
continuations)
- School-wide
TCAP Alt. scores
increased
- Scoring rubric
- All students have
access to
educational
materials purchased
- Novice teachers
are provided a
mentor
- Professional
development is
offered to all staff
- Continued
professional
development
- Differentiated
instruction for all
students
- Diverse
educational
resources
- bilingual
communication
- IEP data charts
- Educational
resources and
materials provided
to all classrooms
- Use of translator
during parent
meetings
- Students
randomly selected
for class rosters
- Use of best
practices
Administrative
observations
- TCAP Alt.
Scores
- Report cards
- TCAP Alt.
scores
- IEP data
sheets
- District and
state curriculum
- District
initiatives
- Lesson plans
- Materials for
all teachers
- Professional
Development
- Lesson plans
- Classroom
environment
- Data
collected on all
students and
recorded on
IEP data sheets
for review
-Teacher
accountability
for TCAP
scores
- Data collected
on all students
and recorded on
IEP data sheets
for review
- Teacher
accountability
for TCAP
scores
- Periodic
teacher
evaluations
- Increase quantity
and quality of
professional
development of
diverse strategies
- Use teachers who
are proficient in
areas to work with
other teachers
- Continue to
provide
interventions for
all students and
school-based
extended
programs
- Continue to
monitor
effectiveness
- Continue
regular peer
walk-throughs
- Continue to
monitor,
assess, and
revise as
needed
- Continue
administrative
walkthroughs
- Continue to
monitor, assess,
and revise as
needed
- Continue
administrative
walk-throughs
Tennessee School Improvement Planning Process Templates – August, 2007
Page 40 of 100
Template 3.2.b: Instructional Gap Analysis
Instructional Gap Analysis - Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
(How are we currently allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality instructional practices?)
 TIME
Students’ instructional time is used to complete a wide variety of special educational
learning opportunities.
 MONEY
There is ample budget money available to purchase instructional materials.
 PERSONNEL
Most of the faculty members hold a Master’s degree or higher and are therefore well trained
on how to provide effective lessons. The school guidance counselor conducts quarterly
developmental guidance sessions with each class focusing on character building. The
Library Information Specialist works with each class in the library on a weekly basis to
foster increased literacy. We have a woodwork class for our older students, which enable
them to learn about tools and measurements. A part-time Orff music teacher works with
students one day a week to increase awareness of sounds and rhythm. The AT Laboratory is
also used to enhance classroom instruction by providing students with additional
opportunities to use assistive technology.
 OTHER RESOURCES
Related services providers are used to provide students with therapeutic experiences to
enhance classroom and life performances.
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity
Tennessee School Improvement Planning Process Templates – August, 2007
Page 41 of 100
around understanding and implementing high quality instructional practices?)
 TIME
Students miss a significant amount of instruction time due to their disabilities. The use of
additional restroom attendants and paraprofessionals would increase instruction time and
time on task.
 MONEY
Budget money for additional ESPs would be beneficial.
 PERSONNEL
Additional professional development training in instructional strategies for children with
multiple disabilities for the staff would be beneficial.
 OTHER RESOURCES
All of our resources are used appropriately for enhancing student achievement.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
All teachers are treated equally concerning the use of time, money, and personnel. Teachers
of record have at least two educational support professionals. Additional help is available based
on the nature and the needs of the students. Each teacher is offered an equal amount of money
for instructional materials and equipment, and additional funds are available when other
resources are needed.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective
with all their students?
The teachers at Shrine School are given the opportunity to attend several professional
development opportunities annually. When special professional development opportunities arise
throughout the year that the teachers feel would greatly benefit Shrine students, requests made
to attend the sessions are considered, and if funds are available those requests are granted.
Based on the data, are we accurately meeting the needs of all students in our school?
Appropriate goals and objectives are written in each student’s IEP. The classroom teachers
instruct the students and build on skills previously taught. The data reflects the progress made
by each student in their specific skill area based on the number of objectives being addressed.
Tennessee School Improvement Planning Process Templates – August, 2007
Page 42 of 100
As the data is reviewed, progress is being made and each student is actively engaged in IEP
goals and objectives.
Template 3.2.c: Instructional Summary Questions
(Rubric Indicator 3.4)
Instructional Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
There is a wide variety of special instructional opportunities for our students. The school
guidance counselor conducts quarterly developmental guidance sessions with each class
focusing on character building. The Library Information Specialist works with each class in the
library on a weekly basis to foster increased literacy. We have a woodwork class for our older
students which enable them to learn about tools and measurements. A part-time Orff music
teacher works with students one day a week to increase awareness of sounds and rhythm.
Students who have permission from their physician can participate in the adaptive aquatics
program to improve muscle tone and mobility. Recreational PE is available to students to
develop leisure time interest. Due to the nature of their disabilities, most students receive one or
more therapy services. These services include Occupational Therapy, Physical Therapy,
Speech/Language Therapy, Hearing, Vision, Orientation and Mobility Training, nursing and
school health services, and English as a Second Language classes at Sheffield Elementary.
Instructional Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as instructional practice challenges
identified in the templates above that could be a cause of the prioritized needs identified in component 1.)
- Many students require re-teaching, especially after vacation breaks and holidays.
- Noise carryover from open-air classrooms has improved, but it is still a problem especially for
classrooms located by restrooms.
- Due to the diverse needs of the students at Shrine, the faculty has been unable to identify a
curriculum that is commercially available that will address the needs of even a small group of
students. Teachers, therefore, teach to the student’s individual IEPs.
- A significant number of students miss a significant amount of instruction time due to medical
conditions associated with their handicaps/disabilities.
Tennessee School Improvement Planning Process Templates – August, 2007
Page 43 of 100
- Students likewise miss a significant amount of instruction time due to the time required for
restroom breaks (diapering), therapy, nursing services, and meals (manual feeding).
- ESPs need additional professional development in order to maximize student learning. Some
of the areas that need improvement include absenteeism and professionalism.
Instructional Summary Questions- Narrative Response Required
How will we address our challenges?
We will address our challenges by:
- Daily phone contact with parents when students are absent;
- Implement professional development training for ESPs;
- Continue with current approaches on remaining issues and continue to monitor and assess.
Tennessee School Improvement Planning Process Templates – August, 2007
Page 44 of 100
Template 3.3.a: Assessment Practices
(Rubric Indicators 3.5 and 3.6)
Current Assessment
Practices
Evidence of Practice (State in
definitive/tangible terms)
Ensures that
the appropriate
assessments
are used to
guide
Use of
decisions
assessments
relative to
aligned with
student
TDOE
achievement
standards
- TCAP Alt.
- TCAP Alt.
- Classroom
- School
tests
Report Card
- Report cards
Uses a variety
of data points
- TCAP Alt.
testing yearly
- IEP data
charts
Assesses all
categories of
students
- TCAP Alt.
Provides
professional
development
in the
appropriate
use of
assessment
- Conferences
Provides
assessment
information to
students,
parents and
stakeholders
Parent/Teacher
meetings
Is the current practice researchbased?
Yes
Yes
Yes
Yes
Yes
Yes
Is it a principle & practice of highperforming schools?
Yes
Yes
Yes
Yes
Yes
Yes
Effective
Effective
Effective
Effective
Effective
Effective
- TCAP Alt.
scores
- School
Report Card
- TCAP Alt.
scores
- TCAP Alt.
data
- TCAP Alt.
scores
- School
- Increase in
- TCAP Alt.
TCAP Alt. and scores
AYP scores
Has the current practice been
effective or ineffective?
What data source(s) do you have that
support your answer? (identify all
applicable sources)
Evidence of effectiveness or
ineffectiveness (State in terms of
quantifiable improvement)
- TCAP Alt.
scores
- IEP data
sheets
- School
Report Card
- AYP status
- Report Cards
- IEP data
Tennessee School Improvement Planning Process Templates – August, 2007
Page 45 of 100
- Conference
- Climate
literature
Surveys
- PD log sheets - Parent/
Teacher phone
logs
- TCAP Alt.
scores
- IEP data
- Surveys
Evidence of equitable school support
for this practice
Next Step (changes or continuations)
sheets
Report Card
- TCAP Alt.
scores
Administrative
walk-throughs
- Continue
current
practices,
monitoring,
assessing,
revising
- Faculty
meeting
minutes/agend
as
- PLC groups
- Continue
current
practices,
monitoring,
assessing,
revising
Tennessee School Improvement Planning Process Templates – August, 2007
sheets
- TCAP Alt.
scores
- IEP data
sheets
- Continue
current
practices,
monitoring,
assessing,
revising
- All teachers
required to
participate in
portfolio
process
- Continue to
meet/exceed
AYP
Page 46 of 100
- PD available
to all teachers
- Surveys
- Website
- Bulletin
boards
- Continue
current
practice
- Faculty to
collaborate on
assessment
and best
practices
- Include
TCAP
Alt./AYP
results on
website and on
bulletin board
at school
Template 3.3.b: Assessment Gap Analysis
Assessment Gap Analysis – Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
(How are we currently allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality assessment practices?)
 TIME
Shrine School currently uses a comprehensive assessment system to monitor and evaluate
student learning and to improve curriculum and instruction.
Parents are kept informed of student progress by report cards/progress reports issued each
nine weeks and during formal and informal conferences. Memphis City Schools has set
aside times for parent conferences in the Fall and Spring. Parents are informed verbally and
in writing that they have the right to request a conference or have an IEP meeting at any
time to discuss their child’s educational program. Teachers and parents often exchange
notes to seek information or to ask questions. Each staff member has a telephone in his/her
work area to facilitate contacts with students’ family members and community resources.
 MONEY
Students’ needs and performances are important factors which are considered when
requesting new equipment and materials, and when recommending changes to the
instructional program. Both our curriculum and instruction are adjusted specifically to meet
the unique needs of our special population.
