To the Stars with Perseverance
To the Stars through Perseverance
TAURIN HARDY, PRINCIPAL
TRENTON WATSON, ASSISTANT PRINCIPAL
BARBARA ASEMOTA, INSTRUCTIONAL FACILITATOR & SIP CHAIR
Tennessee School Improvement
Planning Process (TSIPP)
SIP
Tennessee Department of Education
Commissioner Lana C. Seivers
Created August, 2007
Vance Middle School’s Tennessee School Improvement Planning Process
Page 2 of 130
TABLE OF CONTENT
School Improvement Plan Assurance Page
Page
5
Component 1a: School Profile and Collaborative Process
1.1 SIP Leadership Team Composition
1.2 Subcommittee Formation and Operation
1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis
Page
6
Page
18
Page
59
□ Instruction by a Highly Qualified Staff (NCLB Component 3)
□ Strategies to attract high quality, highly qualified teachers (NCLB Component 5)
□ Policies and Practices concerning the school’s core academic subjects that have
the greatest likelihood of ensuring that all groups will meet state’s standards (NCLB
component 9 & ii
Component 1b: Academic and Non-Academic Analysis
1.4 Variety of Academic and Non-Academic Measures

Measures to include teachers in decision regarding the use of academic assessment
results (NCLB component 8)
 Comprehensive Needs Assessments (NCLB Component 1)
1.5 Data Collection and Analysis
1.6 Report Card Data Disaggregation
1.7 Narrative Synthesis of All Data
1.8 Prioritized List of Target
□ Establish specific measurable objectives for growth (NCLB Component v)
Component 2: Beliefs, Mission, and Vision
2.1 Beliefs, Mission and Shared Vision
Component 3: Curricular, Instructional, Assessment and Organizational Effectiveness
Page 61
3.1 Curriculum Practices
3.2 Curriculum Process

Policies and Practices concerning the school’s core academic subjects that have
the greatest likelihood of ensuring that all groups will meet state’s standards (NCLB component 9 & ii)
3.3
3.4
3.5
3.6

Instructional Practices
Instructional Process
Assessment Practices
Assessment Process
Report of individual assessment results to parents in language they understand
(NLCB Component 8)
3.7 Organizational Practices
3.8 Organizational Process
■ State-federal-local programs that will be consolidated (NCLB Component 10 & iv)
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Component 4: Action Plan Development
4.1 Goals (Reading/Language/Writing, Mathematics, Attendance)
4.2 Action Steps
4.3 Implementation Plan
Page
87
■ Schoolwide reform strategies based on scientific research (NCLB component 2)
■ Coordination and integration of federal, state and local services and programs (Component 10)
■ High quality, on-going professional development - P.D. Plan (NCLB Component 4)
Component 5: The School Improvement Plan and Process Evaluation
5.1 Process Evaluation
5.2 Implementation Evaluation
5.3 Monitoring and Adjusting Evaluation

Page
101
Reviewed and Revised (NCLB Component 2d)
Title One Addendum
 Assurance Page
Page 111
*Developed during one year period
*Developed with parents and other community members
*Available to the local educational agency, parents, and the public
*If appropriate, developed in coordination with other programs under Carl
Perkins Vocational Act, and Head Start
*Spend no less than 10% of funds for professional development, High Priority
Schools only
 Professional Development Plan
 Family Engagement Plan (NCLB Component vii & viii)
 Translated Version of Family Engagement Plan (Spanish)
 Intervention Plan (NCLB Component 9 & ix)
 Teacher Mentoring Plan (NCLB Component x)
 Technical Assistance Provided
 Transition Plan (NCLB Component 7)
 School Improvement Plan Review (Ten Components of a Title I Schoolwide Program)
 School Improvement Plan Review (High Priority School Improvement Plan)
Vance Middle School’s Tennessee School Improvement Planning Process
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Tennessee School Improvement Planning Process
(TSIPP)
Assurances
with Signature of Principal
I certify that ____VANCE MIDDLE _ 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
Vance Middle School’s Tennessee School Improvement Planning Process
______________________
Date Signed
Page 5 of 130
COMPONENT ONE
SCHOOL PROFILE AND COLLABORATIVE PROCESS
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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.
TEMPLATE 1.1: SIP Leadership Team Composition
(Rubric Indicator 1.1)
Leadership
Chair?
(Y/N)
Position
Asemota, Barbara
Watson, Trenton
Hardy, Taurin
Smith, Curtrice
Bonner, Lindall
Fizer, Trina
Holliday,Deidra
Y
N
N
N
N
N
N
Instructional Facilitator
Assistant Principal
Principal
Counselor
Community Representative
Parent
Teacher -7th grade
Component One, Four
Component Three
Component One –B
Component Two & Five
Component One, Four
Component One, Three
Component One-B
McNichol, Jesse
McNeal,Dena
Humphrey, Demarcus
N
N
N
Teacher – 8th grade
Teacher – 6th grade
Student –SGA President
Component One –B
Component Three
Component Four
McCoy, Jinnie
N
Student- Pretty In Pink
President
Component One
Washington, Ossie
N
Teacher Assistant
Component Four
SIP Leadership Team
Member Name
Vance Middle School’s Tennessee School Improvement Planning Process
Name of Subcommittee(s) (when
applicable)
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Component 1a - School Profile and Collaborative Process
TEMPLATE 1.2: Subcommittee Formation and Operation
Subcommittees should represent various grade levels within the school and relevant stakeholders. It is desirable to include stakeholders on
subcommittees when possible. Stakeholders should be strategically assigned to appropriate committees based on strength, skills and
knowledge.
If there are guiding initiatives within your school, be sure to place those key faculty members involved in the initiatives on the appropriate
subcommittees. Subcommittees have the responsibility to monitor the development and implementation, as appropriate, of the respective
component so that the subcommittee chair can communicate the progress to the SIP Leadership Team.
In completing the templates that name the members of the subcommittees, be sure to indicate each member’s position within the school or
stakeholder group. Indicate which member serves as the subcommittee chair.
After each list of the members for a subcommittee, be sure to indicate the signatures for the subcommittee chairs are on file and check the
box to indicate assurance the subcommittee has met and minutes are on file.
TEMPLATE 1.2: Subcommittee Formation and Operation
(Rubric Indicator 1.2)
Subcommittee for COMPONENT
Member Name
Asemota, Barbara
Hardy, Taurin
Guyton, Treena
McNichol, Jesse
1 School Profile and Collaborative Process
Position
Instructional Facilitator
Principal
Holliday, Deidra
Wheeler-Jones, Latasha
McCoy, Jinnie
Cowherd, John
Chair
N
Y
Teacher- 8th grade Science
N
th
Teacher – 8 grade Social Studies
N
Teacher – 7th grade ELA
N
Teacher – 7 grade Social Studies
N
Student
N
Parent/Community Representative
N
th
(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.
YES
Subcommittee 1 Chair Signature
Vance Middle School’s Tennessee School Improvement Planning Process
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NO
Subcommittee for COMPONENT
2 Beliefs, Mission and Vision
Member Name
Position
Curtrice Smith
Kim Barber
Charletta Rogers
Robert Miller
Scott Blair
Lindell Bonner
Yolanda McGee
Keianna Bledsoe
Carl Woodard
School Counselor
SPED Teacher
SPED Teacher
Music Teacher
PE Teacher
Community Representative
Parent
Student
Retired Teacher
Chair
Yes
No
No
No
No
No
No
No
No
(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.
YES
NO
Subcommittee 2 Chair Signature
Subcommittee for COMPONENT
3
Curricular, Instructional, Assessment, and
Organizational Effectiveness
Member Name
Watson, Trenton
McNeal, Dena
Rosenthal, Arthur
Jones, Tamara
Smith, Belinda
Nicholson, Brittany
Davenport, Herbert
Taylor, Jordan
Position
Assistant Principal
Teacher 6th grade – ELA
Teacher 6th grade – Science
Teacher 7th grade – Math
Teacher 6th grade – Social Studies
Student
Parent/Community Representative
In School Suspension
Chair
Y
N
N
N
N
N
N
N
(tab in last cell to create a new row as needed)
Component 3 Subcommittee has met to address critical
components of the SIP and minutes are on file.
YES
Subcommittee 3 Chair Signature
Vance Middle School’s Tennessee School Improvement Planning Process
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NO
Subcommittee for COMPONENT
4 Action Plan Development
Member Name
Asemota, Barbara
Banks, Shannon
Nathaniel, Moneka
Banks, Marie Lena
Bowers, Sonja
Humphrey, Demarcus
Cowherd, John
Bonner, Lyndall
Fizer, Treena
Brianna’s mom
Washington, Ossie
Williams, Jean
Position
Chair
Instructional Facilitator
Teacher 8th grade – ELA
Teacher 6th, 7th 8th grades – ELA/Math
Teacher 8th grade – Mathematics
Teacher 6th, 7th, 8th grades –
ELA/Math
Student - SGA President
Streets Ministry -Community
Representative
Community Representative Emmanuel Center
Parent
Parent
Teacher Assistant
Teacher Assistant
Y
N
N
N
N
N
N
N
N
N
N
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.
YES
NO
Subcommittee 4 Chair Signature
Subcommittee for COMPONENT
5 The School Improvement Plan and Process Evaluation
Member Name
Position
Chair
Curtrice Smith
Kim Barber
Charletta Rogers
Robert Miller
Scott Blair
Lindell Bonner
School Counselor
SPED Teacher
SPED Teacher
Music Teacher
PE Teacher
Community Representative
Yes
No
No
No
No
No
Yolanda McGee
Keianna Bledsoe
Carl Woodard
Parent
Student
Retired Teacher
No
No
No
(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.
YES
Subcommittee 5 Chair Signature
Vance Middle School’s Tennessee School Improvement Planning Process
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NO
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)
Use surveys to capture perceptual data. Administer some kind of survey to all shareholders with reasonable frequency. Determine how
often to administer your surveys by considering several factors:
 Mobility of student families
 Grade span served (if you serve only three grades, you could have a complete turnover of parents every three years)
 Change in leadership
 Change in organizational practice.
A school will rarely have each of the surveys listed here, but at least one survey should be administered and evaluated. Common
survey types include: Title I Needs Assessment, Title I Parent Surveys, District school climate surveys. Staff Development SACS
Surveys (NSSE).
TEMPLATE 1.3.1: Data Sources (including surveys)
(Rubric Indicator 1.3)
Data Source
Relevant Findings
Lunch Eligibility
93.7% of Vance Middle School students received Free/Reduced lunch.
The average daily count reveals 75% of students participate in the free
breakfast program.
Vance Middle School has four students that are living in a transitional
housing program. Also 57% of Vance students live in single parent
homes.
Based on the 2011 TELL Survey, 79.7% of Vance teachers responded to
this survey. The majority felt the use of time is effective except in the
areas of interruptions and provided non-instructional time. More than
85% felt they had sufficient access to school facilities and resources.
They also felt they were trusted to make sound professional decisions
about instruction.