 PERSONNEL
Teachers use TCAP-Alt. Portfolio Assessment data in four main areas. The assessments are
used throughout the school year to determine a baseline, to monitor progress, to determine
future instructional needs, and to establish a culmination level of each school year.
Accumulated assessment data is used to determine the effectiveness of current instructional
practices and to modify future individualized educational programming. A large part of the
Tennessee School Improvement Planning Process Templates – August, 2007
Page 47 of 100
planning and preparation to provide appropriate instruction is facilitated by teacher and staff
observation of individual student progress. These observations are continuous throughout
the school day and provide a basis for alterations to the instructional program. Our students
benefit from the multi-faceted experiences of the school team. Teachers are able to address
learning and medical problems with other staff members. Our school is staffed with
personnel from educational, therapeutic, administrative, and medical backgrounds. We are
able to fuse this vast background of knowledge to help us focus on the unique needs of our
students. The sharing of assessment results is done on a regular basis.
 OTHER RESOURCES
The staff has access to numerous formal and informal instruments and observation tools
designed to pinpoint specific areas of need for our students with multiple disabilities. Some
of the formal evaluation tools include Project Memphis, Hawaii Early Learning Profile,
Brigance Evaluation of Basic Skills, WRAT, and KeyMath. Therapeutic evaluations are
done by the different disciplines (OT, PT, Speech, Vision, and Hearing).
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality assessment practices?)
 TIME
The faculty may benefit from continuing to seek assessment tools that are age appropriate
and appropriate for Multiple Disabled students.
The faculty should spend more time creating rubrics for classroom activities and lessons.
 MONEY
Money should be spent on assessment tools that are age appropriate for MH students. In
addition, money should be spent on developing a more appropriate portfolio assessment
process designed for students with special needs.
 PERSONNEL
The faculty may benefit by organizing a group to create a revised TCAP – Alt. Portfolio
Tennessee School Improvement Planning Process Templates – August, 2007
Page 48 of 100
Assessment designed to compliment a Multiple Disabled student body. The revised
portfolio could be presented to the District and/or State for approval.
 OTHER RESOURCES
The Shriners organization may provide additional resources to address the current issues of
appropriate assessment tools and TCAP-Alt. testing.
Tennessee School Improvement Planning Process Templates – August, 2007
Page 49 of 100
Template 3.3.c: Assessment Summary Questions
Assessment Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
Shrine School uses a comprehensive assessment system to monitor and evaluate student learning
and to improve curriculum and instruction. The staff has access to numerous formal and informal
instruments and observation tools designed to pinpoint specific areas of need for our students
with multiple disabilities. Some of the formal evaluation tools include Project Memphis, Hawaii
Early Learning Profile, Brigance Evaluation of Basic Skills, WRAT, and KeyMath. Therapeutic
evaluations are done by the different disciplines (OT, PT, Speech, Vision, and Hearing). The
TCAP-Alt. Portfolio Assessment provides assessment data in four main areas. The assessments
are used throughout the school year to determine a baseline, to monitor progress, to determine
future instructional needs, and to establish a culmination level of each school year. Accumulated
assessment data is used to determine the effectiveness of current instructional practices and to
modify future individualized educational programming. A large part of the planning and
preparation to provide appropriate instruction is facilitated by teacher and staff observation of
individual student progress. These observations are continuous throughout the school day and
provide a basis for alterations to the instructional program. Our students benefit from the multifaceted experiences of the school team. Teachers are able to address learning and medical
problems with other staff members. Our school is staffed with personnel from educational,
therapeutic, administrative, and medical backgrounds. We are able to fuse this vast background of
knowledge to help us focus on the unique needs of our students. The sharing of assessment results
is done on a regular basis. Parents are kept informed of student progress by report cards/progress
reports issued each nine weeks and during formal and informal conferences. Memphis City
Schools has set aside times for parent conferences in the Fall and Spring. Parents are informed
verbally and in writing that they have the right to request a conference or have an IEP meeting at
any time to discuss their child’s educational program. Teachers and parents often exchange notes
to seek information or to ask questions. Each staff member has a telephone in his/her work area to
facilitate contacts with students’ family members and community resources. Students’ needs and
performances are important factors which are considered when requesting new equipment and
materials, and when recommending changes to the instructional program. Both our curriculum
and instruction are adjusted specifically to meet the unique needs of our special population.
Tennessee School Improvement Planning Process Templates – August, 2007
Page 50 of 100
Assessment Summary Questions- Narrative Response Required
How will we address our challenges?
We will attempt to increase our instructional time on a daily basis.
Template 3.4.a: Organizational Practices
(Rubric Indicators 3.7and 3.8)
Current Organizational
Practices
Evidence of Practice (State in
definitive/tangible terms)
School’s beliefs,
mission, and
shared vision
define the purpose
and direction of
the school
- Beliefs, Mission,
and Vision posted
in hallways and
classrooms
- Student
Handbook
- Shrine Employee
Handbook
Organized to
Continuous
engage and support
professional
parents
development
- PTO meetings
- Agendas
- Newsletter
- Sign In sheets
- Parent/Teacher
- PD logs
conferences
- Open House
- Parents are
encouraged to
attend school
events
Organized to be
proactive in
addressing issues
that might impede
teaching
- Adherence to
district discipline
plan
- School Compact
(Code of Conduct)
- Faculty meetings
- PLC meetings
- Lesson plans
- Classrooms are
conducive to
learning
School is
organized to
support a diverse
learning
community
through its
programs and
practices
- Beliefs, Mission,
and Vision
- Interpreters
- Multicultural
programs and
bulletin boards
- Parents have
input during IEP
meetings and
Program Reviews
Is the current practice researchbased?
Yes
Yes
Yes
Yes
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
What data source(s) do you have
that support your answer?
(identify all applicable sources)
Evidence of effectiveness or
ineffectiveness (State in terms of
quantifiable improvement)
Evidence of equitable school
support for this practice
Next Step (changes or
continuations)
SACS
(Commendations)
SACS
(Commendations)
SACS
(Commendations)
SACS
(Commendations)
SACS
(Commendations)
- AYP
- TCAP Alt. scores
- Sign In sheets
- Photos taken at
these
meetings/events
- PD logs
- PD plan
- AYP
- TCAP Alt. scores
- AYP
- Beliefs, Mission,
and Vision
supported by
administration,
faculty, and staff
- Sign In sheets
- Photos taken at
these
meetings/events
- Faculty meeting
minutes
- Sign In sheets
Continue current
practices with all
stakeholders in
order to improve
school climate
Continue current
practices with an
emphasis on
getting more
parents to attend
school events
Continue current
practices and
include PD for
ESPs that focuses
on absenteeism
and
professionalism
- Signed School
Compact from
each student
- Faculty Meeting
minutes
- PLC minutes
- Archived lesson
plans
Regular meetings
for faculty and
ESPs that focuses
on absenteeism
and
professionalism
- IEP Data Sheets
- Surveys
- Parent
participation in
IEP meetings
- All classrooms
participate in
programs and
constructing
bulletin boards
- Diverse lesson
plans
Tennessee School Improvement Planning Process Templates – August, 2007
Page 53 of 100
Identify ways to
include ageappropriate peers
Template 3.4.b: Organizational Gap Analysis
Assessment Gap Analysis – Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
(How are we currently allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality assessment practices?)
 TIME
Our mission at Shrine School is that our students with disabilities reach their maximum
potential for effective living and functioning in society, by providing educational
opportunities designed by each student’s IEP. In order to achieve our mission, we will
utilize our time and resources to ensure each of the student’s individual medical, social, and
educational needs are addressed.
 MONEY
Requests made to purchase new equipment to address the unique needs of our student
population are generally granted based on the monetary allocations for our school.
Additional funding is provided by our adopters when funds are not available through
Memphis City Schools.
 PERSONNEL
The faculty and staff at Shrine School work together to ensure that all students have access
to multiple support mechanisms both in the school and in the communality to promote
student learning and achievement.
 OTHER RESOURCES
All faculty and staff work together to ensure maximum academic and social success.
Students participate in school-based and community-based instruction as independently as
possible as stated by their IEPs. Students are exposed to a wide variety of support
mechanisms to meet their individual needs.
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity
Tennessee School Improvement Planning Process Templates – August, 2007
Page 54 of 100
around understanding and implementing high quality assessment practices?)
 TIME
The faculty would benefit from a decrease in paperwork in order to allow the teachers and
support staff more time spent on individual student instruction.
 MONEY
Monetary allocations should be spent on continuing to update our Assessment Library to
include the most current versions of the tests.
 PERSONNEL
The faculty and staff could participate in professional development addressing various
assessments which may be appropriate for our specialized population.
 OTHER RESOURCES
Other resources will be determined as needed.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
At Shrine, all stakeholders follow school policy and practices to ensure that all students have equal access to all
instructional programs.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective
with all their students?
The administrator, teachers, and support staff attend professional development activities and use their experiences
and expertise in daily instruction.
Based on the data, are we accurately meeting the needs of all students in our school?
Yes. Collected data demonstrates that continuous collaboration between school, home, and community agencies is
utilized to meet the needs of all students and promote student learning and staff effectiveness.
Tennessee School Improvement Planning Process Templates – August, 2007
Page 55 of 100
Template 3.4.c: Organization Summary Questions
(Rubric Indicator 3.8)
Organization Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
Shrine School has several strengths that benefit its student body. There is a qualified, dedicated
staff and administration, which has a low turnover rate, a high level of parent satisfaction
(according to survey), and most hold a Master’s degree or higher. The faculty has ample
opportunities for professional development that are paid for by the Title 1 program or Shriners
organization. Materials and equipment are readily available to the faculty with computers and
assistive technology in every classroom. Requests for new technology are generally approved
and the Division of Exceptional Children provides funds, albeit on a limited basis. Teachers
incorporate this technology into diverse teaching strategies that meet student’s individual needs.