The majority of parents and students felt Vance is a safe place and
conducive to learning. The majority of respondents felt Vance effectively
communicated student performance and school information.
Vance Middle School has a 13.4% highly mobile student index.
Vance students come to school regularly. Vance attendance rate for
2010-2011 was 94.3%
Student Residency
Questionnaire
Tennessee Teaching, Leading
and Learning Survey (TELL)
MCS TRIPOD Secondary
Parent and Student Climate
Survey
Stability Index
SMS Attendance Report
Annual Yearly Progress Report
VMS Professional
Development Needs Survey
26% of all students scored proficient/advance on the 2010-11 TCAP
Assessment in Reading/Language Arts and Writing. 32% of students
with disabilities scored Prof/adv on the 2010-11 TCAP Assessment in
Reading/Language Arts and Writing. 8% of students scored Prof/Adv on
the 2010-11 TCAP assessment in Mathematics. 20% of Students With
Disabilities scored Prof/Adv. On the 2010-11 TCAP Assessment in
Mathematics.
Based on the 2011 Professional Development Needs survey, teachers
scored 85% of the possible professional development needs as being at a
level of proficiency. The areas with the scores of Basic is Classroom
Management, Differentiated Instruction and analysis of the data to lead
to a data driven classroom.
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TEMPLATE 1.3.2: Narrative and Analysis of Relevant School and Community Data
Some of the factors to consider in this narrative and analysis might be historical background, facilities, environmental and safety
concerns, socio-economic factors, parent/guardian demographics, honors classes, unique programs, parental support, school-business
partnerships, major employers, and any other demographic factor (school or community) of major impact, including major changes
and/or events that have adversely impacted your school..
TEMPLATE 1.3.2: School and Community Data
(Rubric Indicator 1.3)
Narrative and analysis of relevant school and community factors:
Vance Middle School (VMS) was opened as a junior high school with grades seven through nine. It is
located at 673 Vance Avenue in the heart of the downtown Memphis area, and this traditional inner city
middle school now houses grades six through eight. Originally, its doors opened in October 1971 on
land that had formerly housed Owen College. Later, Owen College merged with Lemoyne College to
become Lemoyne -Owen College. VMS is the only middle school in the area that serves students as far
west as the Mississippi River, as far east as Interstate 240, as far north as Jefferson Street, and as far south
as McLemore Street. An increased emphasis on academic achievement continues to be the focus of all
stakeholders.
The school’s architecture has a very unique design. The spacious three-level facility has external and
internal accommodations for the handicapped. Its immense auditorium seats over 900 people. VMS
houses a cafeteria and state of the art library that includes conference rooms, offices, and storage areas.
In August of 2006, the library was upgraded to a web-based, centralized library automation program
called Books Systems, Inc.-Atrium. Atrium provides a web-based catalog, searching capability for
school library collections, automated circulation, and inventory using barcode technology. There is a
Microsoft 2000 computer lab for grade eight to enhance technical skills. Through a collaborative effort,
VMS has been equipped with a $30,000 science learner lab sponsored by The University of Tennessee in
Memphis.
VMS believes in making the institution a safe and secure environment. Security cameras are installed
inside as well as outside the building. A full time police officer is housed on campus. Periodic metal
detector and locker checks are implemented. An Aiphone System has been installed for visitors to gain
admittance to the school. Visitors must sign-in in the main office upon entering the building and are
required to wear a visitor’s badge. School staff is required to wear Memphis City School’s identification
badges. Additionally, teachers and other staff are encouraged to keep doors locked during the
instructional day and when working after school hours. A registered nurse, a school psychologist, a
social worker, and a speech therapist provide services to students and staff one day a week.
Vance is a Title One Schoolwide No Child Left Behind School (NCLB) currently serving 264 students.
Ninety-three percent of the students participate in the free lunch program. Students receive instruction
180 days a year for 7.25 hours, five days a week. The teacher-pupil ratio is 1:16 in grade 6, 1:22 in grade
7, and 1:23 in grade 8. The current per pupil expenditure provided by the state is $4,200.00. Vance
Middle is in School Improvement I- a High Priority School based on the 2010-2011 state assessment
results. To ensure Vance meets state standards and improve academic achievement by All students in
each measured subgroup, all stakeholders (teachers, parents, community, students) have provided input in
the decision making. In the development of the Title One School Improvement Plan, the school’s
stakeholders have used a comprehensive look at the data to established measurable benchmarks and
action steps based on scientifically based strategies for all subgroups. Being a Title One school, Vance
receives additional funding to assist in the implementation of the plan. Vance has set aside 10% of its
allocated budget for high quality professional development to strengthen instructional and curriculum
practices. Partial funds are used to strengthen our efforts of increasing parental involvement. A complete
professional development plan and parental involvement steps can be found in component four and in the
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addendum.
VMS enforces the use of Memphis City Schools’ curriculum guides, Learning Village (lesson plans),
adopted literacy plan, and the new Tennessee State Standards. The core curricula offered at VMS
consists of a comprehensive plan that is designed to improve the attendance, academic and social progress
of all students. Remedial and enrichment programs are offered to promote higher levels of thinking and
learning. The Exceptional Children Program (including Instructional Resource and CDC students) is
offered at Vance to ensure our learning disabled students are not underserved. The core subjects offered
are Language Arts, Reading, Science, Social Studies, and Pre-Algebra. The encore subjects offered are
Health/Physical Education, and Band. Exploratory classes are semester long classes and are available to
all students through a rotation schedule. Remedial students with special needs receive extra
reinforcement and support from a special tutoring program sponsored by Our Children Our Future, a
district tutorial program. To further assist students with academic needs, VMS offers an after school
tutorial program using site-based title One funds. The district’s Positive Behavioral Intervention Plan is
being implemented with the use of Marzano’s Classroom Management That Works, Behavior
Intervention Manual, Pre-referral Intervention Manual, and the Fight Free Incentive. In order to build
better relationships and communications among community schools and to promote an outstanding
relationship with the community, Vance Middle along with Georgia Avenue Elementary, Larose
Elementary and Booker T. Washington High will continue the Quad Squad. The schools have held
cluster Back to School Registration, NCLB Parent Night, joint Parent-Teacher Conferences and
Professional Development Staff Day. The schools (Quad Squad) have also conducted on-going activities
to strengthen faculty and community relationships such as the Quad Squad Newsletter, and joint
professional development sessions among the Instructional Facilitators.
VMS’s uniqueness is demonstrated in its implementation of a variety of enrichment and supplementary
programs and school wide reform strategies that are designed to help students meet state standard
guidelines. The following scientifically based research strategies and programs support instruction at
VMS. The School-wide Achievement Initiative is a program designed to ensure all students meet the
state’s proficient level and increase student achievement on state-mandated tests and daily classroom
performance. It includes:

The Memphis City Schools Literacy Plan-A plan to enhance the achievement of struggling readers
across content areas

Thinking Maps-A visual language for transferring thinking processes, integrating learning and
continuously assessing progress

Marzano’s Classroom Instruction That Works-A teacher’s guide that contains research-based
instructional strategies

Reading is Fundamental (R.I.F.) is a program that periodically distributes trade books to students for
reading at home.

Drop Everything and Write (DEW) Focus is conducted in all grades with an emphasis in eighth grade
language arts classes to promote independent student writing and enhance expository writing skills.

Drop Everything and Read (DEAR) is conducted three times a month in which students and all staff
read pre-assigned books to strengthen reading comprehension and fluency.

Learning Express Folio Assessment is an assessment administered twice a year measuring students’
mastery of writing effectively.

Everyday Calendar Math is conducted daily during Primetime, providing ongoing assessment of
critical math skills such as an understanding of Prime numbers, arrays, multiples, variables and
Vance Middle School’s Tennessee School Improvement Planning Process
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money.

Academic Enrichment/Intervention Hour is conducted daily during the seventh period class. Students
are grouped by their formative assessment performance data and receive extra assistance in achieving
proficiency of the state performance indicators.

Discovery Assessment is an assessment administered three times a year measuring students’ mastery
of state performance indicators in the areas of Language Arts, Reading and Mathematics. The
assessments are given to grades six through eight.

Classroom Performance System (CPS) is a computer assessment program designed to give teachers
immediate feedback of eighth grade students’ understanding of identified state performance
indicators.

Memphis City Schools Syllabus & Learning Village is a computer-based program that infuses the
curriculum with a standard lesson plan format that teachers can follow daily. Teachers are also able to
edit these plans to make the plans fit their pace of study.

New Teacher Mentoring Program is established to maintain and attract highly qualified teachers. New
teachers are assigned a building mentor who provides comprehensive and on-going assistance in the
areas of management, curriculum planning, lesson planning, teacher evaluation and student
relationship building.