Some of these strategies include experience-based instructional techniques and the use of
manipulatives. There are multiple support mechanisms in place for our students that include the
following:
Therapy services
Library services
Nursing services
Woodworking shop instruction
School counseling services
Adaptive aquatics program
Orff music classes
ESL classes
Wheelchair repair services
Wheelchair basketball team
Adopters
Shriners
Tennessee School Improvement Planning Process Templates – August, 2007
Page 56 of 100
Organization Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as organizational practice
challenges identified in the templates above, that could be a cause of the prioritized needs identified in component
CHALLENGES
The lack of continuity of therapy services can
hinder the instructional program
The lack of full-time on-site technical
support impedes our ability to effectively use
technology
Heavy load of paperwork interferes with
instruction and pre-planning time
The level of parent involvement needs to be
higher
-
EVIDENCE
High turnover rate of therapy staff
-
Budget cuts eliminated full-time
technology coordinator position
-
IEPs, Goal sheets, EasyIEP data input
Student Data Sheets
Data requests by Division of
Exceptional Children & Health
Services
TCAP-Alt. Portfolio sheets
Weekly lesson plans
Parent contact phone logs
Therapy documentation sheets
Poor attendance at school programs
Low membership in the PTO/Circle
of Friends
Difficulty getting parents to attend
conferences and meetings
Lack of participation in communitybased field trips
School Climate Survey
-
Organization Summary Questions- Narrative Response Required
How will we address our challenges?
We will try to increase stakeholder participation in order to promote parent and community involvement at Shrine
School.
Tennessee School Improvement Planning Process Templates – August, 2007
Page 57 of 100
Component 4
Action Plan Development
Tennessee School Improvement Planning Process Templates – August, 2007
Page 58 of 100
Component 4 – Action Plan Development
GOAL 1 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)
Revised DATE: ___11/22/2011____________
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the system’s Five-Year Plan?
To increase the percentage of students scoring proficient or advanced in Reading/Language Arts from 97.3% to 100% by Spring
2012.
Increase the percentage of elementary-age students from 94.7% to 100%.
Maintain percentage of secondary-age students 100%.
Improving student achievement in Reading/Language Arts.
Accelerate academic performance of all students.
ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)
Section B – Descriptively list the action you plan to take to ensure
you will be able to progress toward your goal. Action steps are
strategies and interventions which should be scientifically based
where possible and include professional development, technology,
communication, and parent and community involvement initiatives
within the action steps of each goal.
Action
Step
Students will participate in the Read for the Record
program by reading or listening to the book, Llama
Llama Red Pajama.
Action
Step
Students will actively participate in technology-based
Reading/Language Arts lessons using functioning
level appropriate software and assistive technology
adaptations.
IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
step.)
Timeline
Person(s)
Responsible
Oct. 6,
2011
Nancy Posey
Aug. 2011May 2012
Charlie Reese
Tennessee School Improvement Planning Process Templates – August, 2007
Required
Resources
The book, Llama
Llama Red
Pajama, for each
classroom
Classroom
computers,
software, adapted
switches and
alternate
keyboards
Projected Cost(s)
& Funding
Sources
Evaluation Strategy
Performance Results
/Outcomes
$70.00
Site-based Budget
Students will be asked
comprehension
questions after the story
is read.
Increased
comprehension and
listening skills.
$5000.00
Title 1 Funds
Division of
Exceptional
Children Funds
Student progress will be
monitored every nine
weeks.
Increased computer
usage and vocabulary
development.
Page 59 of 100
ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)
Section B – Descriptively list the action you plan to take to ensure
you will be able to progress toward your goal. Action steps are
strategies and interventions which should be scientifically based
where possible and include professional development, technology,
communication, and parent and community involvement initiatives
within the action steps of each goal.
IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
step.)
Timeline
Person(s)
Responsible
School-wide reading selections will be aligned with
special performances/programs throughout the
school year:
Action
Step
Circus – CBI trip to the Shrine Circus and hallway
picture display
Variety of multi-cultural books and materials –
Black History Month
Variety of Dr. Seuss books – Celebration of Dr.
Seuss’ birthday
Required
Resources
Art Materials
Feb. 2012
Debra Hardin
Feb. 2012
March 2,
2012
May 2012
Projected Cost(s)
& Funding
Sources
$600.00
Site-based budget
Books
Queen Wright
School Library
Books
School Library
Nancy Posey
Nancy Posey
Memphis in May activities and books (TBA)
Books
$50.00
Site-based Budget
Students will attend events focusing on different
customs and cultures:
Action
Step
Black History Poster Display
Black History Program featuring a music artist
A Taste from Around the World
Feb. 2012
Feb. 2012
Feb. 27,
2012
Queen Wright
Queen Wright
Queen Wright
Art Materials
None
None
$600.00
Shriners’ Donation
Evaluation Strategy
Completion of art
projects
Hall display of
completed pictures
Students attending and
listening skills will be
monitored.
Students will vote to
determine their favorite
Dr. Seuss book.
Performance Results
/ Outcomes
Increased
comprehension,
listening skills, choicemaking skills, and color
recognition
Students will answer
comprehension
questions.
Students’ interest in and
understanding of
different cultures and
customs will be
assessed through
questioning of retention
and observation of
attention during the
event.
Increased awareness
of likenesses and
differences
GOAL 2 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)
Revised DATE: _____11/22/2011__________
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the system’s Five-Year Plan?
To increase the percentage of students scoring proficient or advanced in Math from 79.85% to 100% by Spring 2012.
Increase the percentage of elementary-age students from 76.3% to 100%.
Increase the percentage of secondary-age students from 83.4% to 100%.
Improving student achievement in Math.
Accelerate academic performance of all students.
ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)
Section B – Descriptively list the action you plan to take to ensure
you will be able to progress toward your goal. Action steps are
strategies and interventions which should be scientifically based
where possible and include professional development, technology,
communication, and parent and community involvement initiatives
within the action steps of each goal.
IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
step.)
Timeline
Person(s)
Responsible
Required
Resources
Projected Cost(s)
& Funding
Sources
Evaluation Strategy
Performance Results
/ Outcomes
Classroom
computers,
software, adapted
switches, and
alternate
keyboards
$1500.00
Title 1 Funds
Division of
Exceptional
Children funds
Teacher observations of
student performance
and software-based
assessments will be
used.
Increase in the
percentage of students
scoring proficient or
advanced in Math
None
Teacher observations of
student performance will
be used.
Increased number
recognition and
sequencing
Teacher observations of
student performance will
be used.
Increased number
recognition and counting
skills
Analysis of student
participation will be
used.
Increased counting and
money skills
Student progress will be
monitored each nine
weeks.
Increased awareness of
time concepts
Action
Step
Students will actively participate in technology-based
Math lessons using functioning level appropriate
software and assistive technology adaptations.
Aug. 2011May 2012
Charlie Reese
Action
Step
Students will assist with keeping scores during school
basketball games.
Sept. 2011
– Mar. 2012
Jennifer
Blassingame,
Anthony
Anderson
Action
Step
Students will assist with keeping scores during
Special Olympics bowling games.
Oct. 11-12,
2011
Jennifer
Blassingame
Action
Step
Students will participate in math-related Family Picnic
activities such as counting the number of classmates
attending and matching that total to the number of hot
dogs and buns needed.
May 4,
2012
Jennifer
Blassingame
Debra Hardin
Action
Step
Students will receive training in following a
daily/weekly picture/icon/word schedule to increase
time concepts.
Sept. 2011
– May 2012
Robert Faulk
Tennessee School Improvement Planning Process Templates – August, 2007
Number Cards
Cordova Bowling
Center
Adapted ramps
Picnic equipment,
treats, scorecards,
stickers, tickets
Classroom
computer, icon
software, paper
and printer
None
Special Olympics
funded
$1700.00
T-Shirt Fundraiser
Division of
Exceptional
Children funds
$100.00
Title 1 Funds
Page 61 of 100
GOAL 3 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)
Revised DATE: ____11/22/2011_____________
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
To increase the percentage of students performing at or above a minimum of 70% on the Goals and Objectives listed in their
Individualized Educational Plans (IEPs) from 62% to 65% by Spring 2012.
Which need(s) does this Goal address?
Improving student achievement in IEP goal areas.
How is this Goal linked to the system’s Five-Year Plan?
Accelerate academic performance of all students.
ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)
Section B – Descriptively list the action you plan to take to ensure
you will be able to progress toward your goal. Action steps are
strategies and interventions which should be scientifically based
where possible and include professional development, technology,
communication, and parent and community involvement initiatives
within the action steps of each goal.
IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources,
funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate
the action step.)
Timeline
Action
Step
Students will receive instruction in the following IEP
goal areas: Cognitive Development;
Language/Communication Skills; Motor
Development; Daily Living Skills; Socialization; and
Prevocational Skills.
Action
Step
Students will have access to appropriate assistive
technology devices, switches, and equipment to
increase the level of active participation during
classroom activities.
Action
Step
Students will receive community-based instruction
during scheduled trips to various educational, social,
and business sites during the school year in
conjunction with IEP goals and objectives.
Sept. 2011
– May 2012
Action
Step
Students will be encouraged to develop choicemaking skills during activities with a preference
selection component.
Aug. 2011 –
May 2012
Person(s)
Responsible
Aug. 2011 –
May 2012
Classroom
teachers and
support staff
Aug. 2011 –
May 2012
Classroom
teachers and
AT lab
coordinator
Classroom
teachers
Classroom
teachers and
support staff
Tennessee School Improvement Planning Process Templates – August, 2007
Required
Resources
Projected Cost(s)
& Funding
Sources
Evaluation Strategy
Performance Results
/ Outcomes
Classroom
equipment and
materials
$600.00 per
teacher
Site-based budget
Division of
Exceptional
Children funds
Teachers will assess
student progress
throughout each nine
weeks period and record
data on an IEP
Objectives Data
Collection Chart.
Increased student
achievement
Teachers will observe
student usage of
assistive technology
devices and monitor
skills attainment.