Enrichment and Tutorial Programs are designed to offer school wide reform strategies for intensive
academic intervention to assist students experiencing difficulty and/or students from the subgroups
scoring the lowest level of achievement keeping the school from making AYP. The programs
implemented at Vance Middle school are:
□ Our Children Our Future – district tutorial program conducted during the school day with
identified students needing assistance in reading and mathematics
□ Extended Learning –sponsored by VMS site based Title One program offering; TCAP tutorial
after school is offered to students not mastering state performance indicators.
□ Math Pullout - During the school day tutorial services are offered retired teacher to identified
lower achieving students and students in the subgroups that did not achieved AYP.
□ Stanford Math – during school day sessions held in lieu of exploratory classes three days a week
to help students with the most needed areas in mathematics
□ Reading Plus – during school day sessions held in lieu of exploratory classes three days a week to
help students with the most needed areas in reading.
□ Academic Hour – occurring daily during the seventh period hour to assist high, middle and low
level achieving students in meeting state standards
School-wide Positive Behavioral Intervention System is a program designed to increase student
achievement through the implementation of several behavioral components.
□ Character Education is used to teach social skills that complement academic skills to produce
a well-adjusted learner. The following resources will be implemented to address the needs of
Vance students.
□ Fight Free Incentive Program is an incentive based program offering students incentives for
going fight-free every ten days.
□ Behavioral Intervention Manual (BIM) by McCarney, Wunderlich and Bauer is a manual
containing strategies that will be used by individual teachers and teams to develop alternative
ways to handle student behavior.
□ Pre-referral Intervention Manual (PRIM) by McCarney, Wudnerlich and Bauer is a manual
containing interventions that can be used by individual teachers and teams to develop
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□
□
□
□
□
alternative strategies to assist students with academic achievement.
Classroom Management That Works by Marzano is a manual containing strategies to assist
teachers with classroom management.
Our Children Our Future is a tutorial program targeting 6th and 7th grade students. Selected
students receive one-on-one tutoring in either reading or mathematics by a trained community
representative.
RISE is a technical assistance and support project available to educators of students in Special
Education who are integrated into regular classes. This project works directly with schools
that are striving to have all students enjoy the benefits of an inclusive and diverse education
while meeting individual needs.
Quad Squad is collaboration between Georgia Avenue Elementary, Larose Elementary, Vance
Middle and Booker T. Washington High Schools. These schools in the South Memphis area
serve the same population. The three schools are working to build community and parental
support.
Ladies Pretty In Pink and Distinguished Men of Vance are designed to explore and expose
students to social and behavioral development. These organizations are developed to create a
gender equable society at Vance Middle School.
External Support is assistance provided by Memphis City Schools and the State of Tennessee to ensure
the success of the administration, teachers and students.
□ Support from Memphis City Schools (Technology Trainer-Jess Feldman)
□ Support from No Child Left Behind Office (NCLB Supervisor, Marceia Ashe, along with
Professional Development opportunities and Finance Coordinators)
□ Support from District Professional Development Offices (Myra Whitney)
□ Support from Exceptional Children Division – Mr. William Graves & Mrs. Janis Holeyfield
Technology is a major component of VMS’s Curricula. There are two main computer labs available to
students. One of the labs is open for teachers to use for whole class web-based instruction. All computers
have Internet access and a printer connection. All teachers have a smartboard, Classroom Performance
System, and at least three Macs and IBM computers; however, there is a need for additional student
stations.
Administration and Staff Characteristics
Our school is under new leadership for the 2011-2012 school year. Our principal is currently in his
first year in this role at Vance Middle School. He has had one year of administrative experience with the
Memphis City School system. He served as Assistant Principal last year. The staff at Vance Middle
School consists of a principal, one assistant principal, Instructional Facilitator, 13 classroom teachers, one
guidance counselor, one full-time in school police officer, and three educational assistants (one funded
through schoolwide Title One funds) and a retired teacher (funded through Title One). One-Hundred
percent (100%) of the teachers who teach in core academic areas are highly qualified. Fifty-six percent
(56%) of the teachers hold advanced degrees and ninety-eight percent (98%) have professional
certification. The average teaching experience averages eight years. The racial make-up of the staff
consists of eighty-six percent (86%) African Americans and fourteen percent (14%) Caucasians.
All three paraprofessionals are African American females, with an average of thirteen years’
experience and are highly qualified. The teacher assistant and the retired teacher funded through Title One
works collaboratively with the Instructional Facilitator. These persons are key in implementing
scientifically based strategies such as Reading Plus, Stanford Math, small group tutoring to students and
mentoring to new teachers.
VMS has several adopters and community partners. Greater Tabernacle Holiness Church, Streets
Ministries and Emmanuel Center, They assist by lending support to boost student achievement and
Vance Middle School’s Tennessee School Improvement Planning Process
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promote student self-esteem through donations, in-kind services and volunteering. The Memphis
District Attorney Office provides additional community outreach by sponsoring the “District Attorney’s
Attendance and Mentoring program” to help increase students’ attendance. They also sponsor “Do the
Write Thing” writing contest annually.
Student Characteristics
VMS has an enrollment of 264 African-American students. VMS is a Title One School-wide school
where 93% of the students qualify for free or reduced lunch. Students come from primarily four
elementary feeder schools: Georgia Avenue, LaRose, and Downtown. Other schools in which Vance
received students are Cummings and Bruce Elementary. The attendance for 2010-2011 was ninety-three
percent (93.2%) achieving the district’s target. The asterisks (*) in the table below indicate that the
numbers include special education students.
2011 -2012 ENROLLMENT
ENROLLMENT by GENDER
6TH
GRADE
7TH
GRADE
ENROLLMENT by SPECIAL
NEEDS
8TH
GRADE
CLUE
0
MALE
39
42
46
INSTRUCTIONAL
RESOURCE
33
FEMALE
43
49
45
COMPREHESIVE
DEVELOPMENT CLASS
22
TOTAL
82
91
91
Ethnicity breakdown is 264 or 100% African American
TOTAL
55
Three hundred nineteen students completed the MCS TRIPOD Secondary Student Climate Survey. The
majority of students feel the school is safe, teachers are helpful, can share their ideas about class work
and can learn. Areas of concern are students felt that lessons are not made interesting; teachers want
students to use their thinking skills not just memorize things and their teachers have several good ways
to explain each topic that is covered in the class. Students enrollment has continued to fall over the past
the three years. This decrease is due to the tearing down of the Clearborne Homes housing
development, where the majority of the students lived. Based on the MCS 2010-2011 student mobility
figures, out of 251 students, Vance had 30 Mobile students, nine Highly Mobile students with a 13.4%
of Mobile and Highly Mobile students. Our current enrollment is 264 students. Of these, Vance has an
enrollment of fifty-five students that are characterized as Exceptional Children and receive at least five
hours of instruction by a trained Special Education instructor. Vance has implemented full inclusion of
these students.
Parent or Guardian Demographics –
Based on the parent demographic survey conducted during registration 2010, 100% of the parents and
guardians of VMS students are African-American. Single mothers of low socio-economic status head
most of the households. These single parents are generally unemployed or working in a low paying job.
Title One economic data reveal the vast majority of parents receive some form of government assistance.
In spring 2010, Memphis City School’s Office of Research and Evaluation conducted a Needs Survey,
TRIPOD Secondary Parent Climate Survey, to offer a comprehensive need assessment of Vance. This
survey requested parents and staff to respond to questions regarding subject areas, school needs,
principal’s responsibilities and feelings toward the overall climate of the school. Seventeen (17) members
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of the staff completed the survey. A total of sixteen (16) parents responded to the survey. Three hundred
nineteen (319) students responded to surveys sent to the school. There was a decrease in the number of
surveys submitted in 2010. The survey was completed on-line for the staff and the parent. Our
demographic survey revealed the majority of our parents do not have access to the internet at home which
may be a primary cause of low reporting numbers. This survey requested parents and staff to respond to
questions regarding subject areas, school needs, principal’s responsibilities and feelings toward the
overall climate of the school. Ninety eight percent (98%) of parents felt Vance made an effort to get
important information to parents and were interested in parents’ ideas and opinions. However, concerns
that the survey revealed were that seventy percent (70%) of parents do not volunteer for the school or go
on trips with their child or participate in any school based parent organization. In reviewing the Needs
Survey, Vance staff must increase parental involvement. Through various methods Vance plans to remain
in continuous communication with parents by encouraging parents to participate in the school’s ParentTeacher Organization, parent workshops, actively engage in student academic achievement through
progress reports, formative assessment reports and after school program progress reports. Also we are
strongly encouraging parents to participate and volunteer in programs such as Parents On Patrol, and Title
I Parental Involvement activities.
Community Characteristics
Vance has undergone a major decrease in enrollment due the closing and demolition of the Clearborn
Homes housing development. One major housing development, Foote Homes still stands but is on the list
to be closed and undergo demolition in two years. Single-family dwellings are being constructed similar
to the neighboring neighborhood, College Park. The housing developments have undergone a total
renovation in the past several years, causing displacement of many of the family dwellers. This adds to
the already extremely high mobility rate that the school is experiencing. Due to the location, the
socioeconomic level of the community is extremely low, at the poverty level. Many families live in
single-parent dwellings with the mother or grandmother being the head of the household. Most receive
assistance from the government, although some are in the low paying service industry or menial paying
blue-collar jobs.
The racial composition of the VMS community is ninety-nine percent (99%) African American. Schools,
churches and businesses make up the composition of the community. One private school, St. Patrick
Catholic, and three charter schools, Memphis Academy of Science and Engineering, Hollis Price
Academy and STAX Academy are located in the VMS community. Georgia Avenue, LaRose, Bruce,
Downtown, and Cummings Elementary Schools are feeder schools for VMS. Cummings Elementary and
The Downtown Elementary Schools are also in this area. Booker T. Washington High School is the only
feeder high school in the area.
The major employers in the VMS community include retail stores, restaurants and service providers. The
VMS community has become involved in various school activities. Many of the surrounding churches,
outreach ministries, and the Vance Avenue Public Library have partnered with the school to provide
academic, religious and social support. This involvement includes tutoring, mentoring, monitoring, inkind services and many others per the school’s request.
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Component 1b – Academic and Non-Academic Data Analysis/Synthesis
TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures
List Data Sources
TCAP Academic Data 2009-2010, 2010-2011 (6-8)
TVAAS Data 2009-2011
TCAP Writing Assessments (8th) 2007-2011
Learning Express Folio Results 2010-2011
Scholastic Reading Inventory 2010
Common Assessments RLA and Math 2010-2011
2009-2010 Algebra I End of Course Results
2010-2011 Discovery Formative Assessments
AYP Report 2010
Attendance and Promotion Data (non-academic)
Suspensions and Expulsions (non-academic)
Stanford Math Reports 2010-2011
1.5: Data Collection and Analysis
Describe the data collection and analysis process used in determining your strengths and needs.
Vance Middle School is a data-driven school with an ongoing comprehensive assessment system in place
to identify, target, improve, and monitor student performance as well as curriculum and instruction. Several
in-house school-wide formative assessments are administered throughout the school year to collect data.
Data collection begins in Grade Six and continues to Grade Eight
Vance Middle School has reviewed the current School Improvement Plan in conjunction with state
standards and our district’s standards. We have identified the non-academic and academic data within the
plan. The school found that more data needs to be collected in the future. Provisions were made to
improve the data collection methods for upcoming years. All data was disaggregated by gender, ethnicity,
and by those receiving special education services. This data was analyzed to determine strengths and
weaknesses at our school.
The TCAP Assessment is administered in grades 6 through 8 each spring. The TCAP was a primary