Increased usage of
assistive technology
devices and equipment
in the classroom
Teachers will observe
student behaviors and
interests during the trips
and will plan and
implement follow-up
activities after each trip.
Increased student
achievement
Teachers will observe
student behaviors during
choice-making activities.
Increased student
achievement
Variety of assistive
technology
equipment
Transportation
Classroom
equipment and
materials
$600.00 per
teacher
Site-based budget
Division of
Exceptional
Children funds
$56,000.00
Division of
Exceptional
Children –
Community-Based
Instruction Funds
None
Page 62 of 100
ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)
Section B – Descriptively list the action you plan to take to ensure
you will be able to progress toward your goal. Action steps are
strategies and interventions which should be scientifically based
where possible and include professional development, technology,
communication, and parent and community involvement initiatives
within the action steps of each goal.
IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources,
funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate
the action step.)
Timeline
Person(s)
Responsible
Required
Resources
Projected Cost(s)
& Funding
Sources
Evaluation Strategy
Performance Results
/ Outcomes
Jennifer
Blassingame
Anthony
Anderson
Gym
None
Teachers will observe
student participation
levels during games.
Increased social skills
None
Students will be asked
comprehension
questions during and
after safety-related
activities.
Increased student
awareness and
understanding of safety
practices
Action
Step
Students will learn about teamwork and cooperation
(as players, cheerleaders, or spectators) by
attending/participating in scheduled sports activities.
Sept. 30,
2011
Oct. 4,
2011
Nov. 3,
2011
Nov. 22,
2011
Jan. 6,
2012
Feb. 3,
2012
Mar. 9,
2012
Action
Step
Students will receive instruction in safety rules and
behaviors and practice them during a designated
week.
Oct. 3-7,
2011
Robert Faulk
Safety Fair
participants
Action
Step
Students and their families will become familiar with
community agencies and services by attending an
on-site exhibit and monthly PTO/Circle of Friends
meetings.
Sept. 22,
2011
Oct. 20,
2011
Nov. 17,
2011
Jan. 19,
2012
Feb. 16,
2012
Mar. 9,
2012
Apr. 19,
2012
Dorothy Hinds
Agency and vendor
representatives
None
Students and parents’
attendance will be
monitored.
Increased student
awareness of
community resources
Action
Step
Students will participate in Special Olympics and
Field Day activities to increase motor development.
Oct. 11-12,
2011;
May 2012
Jennifer
Blassingame
Carnival supplies
$1700.00
T-Shirt Fundraiser
Site-based budget
Staff members will
observe student levels
of participation in the
activities.
Increased motor
development
Tennessee School Improvement Planning Process Templates – August, 2007
Page 63 of 100
ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)
Section B – Descriptively list the action you plan to take to ensure
you will be able to progress toward your goal. Action steps are
strategies and interventions which should be scientifically based
where possible and include professional development, technology,
communication, and parent and community involvement initiatives
within the action steps of each goal.
IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
step.)
Timeline
Person(s)
Responsible
Required
Resources
Projected Cost(s)
& Funding
Sources
Evaluation Strategy
Performance Results
/ Outcomes
Jennifer
Blassingame
Dorothy Hinds
Decorations
Party supplies
$1000.00
Site-based budget
Staff members will
observe student levels
of participation in the
activities.
Increased demonstration
of social skills
Action
Step
Students will have opportunities to practice social
skills while attending school-sponsored dances, class
parties, programs, and ceremonies.
Oct. 28,
2011
Dec. 9,
2011
Dec. 13-14,
2011
Jan. 20,
2012
Feb. 10,
2012
Feb. 21-24,
2012
Feb. 27,
2012
Apr. 5,
2012
Apr. 20,
2012
May 4,
2012
May 11,
2012
May 16,
2012
Action
Step
Staff members will attend national and international
conferences to learn new techniques and strategies.
Sept. 2011
–
Apr. 2012
Charlie Reese
Registration and
travel costs
Action
Step
Teachers will establish and maintain Professional
Learning Communities (PLCs) to facilitate planning,
implementation, and assessing projects and
activities.
Aug. 2011 –
May 2012
Charlie Reese
None
None
Action
Step
Parents will be encouraged to participate in their
child’s educational program by being invited to
programs, CBI trips, special events, and IEP
meetings.
Aug. 2011 –
May 2012
Karyn Spann
Dorothy Hinds
None
None
Tennessee School Improvement Planning Process Templates – August, 2007
$20,000.00
Title 1 Funds
Page 64 of 100
Participants will give a
presentation about the
sessions they attended
to other staff members.
Teachers will keep a
written meeting record
for each working
session.
Parents will use the
computerized sign in
program in the office
when they enter the
school building.
Increased student
achievement
Increased student
achievement
Increased parental
involvement and student
achievement
GOAL 4 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)
Revised DATE: ___11/22/2011______________
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the system’s Five-Year Plan?
To increase the overall attendance rate to 98% by Spring 2012.
Improving student attendance.
Accelerate the academic performance of all students.
ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)
Section B – Descriptively list the action you plan to take to ensure
you will be able to progress toward your goal. Action steps are
strategies and interventions which should be scientifically based
where possible and include professional development, technology,
communication, and parent and community involvement initiatives
within the action steps of each goal.
Action
Step
Classes will compete at the end of each 20 day
attendance period during a designated week to
achieve the highest attendance percentage.
IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
step.)
Timeline
Sept. 2,
2011
Oct. 3,
2011
Nov. 2,
2011
Dec. 5,
2011
Jan. 18,
2012
Feb. 15,
2012
Mar. 22,
2012
April 20,
2012
May 18,
2012
Person(s)
Responsible
Dorothy Hinds
Tennessee School Improvement Planning Process Templates – August, 2007
Required
Resources
Bulletin Board
Display
Reward for the
winning class
Projected Cost(s)
& Funding
Sources
Evaluation Strategy
Performance Results
/ Outcomes
$225.00
Site-based Budget
The attendance
percentage for each
class will be figured at
the end of every day.
Classes will be listed
according to their
attendance percentage.
At the end of the week,
each class’ attendance
percentages will be
averaged to determine
the winning class. All
results will be posted on
the bulletin board.
Increased student
attendance
Page 65 of 100
ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)
Section B – Descriptively list the action you plan to take to ensure
you will be able to progress toward your goal. Action steps are
strategies and interventions which should be scientifically based
where possible and include professional development, technology,
communication, and parent and community involvement initiatives
within the action steps of each goal.
Action
Step
Students with Perfect Attendance for each semester
will be honored at the two Awards Programs and will
receive a cash prize and a certificate.
Action
Step
Students will participate in classroom discussions
and activities focusing on the concept of regular
attendance as a work-related behavior.
Action
Step
Action
Step
Teachers will call the parents when a student is
absent for more than one day and encourage them to
send the child back to school as soon as he/she is
healthy.
Students with chronic absenteeism will be referred to
the Department of Pupil Services for investigation by
a Truant Officer and a Social Worker.
IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
step.)
Timeline
Person(s)
Responsible
Dec. 14,
2011
May 16,
2012
Alice
Harrington
Dorothy Hinds
Aug. 2011 –
May 2012
Aug. 2011 –
May 2012
Aug. 2011 –
May 2012
Classroom
teachers
School
counselor
Classroom
teachers
Attendance
secretary
Attendance
Secretary
Tennessee School Improvement Planning Process Templates – August, 2007
Required
Resources
Projected Cost(s)
& Funding
Sources
Evaluation Strategy
Performance Results
/ Outcomes
Cash prizes
Certificates
$15.00 for each
student
Donated by Baptist
Trinity Home Care
and Hospice
Student attendance will
be monitored each nine
weeks period.
Increased student
attendance
None
None
Teachers will monitor
student attendance on a
daily basis.
Increased student
attendance
Classroom
telephone
None
Teachers will keep a
phone log and record
phone call results.
Increased student
attendance
Attendance records
None
Student attendance will
be monitored on a daily
basis.
Increased student
achievement
Page 66 of 100
Component 5
The School Improvement Plan and
Process Evaluation
Tennessee School Improvement Planning Process Templates – August, 2007
Page 67 of 100
Component 5 - The School Improvement Plan and Process Evaluation
TEMPLATE 5.1: Process Evaluation
The following summary questions are related to Process. They are designed as a culminating activity for you to analyze the process used to develop the school
improvement plan.
TEMPLATE 5.1: Process Evaluation
(Rubric Indicator 5.1)
Evidence of Collaborative Process – Narrative response required
What evidence do we have that shows that a collaborative process was used throughout the entire planning process?
The staff of Shrine School realizes that collaboration is the key to school improvement. Administrators, teachers,
parents, community members, and stakeholders effectively communicate expectations, goals, and outcomes in a way
that is beneficial to student learning. The collaborative process used throughout the progression of the SIP can be
confirmed by leadership council meeting minutes/agendas, information sent to stake holders through the school
website, e-mail, PTO presentations, PTO agendas, PTO minutes, PTO sign in sheets and a letter accompanying the
parent questionnaire. Methods of formal and informal communication will be continuously used to assess, monitor,
and adjust all components of the school improvement plan.
Evidence of Alignment of Data and Goals – Narrative response required
What evidence do we have that proves alignment between our data and our goals?
Shrine School used various instruments to assess the needed areas of improvement among the students. The data is
then used to help establish goals for improvement. In order to prepare students for state mandated assessments, we
conduct various learning activities utilizing all types of teaching strategies so that the students’ unique learning
styles can be met. Reading and Language Arts assessment activities focus on the areas of communication and word
recognition. Furthermore, differentiated instruction is being implemented to meet the needs of our entire population
of students with disabilities. Based on research guided data, the following instruments are effective in assessing the
student performance in pre-kindergarten through twelfth grade:
 WRAT
 HAWAII Early Learning Profile
 Project Memphis
 Brigance
 CALS
 Teacher-constructed progress activities and observation
 Student Progress Reports
 Attendance Rate Reports
Tennessee School Improvement Planning Process Templates – August, 2007
Page 68 of 100
Evidence of Communication with All Stakeholders – Narrative response required
What evidence do we have of our communication of the TSIPP to all stakeholders?
The faculty and staff of Shrine School understand the importance of gathering and disseminating all data concerning
the school’s improvement plans, implementations, and assessments. All stakeholders are included in the school’s
Family Engagement Plan. This plan is distributed to all stakeholders at registration.
The teachers participate in the monthly faculty and grade level meetings to receive pertinent information about the
impact of the School Improvement Plan. All teachers are included in making decisions concerning present and
future actions.
Students are well informed of the outcomes and expectations of the School Improvement Plan. Teachers are the
main providers of the information to students, but periodic school-wide assemblies also are held to further inform
the students.
The parents and community are recognized as major components for success at Shrine School and have received
communication by several venues. Meetings have been conducted and brochures have been distributed as informal
means of providing updated information to parents and community. The school website is also available for quick
and continuous access to the School Improvement Plan. The parents are able to speak directly to teachers,
administrators, and other educational professionals at Open House and Title 1 meetings. These meetings provide
quantitative and qualitative data resulting from all actions under the School Improvement Plan.
Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals – Narrative
response required
What evidence do we have that shows our beliefs, shared vision and mission in Component 2 align with our goals in
Component 4?
Our belief that “Achieving proficiency and beyond for all students is an important part of the education process,” is
evidenced in our goals, which states that an increase in the percentage of student scoring proficient or advanced in
Reading and Language Arts, Math, and IEP goals and objectives.
It is the vision of Shrine School “to provide a clear purpose and direction for lifelong learning by meeting the
individual needs of students and striving for a quality education in achieving proficiency and beyond for all
students.” This is evidenced by our goals, which focus on high academic achievement.
In our mission, Shrine School strives “to provide a supportive foundation for lifelong learning in a safe, nurturing,
and challenging environment, while guiding all students to reach their individual academic, physical, social, and
emotional potential. This is evidenced in our plan to reach the students’ IEP goals and objectives.
Tennessee School Improvement Planning Process Templates – August, 2007
Page 69 of 100
Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and
Organization – Narrative response required
What evidence do we have that shows our action steps in Component 4 align with our analyses of the areas of
curriculum, instruction, assessment and organization in Component 3?
Component four of the school improvement plan committee meeting minutes indicated that Shrine considered input
regarding needs as identified by component three in the areas of curriculum, instruction, assessment, and
organization and developing the action steps. For example, we are meeting the needs of students with disabilities as
evidenced in components 3 and 4 by using differentiated instruction. The stakeholders in this process include
administrators, teachers, educational support professionals, and parents.
Suggestions for the Process – Narrative response required
What suggestions do we have for improving our planning process?
Earlier preparation for the SIP would yield a strategy that could be utilized in the planning process for the upcoming
school year. More collaboration among team chair persons and committees would be beneficial in order to mesh the
components together into a working plan.
Tennessee School Improvement Planning Process Templates – August, 2007
Page 70 of 100
TEMPLATE 5.2: Implementation Evaluation
The following summary questions are related to TSIPP Implementation. They are designed as a culminating activity for you to plan the monitoring process that
will ensure that the action steps from Component 4 are implemented.
TEMPLATE 5.2: Implementation Evaluation
(Rubric Indicator 5.2)
Evidence of Implementation – Narrative response required
What is our plan to begin implementation of the action steps?
Action Steps:
 Professional development will be used to help teachers develop and enhance knowledge, attitudes, and
skills relating to instruction, repositioning, assistive technology, and communication.
 Professional Learning Communities will meet monthly to collaborate on instructional planning.
 Teachers will utilize support personnel to supplement classroom instruction.
 Both planned and unannounced observations will be used to ensure that teachers are attempting to engage
students in active learning, and that the classroom environment is positive and conducive to learning.
After analyzing the data from the assessment instruments, continuous and monitored actions will be enforced to
ensure that the action steps are implemented effectively. Teachers will develop and utilize lessons, activities,
and projects centered on enriching skills in the students’ IEPs.
In addition to daily planning and monitoring, teachers will ensure that the educational support professionals will
utilize the classroom lesson plan, which is written with each student’s goals and objectives in mind. Teachers
will also create an environment that is safe and conducive to learning.
A monthly parent meeting will be held to discuss issues pertaining to their children with multiple disabilities.
At these meetings, information will be distributed regarding Social Security, seating and mobility,
conservatorship/guardianship, and transition.
Tennessee School Improvement Planning Process Templates – August, 2007
Page 71 of 100
Evidence of the Use of Data – Narrative response required
What is the plan for the use of data?
The data gathered will be used to validate the teaching strategies, and the results of the collection will be used to
help ameliorate the effectiveness of the classroom staff. Because the students enrolled in Shrine School have
multiple disabilities and their levels of functioning are varied, typical skills tests are not appropriate forms of
assessment. The teachers, support staff, and educational support professionals gauge the progress of the students by
observation and skill assessments. Some of the assessment tools used are:
 Hawaii Early Learning Profile Checklist
 Student Progress Reports – each 9 week period
 Attendance Rate Reports – every 20 days
Professional Learning Communities will conduct meetings to discuss various types of assessments that have been
found to be effective. Scores from the TCAP Alt. Portfolio Assessment will be analyzed and discussed in relation to
the current levels of performance. Proficient and below proficient levels will be discussed and an action plan for
future testing will be developed. Goals will be set for future school improvement plans. The assessment results will
be discussed in a group faculty meeting. This will allow the teachers of record an opportunity to become familiar
with the assessment scores of the surrounding classroom teachers.
TEMPLATE 5.3: Monitoring and Adjusting Evaluation
The following summary questions are related to TSIPP Monitoring and Adjusting. They are designed as a culminating activity for the school to plan the
monitoring process that will ensure that the school improvement plan leads to effectively supporting and building capacity for improved student achievement for
all students.
TEMPLATE 5.3: Monitoring and Adjusting Evaluation
(Rubric Indicator 5.3)
Evidence of Monitoring Dates – Narrative response required
What are the calendar dates (Nov/Dec and May/June) when the School Leadership Team will meet to sustain the
Tennessee School Improvement Planning Process? Identify the person(s) responsible for monitoring and the role
they will play in the monitoring process.
 October 25, 2011 Mr. Reese (monitor), Karyn Spann (time keeper)
 November 2, 2011 Mr. Reese (monitor), Karyn Spann (time keeper)
 January 12, 2011 Mr. Reese (monitor), Karyn Spann (time keeper)
 May 10, 2011
Mr. Reese (monitor), Karyn Spann (timer keeper)
Tennessee School Improvement Planning Process Templates – August, 2007
Page 72 of 100
Evidence of a Process for Monitoring Plan – Narrative response required
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 convene a meeting to review the collected data. The team will consider class
level, individual level, overall progress, and absenteeism due to illness. Because our students have multiple
disabilities, the data we collect is different than a typical school’s data collection. The Shrine School faculty has
created a form of data collection that focuses on areas that our students concentrate on. Based on this collection of
data, the Leadership Team will decide if any interventions are needed.
Evidence of a Process for Adjusting Plan – Narrative response required
What will be the process that the School Leadership Team will use for adjusting our plan (person(s) responsible,
timeline, actions steps, resources, evaluation strategies) when needed?
The School Leadership Team consists of the following stakeholders:
1. Charlie Reese, Principal
2. Laura Swearingen, Lead Teacher
3. Dorothy Hinds, Counselor
4. Nancy Posey, Librarian
5. Robert Faulk, Teacher
6. Vicki Kaiser, Teacher
7. Jacqueline Davis-Wadlington, Teacher
8. Jennifer Blassingame, Teacher
9. Donald Fox, Teacher
10. Karyn Spann Christian, Teacher
11. Temaka Esters, Parent
12. Tamara Rayford, Parent
13. Bruce Lloyd, Community Member
The School Leadership Team, involving all stakeholders, will meet a minimum of four times per year to compare
updated data and the action plan. The team will review, discuss, and come to consensus regarding recommended
changes based on current information being reviewed.
Tennessee School Improvement Planning Process Templates – August, 2007
Page 73 of 100
Evidence of a Plan for Communicating to All Stakeholders – Narrative response required
How will the School Leadership Team communicate success/adjustments of the plan to stakeholders and solicit
ongoing input from stakeholders?
The School Leadership Team will communicate success and/or adjustments of the plan to stakeholders and solicit
ongoing input from stakeholders in the following ways:
 School website
 PTO presentations, meetings, and parental input
 School leadership team meetings
 Parent Link (automated communication system)
 Title 1 meetings
 Open House
 Student/Parent questionnaires
 Parent/Teacher conferences
 School Progress Reports
 TCAP Alt. Portfolio Assessment scores
 IEP meetings
 Surveys
 The Shrine Times Newsletter
Tennessee School Improvement Planning Process Templates – August, 2007
Page 74 of 100
Title I Addendum
Tennessee School Improvement Planning Process Templates – August, 2007
Page 75 of 100
Shrine School
Intervention Plan
2012-2013
*Programs designed to assist the academic, social, and daily success of students.
Program
Brief Description
A federally mandated program to help LEP
ELL Program students who are learning to understand, speak,
read, and write English as their second language,
including immigrant children and youth. The
provision of this program is to help students attain
English proficiency and develop high levels of
academic achievement.
The Division of Exceptional Children and Health
Exceptional Services assures full educational opportunities
Children
through specially designed instruction and
Services
services for eligible children with disabilities,
enabling these children to realize their potential
for effective living and functioning in our society.
Memphis City Schools Division of Health and
School Nurses Social Support, LeBonheur Hospital, and private
School
agencies provide an integrated, comprehensive
Therapists
continuum of health and mental services that
School
address educational and psychosocial problems;
Psychologist counter external stressors; and teach, serve, and
School Social accommodate disorders/disabilities of students.