source used since it is standardized information that provides a snapshot of how our students are
progressing each year. AYP data, achievement scores, and value added scores in all content areas are
analyzed, along with attendance, discipline referrals, and teacher absences. The teachers at Vance Middle
School meet throughout the year to analyze data and create next steps. Teachers chart the data available
to them at that time, identify strengths and areas of need, and discuss strategies for improvement. This
information is shared and discussed with all the other teachers and grade level teams present as well.
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Throughout the year, teachers continue to meet to disaggregate, track, chart, and graph all data as it is
collected. Data is presented and discussed at staff development meetings, with both instructional and
support staff, during vertical and cluster team meetings, grade level meetings with administrators, and
parent meetings. From these data sessions, a comprehensive needs assessment of the entire school has
been developed. Each meeting resulted in a comprehensive review of students’ performance and
instructional program. Using these needs, targets are established for each subgroup.
This data directs the focus of instruction through staff development activities, teacher/staff placement,
scheduling before and after school enrichment and tutoring activities, field trips, purchasing, and all aspects
of the school organization. The school leadership team uses the data to set priorities and establish goals
for learning. Teachers also use the data to individualize student goals for the year. The chart below shows
how data is administered, the results of the analysis of data, and whether it is considered a strength or
need.
Data Source
TCAP Reading &
Language Arts
How Administered
Annually in a formal, timed
setting using test booklets and
answer sheets
Annually in a formal, timed
setting using test booklets and
answer sheets
Analysis of Results
5.6% of students scored prof/adv (2010-11)
Strength or Need
Need
1.9% of students scored prof/adv (2010-11)
97.1% bas/bel basic (2010-11)
2.9% scored prof/adv (2009-10)
Need
Results derived from formal
annual TCAP test
Twice a year to 8th graders in
October and November
School-wide gains in all areas (Math, RLA,
Social Studies, Science)
7th grader students saw growth from test 1 to test
2, that passed. 8th grade students saw growth as
well; 32% passing test 1 to 48% passing test 2
Strength
TCAP Writing
Taken once annually by eighth
graders
74% of eighth graders were prof/adv (2009-10)
91% of eighth graders were prof/adv (2010-11)
Strength
Scholastic Reading
Inventory
Twice a year in October and
May
245 students were tested in Oct. 47% below
basic; 51% Basic; 1.6% Advance
Need
Common Assessment
2010-11
Discovery Assessment
Every 6 weeks
Need
Attendance
Promotion Rate
Gathered from Chancery SMS
20 days
Gathered from Docushare
Discipline Referrals
Gathered from Chancery SMS
State indicators in reading that were challenges:
RLA 601.1.1
In Math, 6th grade: test P 4.2% proficient/ Test A
6.2% prof; Test B 6.3% 7th Grade: Test P 1.9%
prof. Test A 1.9%, Test B 1.1%prof. 8th Grade:
Test P 1.7% prof; Test A 9.6% and Test B 4.2%
prof.
Attendance rate for 2010-2011 was 94.3% which
exceeds the state goal.
Promotion rate for 2010-2011 school year was
97.1%.
During 2010-2011, 101 students were
suspended.
Female students went 180 days without a fight.
During 2010-2011, for the majority of the weeks
reported Vance achieved highest CFA and
Minutes per session making it into the Top Ten
in the district
Strength
TCAP Math
TVAAS
Learning Express Folio
Stanford Math 20102011
3 times a year using that
booklets and answer sheets
Gathered from the EPGY
website
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Need
Strength
Strength
Need
Strength
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TCAP Test Scores (2009 – 20011)
The Tennessee Comprehensive Assessment Program is given to all students in grades sixth thru eighth. This test is given
in the spring of each year.
2009-2010 TCAP Mathematics
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2010-2011 TCAP Mathematics
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TCAP Reading Language Arts 2009-2011
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2011 TVAAS
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TCAP Writing Scores 2007-2011
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Learning Express Folio
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Scholastic Reading Inventory
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2010-2011 Common Assessments
Reading Language Arts
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Mathematics
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2009-2010 Algebra I End of Course Test
2009-2010 End of Course Test
Algebra
I
22
Total Students
Tested: 10 Males 12 Females
14
13
12
10
8
8
7
6
4
5
4
3
2
2
Totals:
2 =Below Basic 13= Basic 7= Proficient 0=
Advanced
0
0
0
1
1
0
Below Basic
Basic
All Students
Proficient
Male
Adv anced
Female
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2010-2012 Discovery Formative Assessments
2011-12 Test A Vance Middle – Subject: Reading/Language Arts
Median Avg. Advanced Proficient
%
State Scale
Correct
#
%
#
%
%ile
Score
Basic
Below Basic
#
%
#
%
Totals
#
%
Test 1 Results TN Memphis Reading Grade 6 (ABC)
Grade 6
46.7
26
1524
0
0.0
23
30.7
37
49.3
15
20.0
75 100
Test 1 Results TN Memphis Reading Grade 7 (ABC)
Grade 7
47.9
29
1553
0
0.0
19
23.5
45
55.6
17
21.0
81 100
Test 1 Results TN Memphis Reading Grade 8 (ABC)
Grade 8
46.8
24
1564
0
0.0
9
10.7
60
71.4
15
17.9
84 100
2011-12 Test A Vance Middle – Subject: Mathematics
Median Avg. Advanced Proficient
%
State Scale
Correct
#
%
#
%
%ile
Score
Basic
Below Basic
#
%
#
%
Totals
#
%
Test 1 Results TN Memphis Math Grade 6 (ABC)
Grade 6
40.5
31
1536
2
3.1
9
13.8
23
35.4
31
47.7
65 100
Test 1 Results TN Memphis Math Grade 7 (ABC)
Grade 7
41.9
36
1569
1
1.2
10
12.5
31
38.8
38
47.5
80 100
Test 1 Results TN Memphis Math Grade 8 (ABC)
Grade 8
34.1
31
1588
0
0.0
4
5.1
30
38.0
45
57.0
79 100
2010-11
MATHEMATICS Results of 6th grade %Advance & Proficient Comparing Discovery Test P, A & B
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MATHEMATICS Results of 7th grade %Advance & Proficient Comparing Discovery Test P, A & B
MATHEMATICS Results of 8th grade %Advance & Proficient Comparing Discovery Test P, A &
B
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Vance Middle School 2010 AYP Data No Child Left Behind (NCLB)
Adequate Yearly Progress (AYP)
No Child Left Behind
?
NCLB Status:
Target
NCLB Status History of Schools in this System
SCHOOL AYP Summary
+ Met Federal
x DidBenchmark
not meet<45
Federal
fewerBenchmark
than 45 students not reported
Elementary/Middle AYP Summary
All
African American
Asian/
Hispanic
Pacific Islander
Math
% Tested +
+
<45
<45
% Proficient/Adv
X
X
<45
<45
Reading/Language Arts/Writing
% Tested +
+
<45
<45
% Proficient/Adv
X
X
<45
<45
Additional Indicator
Attendance+ Rate
AYP Details Supporting this Summary
Met AYP? X
Native American
White
?
Economically
Students w/
Limited
Disabilities
English Proficient
Disadvantaged
<45
<45
<45
<45
+
X
+
X
<45
<45
<45
<45
<45
<45
+
X
+
X
<45
<45
Elementary/Middle AYP Indicators
Grades K-8: (AYP Calculations Include Only Continuously Enrolled First Time Test Takers)