Worker
All of the workers are committed to ensuring
Tennessee School Improvement Planning Process Templates – August, 2007
Dates
Monitoring of
Student
Progress
Evaluation
of Effectiveness
August 2012 –
May 2013
Weekly
Teacher Observations
August 2012 –
May 2013
Daily
Teacher Observations/
Assessments, Parental
Input, Related Services
Providers Reports
August 2012 –
May 2013
Daily/Weekly
Nurses and Therapists
Daily Reports are
housed at Shrine
School
Wednesdays (every
other) –Social Worker
Fridays – Psychologist
Page 76 of 100
academic success and promoting healthy physical,
cognitive, social, and emotional development;
addressing barriers to student learning and
performance; and providing social/emotional
support for students and their families through
partnerships and linkages between schools and
community resources.
Before and
Teachers work with students almost one on one
November 2012
Daily
Teacher and Supervisor
After School with reading, computer skills, math computation,
– April 2013
Observations
Program
social and emotional development.
The attendance teacher conducts a home
Attendance investigation of students who are excessively
Attendance Secretary
August 2012 –
Daily
Teacher
absent without contact with the school. If
and Teachers Reports
May 2013
necessary, the Truancy Office contacts Juvenile
Court and the Attorney General’s office.
Students are referred to Memphis City School
Communication with
Homebound Homebound Services when they have a doctor’s
August 2012 –
Daily
Doctors’ Offices,
Services
authorization stating a medical reason for the
May 2013
Teachers, Attendance
absence and the student will be out of school 6
Secretary, Homebound
weeks or longer.
Services Office
*Shrine School is a total special education facility. Students work toward achieving individual goals and objectives identified
for them through the IEP team process. Shrine School serves students aged 3 to 22 years and works to:
1. Ensure the effective transition of students participating in Early Intervention Programs to Pre-school programs at Shrine
School
2. Ensure that an Individual Education Plan has been developed and implemented.
3. Ensure that students eligible for special education services are educated with non-handicapped peers to the maximum
extent possible.
4. Ensure that evaluations are conducted to determine continued placement, related services, and inclusion.
5. Ensure that by age fourteen a Transition Plan has been developed with student, parent, and community agencies.
6. Ensure the Division of Rehabilitation Services conducts assessments for job placement by age twenty-two or year of
graduation.
Tennessee School Improvement Planning Process Templates – August, 2007
Page 77 of 100
Shrine School
Pre-School Transition Plan
2012-2013
Complete action plan for assisting in pre-school transition.
Action Steps
Timeline
Required Resources
Person(s) Responsible
Parent Involvement
Prior Testing Information
Individualized Education
Plan
Goals and Objectives
Family Engagement Plan
Home School Compact
Code of Conduct
Title I Information booklet
CBI forms
Notes to parents
Planning Calendar
Lesson Plans
Pre-School Special Ed.
Supervisor – Pat Reese
Pre-School Teachers –
Wright and Ducrest
Counselor – Hinds
Teacher – Spann
Pre-School Teachers –
Wright and Ducrest
Pre-School Teachers –
Wright and Ducrest
Reg. Ed. Pre-school Teacher
– Guy
Parents are active
participants in the IEP
process.
September
2012 –
May 2013
Special Ed. pre-school
curriculum guide
Special Ed. pre-school
supervisor
Pre-school teachers
Parents are informed of
special education
updates for policies,
laws, etc.
January 2013 –
April 2013
Individualized Education
Plans
Goals and Objectives
Pre-school teachers
Therapists
Parents
Parents are active
participants in the IEP
process.
Meeting with supervisor
to discuss incoming
special needs 3-4 yr. olds
August 2012
Title I Annual Meeting for
Pre-School Parents
September 13,
2012
Pre-school students visit,
interact, and go on
Community Based
Instructional trips with
non-disabled pre-school
peers at Sheffield Elem.
weekly
Monthly pre-school inservice meetings
September
2012 –
May 2013
End of the year IEP
meetings
Tennessee School Improvement Planning Process Templates – August, 2007
Page 78 of 100
Provide information to preschool parents about our
Title I school-wide program.
Parents are encouraged
to attend CBIs with
Shrine students and to
be involved with the
classroom activities.
Decisions made if student March 2013 –
will transition to regular May 2013
school, remain in Sp. Ed.
pre-school, or transition
to Shrine School (100%
Sp. Ed. environment)
Tennessee Child Outcomes
Summary Form at Exit
Decision Tree for Summary
Rating Discussions
Tennessee School Improvement Planning Process Templates – August, 2007
Pre-school teachers
Therapists
Page 79 of 100
Parent will have an active
part in the decisionmaking.
Shrine School
Post-Secondary Transition Plan
2012-2013
Complete action plan for assisting in post-secondary school transition.
Action Steps
Timeline
Required Resources Person(s) Responsible
Parent Involvement
Identify students with
disabilities who plan to
graduate with a special
education diploma
Students with disabilities who
are 18 years old and older are
identified
Refer all students with
disabilities intending to
graduate to the State of
Tennessee Division of
Rehabilitation Services and to
the Exceptional Children
Transition Division of Memphis
City Schools
August 2012 –
September
2012
Student Registration Form School Counselor
Intent to Graduate Form
All parents of seniors
who intend to graduate
are called.
August 2012 –
September
2012
September
2012
Student Registration Form School Counselor
------------------------------
Parents must be
involved in this
process.
Selected students with
disabilities will have the
opportunity to be introduced
to transportation options for
post-secondary living
September
2012 –
May 2013
 Division of
Rehabilitation Services
Referral Form
 Your Rights as an
Applicant for
Vocational
Rehabilitation Services
 Vocational
Rehabilitation Intake
Document
MATA Plus application
form
Tennessee School Improvement Planning Process Templates – August, 2007
School Counselor
Sp Ed MCS Transition
Specialist
Division of Rehabilitation
Services Case Manager
Classroom Teachers
School Counselor
Page 80 of 100
Parents fill out all
forms.
Parents are required to
fill out and sign forms.
Selected senior students with
disabilities are exposed to
financial, social, and
independent skills.
Kuder Training
September
2012 –
May 2013
IEP Meetings to identify the
students’ post-school desired
goals and visions – transition
goals should be based upon
age appropriate transition
assessments
January 2013 –
March 2013
Shrine School Resource and
Information Fair
April 2013
All graduates will be called
and/or surveyed to check on
progress on postsecondary
goals
August 2012 –
September
2012
October 2012
Multi-Handicapped
Curriculum
Classroom Teachers
--------------------------
School Counselor
Profound Curriculum
Individualized internet
exploration of careers for
students
Individualized Education
Plans
Jillian Denman, Counselor
EdSouth
Parents will be invited
to the training.
Classroom Teachers
Parents must attend
IEP meetings.
School Counselor
All parents are invited
to attend.
Prior classroom teachers
Parents will answer
most questions
regarding their
graduating student.
Individual Transition Plans
Handout – Community
Resources and Transition
Information
List of participating
agencies, programs, and
companies
Graduate information
telephone log
School Counselor
Graduate survey form
Tennessee School Improvement Planning Process Templates – August, 2007
Page 81 of 100
Shrine School
Title I School Wide Plan
2012-2013
Teacher Mentoring Program
Complete Action Plan for developing and implementing program.
Action Steps
Timeline
Required
Resources
Person Responsible
Parent Involvement
Identify Mentors and New
Teachers
August 2012
$0.00
Trained Mentors
Information Sheet
Charlie Reese, Principal
None
Select a Mentor Coordinator to
monitor the plan throughout the
year
August 2012
$0.00
Mentor Assignment Form
Charlie Reese, Principal
None
Provide orientation for Mentors
And Mentees
August 2012
$0.00
Vicki Kaiser, Mentor
Coordinator
None
Mentors and Mentees will meet
once a week to communicate,
share knowledge and skills,
complete lesson plans, monthly
activities, and Community Based
Instruction trips. School and
Exceptional Children policies and
procedures will be on-going.
August 2012 –
May 2013
$0.00
Trained Mentors
Information Sheet
Vicki Kaiser, Mentor
Coordinator
None
Protégé Needs Assessment
Mentoring Contact Log and
Record of Activities
Tennessee School Improvement Planning Process Templates – August, 2007
Page 82 of 100
Once a month meeting with
Mentors to collect and review
Mentors’ Logs
October 2012
– May 2013
Evaluate and Revise Plan
May 2013
$0.00
$0.00
Mentor Evaluation of the
Mentoring Experience
Form, Protégé Evaluation
of the Mentoring Form
Tennessee School Improvement Planning Process Templates – August, 2007
Vicki Kaiser,
Mentor Coordinator
School Mentor
Coordinator, Teacher
Mentor(s), Protégé(s)
Page 83 of 100
None
Solicit Input from
School Leadership
Council, Current
Protégés, and
Teacher Mentor(s)
regarding this year’s
and next year’s plan.
Shrine School
2012-2013
Strategies to Attract High Quality, Highly Qualified Teachers
Check all that apply:
__X_ Support uncertified personnel gain certification
__X_ Establish collaboration with colleges and universities
__X__ Provide ongoing professional development
_ X__ Encourage local, state, and national professional development
__X__ Implement mentoring program
__X_ Establish networks to build capacity
Tennessee School Improvement Planning Process Templates – August, 2007
Page 84 of 100
2012 – 2013
Professional Development Plan
School: Shrine School
Principal: Mr. Charlie Reese
PD Budget: $17,802
Date: 8/6/2012
Academic Supt: Dr. Terrance Brown
PDSCC: N/A
Professional Development Plan Overview
Based on an extensive review of student data, teacher data, and school data, our school identified and prioritized measurable
objectives by subgroups as follows:
1. The students will demonstrate an increase in academic, functional, and social literacy skills to enable them to interact with their
environment.
2. The students will increase gross and fine motor skills to enable them to participate in daily living activities and to gain personal
independence.
3. The students will use transition skills to increase involvement in the community in preparation for post-school life.
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: Increase staff knowledge of creating measurable goals and objectives using authentic assessments of students with
multiple disabilities to improve the attainment of academic, functional, and social literacy skills.
Goal 2: Guide students in developing self-help, independent living, and transition skills to prepare them for their post-school
life.
Tennessee School Improvement Planning Process Templates – August, 2007
Page 85 of 100
Goal 3: Strengthen parent-teacher-community relationships through on-going communications, support groups, and
participation in school activities.
Action Plans
The following plans describe our 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.
Goal 1: Increase staff knowledge of creating measurable goals and objectives and using authentic assessments of students with
multiple disabilities to improve the attainment of academic, functional, and social literacy skills.
Content:
Process:
Context:
Teachers and support staff will learn 1. The faculty and support staff will
1. Faculty
members
will
meet
in
research-based curriculum and
use the Professional Learning
Professional Learning Communities
instructional practices that
Community approach in order to
twice a month in addition to faculty
acknowledge and reflect the diverse become a community of learners
meetings. We will meet as a faculty twice
learning styles of our students.
who have a deeper understanding of a month. This will provide teachers who
These strategies will enhance
academic skills and instructional
attend specific training outside of the
knowledge of ways to assist students strategies as they apply to the
school to share what they have learned.
in attaining improved language and
students at Shrine School.
2. Data-Driven-- Teachers will use data
communication skills, motor skills,
2. The Training Model will be used from various sources, including daily goal
and living skills. They will learn to
to share information gained from results and student self-help checklists to
design their instructional program to
workshop
and
conference drive instruction and recommend strategies
meet our students’ unique
attendances.
The teachers will for students showing little or no progress.
educational needs. These strategies lecture, demonstrate, and model the 3. Results-focused — The professional
will be implemented using ongoing
best practices learned at the learning activities included in our
training by in-house presentations by conferences. Coaching will be used Professional Development Plan have
special education professionals and
as a follow-up component.
proven to be useful because the teachers
by attending national, state, and
3. The Coaching method, while and staff have incorporated the plan into
local professional development
used with the Training Model, will be their daily schedule and activities.
workshops and seminars.
used to share lesson plan ideas,
community based instruction, and
academic testing.
Tennessee School Improvement Planning Process Templates – August, 2007
Page 86 of 100
Professional Learning
Activities/Events
Presenters/Leaders
Implementation
Timeline
TCAP-ALT Portfolio Training
Patricia Beard
August 1, 2011
Practitioners Summit
Various Presenters
August 3 – 4,
2011
EasyIEP Refresher Training
Sandy Welman
Shirley Jackson
August – October
2011
Re-Evaluation Training
Dr. Amelia Anglin
August 31, 2011
Tennessee School Improvement Planning Process Templates – August, 2007
Expected
Outcomes
Teachers will be
made aware of
changes in the
TCAP-ALT
Portfolio
Assessment.
Teachers will learn
about the common
core standards,
tenure policies,
technology, handson-learning
activities, TEM,
and other important
topics to promote
best practices in
the classroom.
Teachers will gain
knowledge of
updated
information abut
the EasyIEP
program to ensure
the students’ IEPs
are properly
inputted into the
system.
Teachers will
review federal and
state regulations
regarding
Page 87 of 100
What data sources will
you use to evaluate
effectiveness? (i.e.,
teacher data, student
data)
Teacher data (data
collection tools for the
assessment
Student data (TCAPAlt Portfolio
assessment scores)
Teacher data
Student data
$17,802
Total
PD Budget
Balance
$0
$0
Teacher data
Student data
$0
Teacher data
Student data
$0
TCAP-Alt Portfolio Training
Refresher
Jacquelyn DavisWadlington
September 2011 –
November 2011
Teacher Mentoring
Vicki Kaiser,
Laura Swearingen
September 2011 –
May 2012
Gender Equitable Teaching
Methods
Dorothy Hinds
November 2011
Council for Exceptional Children
(CEC) 2011 Convention & Expo
Various Presenters
April 11 – 14,
2012
Tennessee School Improvement Planning Process Templates – August, 2007
reevaluation of
students with
disabilities in MCS.
Teachers will be
made aware of the
new changes in the
assessment. They
will also be given
examples/samples
of a
proficient/advanced
assessment.
Teacher mentors
will meet with new
teacher(s) to
provide strategies
for academic,
functional, and
classroom
management skills.
Special Education
Laws will be
discussed.
Attendees will learn
gender-equitable
teaching methods,
techniques, and
practices to use in
the classroom
Attendees will
attend sessions to
learn about special
education
research,
instructional
programs, and
Page 88 of 100
Teacher data
Student data
$0
Teacher data
$0
Teacher data
Student data
$0
Student data
Teacher data
$2512
(Registration,
travel, lodging, and
food)
($15,290)
Fay B. Kaigler Children’s Book
Festival
Various Presenters
2012 Midwest Conference on
Differentiated Instruction
Various Presenters
innovative
programs to
promote student
achievement for
students with
special needs.
April 11 – 13, Attendee will
2012
attend sessions to
learn how to
promote children’s
literature and
books.
July 22 – 25, 2012 Attendee will
attend sessions to
learn how to
promote student
achievement
through
differentiated
instruction
techniques.
Library data
Student data
Teacher data
$1049
(Registration,
travel, lodging, and
food)
($14,241)
Student data
Teacher data
$2501
(Registration,
travel, lodging, and
food)
($11,740)
Goal 2: Guide students in developing self-help, independent living, and transition skills to prepare them for their post-school
life.
Content:
Teachers and support staff will learn strategies in
monitoring student progress toward successful
achievement of IEP goals and objectives that
relate to developing self-help skills, independent
living skills, and transition skills and community
involvement.
These strategies will be
implemented through integrating the use of
assistive technology when applicable. All Shrine
staff will benefit from workshops, conferences and
training on transition and self-help skills. Sharing
sessions will be conducted by conference
Process:
1. The faculty and support staff will use the
Professional Learning Community approach in
order to become a community of learners who have
a deeper understanding of academic skills and
instructional strategies as they apply to the students
at Shrine School.
2. The Training Model will be used to share
information gained from workshop and conference
attendance. The teachers will lecture, demonstrate
and model the best practices learned at the
conferences. Coaching will be used as a follow-up
Tennessee School Improvement Planning Process Templates – August, 2007
Context:
1. Job-embedded — Many of the professional
learning opportunities will be folded into the workday.
Faculty members will meet in Professional Learning
Communities twice a month instead of faculty
meetings. We will meet as a faculty twice a month.
This will provide teachers who attend specific training
outside of the school to share what they have learned.
2. Data-Driven-- Teachers will use data from various
sources, including daily goal results and student selfhelp checklists to drive instruction and recommend
strategies for students showing little or no progress.
Page 89 of 100
attendees in a timely manner.
Professional Learning
Activities/Events
component.
3. The Coaching method, while used with the
Training Model, will be used to share lesson plan
ideas, community based instruction, and academic
testing.
Presenters/Leaders
Monthly Therapy Training
Sessions
Laurie Bainer
Professional Learning
Communities (PLCs)
Shrine School
Teachers
Community Based Instruction
(CBI) Training
Christene LloydBurkes &
Barbara Bolton
Implementation
Timeline
August 2011 – May
2012
3. Results-focused — The professional learning
activities included in our Professional Development
Plan have proven to be useful because the teachers
and staff have incorporated the plan into their daily
schedule and activities.
Expected
Outcomes
Staff will learn
new therapy
procedures
and
techniques
and will be
shown new
equipment.
August 2011 – May Teachers will
2012
collaborate to
promote best
practices for all
students.
August 18, 2011
Teachers will
learn how to
properly
request CBI
activities and
transportation
to be in
compliance
with IEPs and
MCS policies.
Tennessee School Improvement Planning Process Templates – August, 2007
What data sources
will you use to
evaluate
effectiveness? (i.e.,
teacher data, student
data)
Teacher data
Student data
Therapist data
$17,802
Total
PD Budget
Balance
$0
Teacher data
Student data
$0
Teacher data
Student data
$0
Page 90 of 100
Assistive Technology Industry
Association (ATIA)
Conference
Various Presenters
National Adapted Physical
Education Conference
Various Presenters
American Music Therapy
Association (AMTA)
Conference
Various Presenters
November 2 – 5, Attendees will
2011
attend various
sessions to
learn best
assistive
technology
practices and
strategies for
the classroom.
November 17 – 19, Attendee will
2011
attend
sessions to
learn new
teaching
techniques to
use for
adapted
physical
education for
students with
multiple
disabilities.
November 18 – 20, Attendee will
2011
attend
sessions to
learn the latest
research and
strategies for
teaching music
and integrating
the strategies
in the
classrooms
for children
with special
needs.
Tennessee School Improvement Planning Process Templates – August, 2007
Teacher data
Therapist data
Student data
$5300
(Registration, travel,
lodging, and food)
($6,440)
Teacher data
Student data
$1681
(Registration, travel,
lodging, and food)
($4,759)
Therapist data
Teacher data
Student data
$1726
(Registration, travel,
lodging, and food)
($3,033)
Page 91 of 100
Tennessee Educational
Technology Conference
(TETC)
Various Presenters
November 30 – Attendee will
December 2, 2011
attend
sessions to
learn new
ways to use
and
incorporate
technology in
the lives of
children with
multiple
disabilities.
Teacher data
Student data
$1218
(Registration, travel,
lodging, and food)
($1,815)
Goal 3: Strengthen parent-teacher-community relationships through on-going communications, support groups, and
participation in school activities.
Content:
Teachers and support staff will learn
ways to strengthen parental
involvement by incorporating
communication into the daily routines
of our students, parents, and Shrine
staff. We will also continue to nurture
our relationships with our parents by
emphasizing parental support and a
teacher/parent partnership to facilitate
the transfer of what is learned from
school to home.
Process:
1. The faculty and support staff will use
the
Professional
Learning
Community approach in order to
become a community of learners who
have a deeper understanding of
academic skills and instructional
strategies as they apply to the students
at Shrine School.
2. The Training Model will be used to
share
information
gained
from
workshop and conference attendance.
The teachers will lecture, demonstrate
and model the best practices learned
at the conferences. Coaching will be
used as a follow-up component.
3. The Coaching method, while used
Tennessee School Improvement Planning Process Templates – August, 2007
Context:
1. Job-embedded — Many of the
professional learning opportunities will
be folded into the workday. Faculty
members will meet in Professional
Learning Communities twice a month
instead of faculty meetings. We will
meet as a faculty twice a month. This
will provide teachers who attend
specific training outside of the school
to share what they have learned.
2. Data-Driven-- Teachers will use
data from various sources, including
daily goal results and student self-help
checklists to drive instruction and
recommend strategies for students
showing little or no progress.
Page 92 of 100
with the Training Model, will be used to
share lesson plan ideas, community
based instruction, and academic
testing.
Professional Learning
Activities/Events
3. Results-focused
—
The
professional learning activities included
in our Professional Development Plan
have proven to be useful because the
teachers and staff have incorporated
the plan into their daily schedule and
activities.
Presenters/Leaders
Implementation
Timeline
Expected
Outcomes
Monthly Division of
Exceptional Children
Meeting
Joshua Gettys
Sue Marsh
September 2011
– May 2012
PTO/Circle of Friends
Parents, Community
August 2011 –
Members/Organizations/Businesses, May 2012
Teachers, Therapists
Teachers will
learn about a
variety of
aspects of
ECHS that will
be used in the
classroom.
Parents will be
given
information on
resources that
can improve
the academic,
functional,
social, and
post-school
skills of their
children.
Tennessee School Improvement Planning Process Templates – August, 2007
Page 93 of 100
What data sources
will you use to
evaluate
effectiveness? (i.e.,
teacher data,
student data)
Teacher data,
Student data
$17,802
Parental input
$452
($1,363)
Total
PD Budget
Balance
$0
Title I School Wide Plan
Shrine School
2012-2013
State and Federal Programs:
Title I/No Child Left Behind
State of Tennessee Vocational Rehabilitation Services
Federal School Lunch Program/Free and Reduced Lunch Program
Tennessee Infant Parent Services
Shelby Residential Vocational Services
HeadStart
Tennessee School Improvement Planning Process Templates – August, 2007
Page 94 of 100
Shrine School
Title I
NCLB Family Engagement Plan
2012 – 2013
The Family Engagement Plan was jointly developed with parents and other vested stakeholders to establish the expectation for
parental involvement.
Shrine School realizes the importance of parental involvement in the educational process of all students. The home and school have a
shared responsibility for caring for the students and promoting student success. Our parents are asked to be proactive by sharing in
the following:






Reinforce, support, and give feedback concerning instruction in school.
Facilitate the carry-over of skills taught in school to the home environment.
Attend field trips, school events, special activities, and serve as advisors.
Become members of various support groups.
Visit and interact with teachers and students in the school setting.
Respond to surveys, memos, questionnaires, and correspondences in a timely manner.
Title I Family Engagement Plan and NCLB Involvement
The administrators, faculty, staff, and community have implemented the following NCLB requirements:
Promote classroom visits by parents and allow parents to observe the school’s programs.
Provide parents with assessment data.
Provide progress reports and pertinent student information.
Provide timely ongoing information to parents by administrators and teachers.
Make parent aware of NCLB and the school’s participation.
Solicit feedback and suggestions from parents at parent meetings or anytime that is necessary on decisions relating to the education of
their children.
Provide parents with a copy of the Family Engagement Plan.
Provide parents with a description and explanation of the curriculum in use at the school, forms of academic assessment used to measure
student progress, and the proficiency levels students are expected to meet.
Tennessee School Improvement Planning Process Templates – August, 2007
Page 95 of 100
To promote parental participation in the development and implementation of the school program, Shrine School will:










Involve parents in the planning and development of the school improvement initiatives.
Provide annual meetings to explain Title I components and requirements.
Provide flexible days and times for parent meetings.
Offer diverse parental training through school based workshops and to include parents in professional development available to staff under
No Child Left Behind.
Involve parents in the development of the school compact.
Encourage parents to regularly visit and take an active role in all school activities.
Invite all parents to annual meetings to explain the components and requirements of NCLB.
Involve parents in an organized, on-going, and timely way, in the planning, review, and improvement of programs for family involvement
and the School Level Family Engagement Plan.
Provide parents with the opportunity for regular monthly meetings through the Circle of Friends/Parent Teacher Organization meetings.
Provide parents timely information about programs under parental involvement.
Title I School Wide Plan
Strategies to attract highly qualified teachers:





Teacher Preparation Program for Educational Assistants.
Assist non-certificated personnel to obtain certification.
Establish collaboration with colleges and universities.
Provide on-going professional development.
Teacher mentoring programs have been implemented.
Title I School Wide Program
The following is a list of State and Federal programs that have been consolidated:
 Tennessee Infant Parent Services
 Shelby Residential Vocational Services
 Title I Free and Reduced Lunch Programs
Tennessee School Improvement Planning Process Templates – August, 2007
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Our school provides individual assessment to parents in the following manner:







IEP Meetings
Comprehensive Evaluations
Evaluation Team Meetings
Program Reviews
Goal Sheets
TCAP Alt. Portfolios
Telephone Logs
FYI
Shrine School is a federally funded Title I school. As a Title I school, we are required to create a positive and supportive
environment that results in high levels of achievement for all students. Funds are available for academic programs, additional
teachers, training for teachers and parents, and instructional materials.
Tennessee School Improvement Planning Process Templates – August, 2007
Page 97 of 100
Shrine School
Title I Home – School Compact
2012 – 2013
Shrine School has jointly developed with parents a home-school compact that outlines how parents/school/staff/students will share
responsibility for caring for the students and improving student academic achievement. The school and parents will develop a
partnership to help children achieve the State’s high standards. Shrine School stresses the importance of communication between the
teachers and parents on an ongoing basis.
Parent’s Responsibility
I shall:






Be responsible for my child’s punctuality and school attendance.
Supply my child with appropriate school and hygienic supplies.
Provide a safe and nurturing home environment for my child.
Make sure my child is clean, well-groomed, and has had proper rest.
Teach good family moral values, self-respect, respect for others, and acceptance of responsibility.
Return notes and assignments promptly.
____________________________________
Parent’s Signature
Student’s Responsibility
I shall:




Work hard to do my best.
Attend school regularly.
Respect and cooperate with other students and adults.
Listen and participate in class.
____________________________________
Student’s Signature
Tennessee School Improvement Planning Process Templates – August, 2007
Page 98 of 100
School’s Responsibility
I shall:





Provide an environment that stresses the importance for positive communication between the teachers, parents, and students with frequent
student progress reports to the parents.
Encourage teachers to provide meaningful assignments for all students.
Ensure the offering of high-quality curriculum and instruction in a supportive and effective environment.
Hold annual parent and teacher conferences to discuss the home-school compact.
Ensure parents be given reasonable access to staff to volunteer, participate, and observe in their child’s class.
____________________________________
Principal’s Signature
Teacher’s Responsibility:
I shall:





Display respect for all students.
Ask parents to help in school.
Provide information about student progress.
Determine the student’s educational needs and adjust the instruction to accommodate those needs.
Provide a safe environment.
____________________________________
Teacher’s Signature/Grade(s)/Level(s)
Memphis City School does not discriminate in its programs or employment on the basis of race, color, religion, national origin, handicap/disability, sex, or age.
Tennessee School Improvement Planning Process Templates – August, 2007
Page 99 of 100
Shrine School
Technical Assistance Report
2012-2013
The following have come to the Shrine School to offer services (this may include within Memphis City School System as well as
outside the district):
Dr. Terrance Brown ……………………………………………………………………………………………………………………………………………. Southeast Region Superintendent
Michael Hawkins …………………………………………………………………………………………………………………………..………………. Southeast Region Academic Director
Wayne Booker ………………………………………………………………………………………………………………………...……………… Southeast Region Academic Coordinator
Judy Keyes ………………………………………………………………………………………………………………………………………………………… Southeast Region Parent Advocate
Teresa Finley …………………………………………………………………………………………………………………… Division of Vocational Rehabilitation Services Counselor
Jason Hamer ……………………………………………………………………………………………………………………………………………………………….... School Technical Specialist
Joshua Gettys ..……………………………………………………………………………………………………………………………………………………… Exceptional Children Supervisor
Sue Marsh …………………………………………………………………………………………………………………………………………………………….. Exceptional Children Supervisor
Dr. Amelia Anglin ……………………………………………………………………………………………………………………………………………….. Exceptional Children Coordinator
Patricia Beard …………………………………………………………………………………………………………………………………………..……. Lead Teacher for TCAP Alt. Portfolio
Cyndie Nash…. …………………………………………………………………………………………………………………………………………………………..…………….. School Psychologist
Ms. Mary Ross …………..…………………………………………………………………………………………………………………………………………………………………. Title I Supervisor
Cathy Johnson ……………………………………………………………………………………………………………………………………………………..…. Health Department Supervisor
Laurie Bainer …………………………………………………………………………………………………………………………………………………………………..……… Therapist Supervisor
Frances Offiong ……………………………………………………………………………………………………………………………………………………… Division of Nutrition Supervisor
Lynn Smith … ……………………………………………………………………………………………………………………………………………………………………..….. School Social Worker
Thomas Jackson ..………………………………………………………………………………………………………………………………………………………..……………… Repair Technician
Vivian Redmond ….…………………………………………………………………………………………………………………………………………………………………..………. Vision Teacher
Tennessee School Improvement Planning Process Templates – August, 2007
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