Math
2010
Target 95% Target % Proficient & Advanced
20%
Subgroup
View Chart ?
2010 State
Target 95%Target % Proficient & Advanced
20%
% Prof & Adv
%
%
%
%
%
Below
Basic
%
%
%
Below
Basic
%
Tested
Basic
Prof
Adv
Tested Basic
Prof
All Students
99
72
25.3
1.9
0.6
3
100
26.8
38.9
African American
99
72
25.3
1.9
0.6
3
100
41.8
40.1
Asian/Pacific
- Islander 100
11.3
27.5
Hispanic 100
30.2
43.7
Native American
100
24.4
43.8
White
100
21.6
38.4
Economically Disadvantaged
99
72
25.3
1.9
0.6
3
100
35.5
41.3
Students with Disabilities
100
69
25.9
1.9
3.7
6
99
51.2
29.7
Limited English
Proficient
100
36.6
43.3
Grades K-8: (AYP Calculations Include Only Continuously Enrolled First Time Test Takers)
View Chart ?
Reading/Language Plus Writing
% Prof & Adv
%
Adv
22.7
13.9
29.8
19.4
21.7
25.9
17.2
9.9
15.5
11.6
4.2
31.4
6.7
10.1
14.1
6
9.2
4.6
34
18
61
26
32
40
23
19
20
2010
2010 State
Target 95% Target % Proficient & Advanced 32%
Target 95%Target % Proficient & Advanced 32%
Subgroup % Tested
% Below
% Basic
% Prof
% Adv
% Prof & Adv
% Tested % Below % Basic % Prof
% Adv
% Prof & Adv
Basic
Basic
All Students
99
42
42.5
13.9
1.3
15
100
12.3
37
38.3
12.4
51
African American
99
42
42.5
13.9
1.3
15
100
22.3
44.5
27.1
6.1
33
Asian/Pacific
- Islander 99
6.7
25.2
43
25.1
68
Hispanic 99
18.1
42.9
32.1
6.9
39
Native American
100
11.4
40
37.3
11.3
49
White
100
8.6
34.1
42.6
14.7
57
Economically Disadvantaged
99
42
42.6
13.8
1.3
15
100
18.1
43.8
31.2
6.9
38
Students with Disabilities
100
60
26.9
12.3
0.8
13
100
30.3
42.1
18
9.6
28
Limited English
Proficient
100
30
46.3
20.5
3.2
24
Grades K-8: Additional Indicator
?
Attendance Rate
2010 2010 State Goal
All Students
95.9
93
NCLB Status History of Schools
School
Status 2010 Status 2009 Status 2008 Status 2007Status 2006
Vance Middle
Target
School Good StandingGood StandingState/LEA Reconstitution
State/LEA Reconstitution
Plan 2 - Improving
Plan 2
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School Report Card Data 2010
Grades 6,7,8
Grade
Subject
6 Math
School Year Subgroup
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
Reading/Language
2009-10
Arts
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
Science
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
Social Studies2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
7 Math
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
Reading/Language
2009-10
Arts
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
Science
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
Social Studies2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
8 Math
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
Reading/Language
2009-10
Arts
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
2009-10
School # School % School # School % School # School % School # School % School #
Tested Tested Below Basic
Below Basic
Basic
Basic
Prof
Prof
Advanced
All Students
101
99
82
81.2
16
15.8
2
2
African American 101
99
82
81.2
16
15.8
2
2
Economically Disadvantaged
101
99
82
81.2
16
15.8
2
2
Students with Disabilities
20
100
16
80
2
10
1
5
Students w/out Disabilities
81
98.8
66
81.5
14
17.3
1
1.2
Not LEP
101
99
82
81.2
16
15.8
2
2
NonMigrant
101
99
82
81.2
16
15.8
2
2
Male
51
98.1
40
78.4
10
19.6
1
2
Female
50
100
42
84
6
12
1
2
All Students
101
99
52
51.5
42
41.6
7
6.9
African American 101
99
52
51.5
42
41.6
7
6.9
Economically Disadvantaged
101
99
52
51.5
42
41.6
7
6.9
Students with Disabilities
20
100
15
75
3
15
2
10
Students w/out Disabilities
81
98.8
37
45.7
39
48.1
5
6.2
Not LEP
101
99
52
51.5
42
41.6
7
6.9
NonMigrant
101
99
52
51.5
42
41.6
7
6.9
Male
51
98.1
30
58.8
17
33.3
4
7.8
Female
50
100
22
44
25
50
3
6
All Students
101
99
50
49.5
27
26.7
23
22.8
African American 101
99
50
49.5
27
26.7
23
22.8
Economically Disadvantaged
101
99
50
49.5
27
26.7
23
22.8
Students with Disabilities
20
100
13
65
4
20
2
10
Students w/out Disabilities
81
98.8
37
45.7
23
28.4
21
25.9
Not LEP
101
99
50
49.5
27
26.7
23
22.8
NonMigrant
101
99
50
49.5
27
26.7
23
22.8
Male
51
98.1
25
49
13
25.5
13
25.5
Female
50
100
25
50
14
28
10
20
All Students
101
99
0
0
52
51.5
47
46.5
African American 101
99
0
0
52
51.5
47
46.5
Economically Disadvantaged
101
99
0
0
52
51.5
47
46.5
Students with Disabilities
20
100
0
0
13
65
7
35
Students w/out Disabilities
81
98.8
0
0
39
48.1
40
49.4
Not LEP
101
99
0
0
52
51.5
47
46.5
NonMigrant
101
99
0
0
52
51.5
47
46.5
Male
51
98.1
0
0
27
52.9
23
45.1
Female
50
100
0
0
25
50
24
48
All Students
149
100
101
67.8
43
28.9
3
2
African American 149
100
101
67.8
43
28.9
3
2
Economically Disadvantaged
148
100
100
67.6
43
29.1
3
2
Not Economically
* Disadvantaged
100 *
*
*
*
*
*
*
Students with Disabilities
17
100
7
41.2
9
52.9
0
0
Students w/out Disabilities
132
100
94
71.2
34
25.8
3
2.3
Not LEP
149
100
101
67.8
43
28.9
3
2
NonMigrant
149
100
101
67.8
43
28.9
3
2
Male
84
100
59
70.2
23
27.4
1
1.2
Female
65
100
42
64.6
20
30.8
2
3.1
All Students
148
99.3
79
53.4
62
41.9
6
4.1
African American 148
99.3
79
53.4
62
41.9
6
4.1
Economically Disadvantaged
147
99.3
78
53.1
62
42.2
6
4.1
Not Economically
* Disadvantaged
100 *
*
*
*
*
*
*
Students with Disabilities
17
100
12
70.6
4
23.5
1
5.9
Students w/out Disabilities
131
99.2
67
51.1
58
44.3
5
3.8
Not LEP
148
99.3
79
53.4
62
41.9
6
4.1
NonMigrant
148
99.3
79
53.4
62
41.9
6
4.1
Male
83
98.8
49
59
32
38.6
1
1.2
Female
65
100
30
46.2
30
46.2
5
7.7
All Students
149
100
79
53
52
34.9
17
11.4
African American 149
100
79
53
52
34.9
17
11.4
Economically Disadvantaged
148
100
78
52.7
52
35.1
17
11.5
Not Economically
* Disadvantaged
100 *
*
*
*
*
*
*
Students with Disabilities
17
100
12
70.6
4
23.5
1
5.9
Students w/out Disabilities
132
100
67
50.8
48
36.4
16
12.1
Not LEP
149
100
79
53
52
34.9
17
11.4
NonMigrant
149
100
79
53
52
34.9
17
11.4
Male
84
100
45
53.6
31
36.9
7
8.3
Female
65
100
34
52.3
21
32.3
10
15.4
All Students
147
98.7
0
0
123
83.7
23
15.6
African American 147
98.7
0
0
123
83.7
23
15.6
Economically Disadvantaged
146
98.6
0
0
122
83.6
23
15.8
Not Economically
* Disadvantaged
100 *
*
*
*
*
*
*
Students with Disabilities
16
94.1
0
0
15
93.8
1
6.3
Students w/out Disabilities
131
99.2
0
0
108
82.4
22
16.8
Not LEP
147
98.7
0
0
123
83.7
23
15.6
NonMigrant
147
98.7
0
0
123
83.7
23
15.6
Male
83
98.8
0
0
70
84.3
12
14.5
Female
64
98.5
0
0
53
82.8
11
17.2
All Students
125
98.4
90
72
33
26.4
2
1.6
African American 125
98.4
90
72
33
26.4
2
1.6
Economically Disadvantaged
122
98.4
88
72.1
32
26.2
2
1.6
Not Economically
* Disadvantaged
100 *
*
*
*
*
*
*
Students with Disabilities
23
100
19
82.6
4
17.4
0
0
Students w/out Disabilities
102
98.1
71
69.6
29
28.4
2
2
Not LEP
125
98.4
90
72
33
26.4
2
1.6
NonMigrant
125
98.4
90
72
33
26.4
2
1.6
Male
73
97.3
51
69.9
20
27.4
2
2.7
Female
52
100
39
75
13
25
0
0
All Students
127
100
53
41.7
66
52
8
6.3
African American 127
100
53
41.7
66
52
8
6.3
Economically Disadvantaged
124
100
52
41.9
64
51.6
8
6.5
Not Economically
* Disadvantaged
100 *
*
*
*
*
*
*
Students with Disabilities
23
100
17
73.9
5
21.7
1
4.3
Students w/out Disabilities
104
100
36
34.6
61
58.7
7
6.7
Not LEP
127
100
53
41.7
66
52
8
6.3
NonMigrant
127
100
53
41.7
66
52
8
6.3
Male
75
100
38
50.7
33
44
4
5.3
Vance Middle School’s Tennessee School Improvement Planning Process
School % School % System % State %
Advanced Prof & AdvProf & AdvProf & Adv
1
1
3
14.1
31
1
1
3
11.3
14.5
1
1
3
10.5
19.5
1
5
10
15.5
15.8
0
0
1.2
13.9
33
1
1
3
14.5
31.5
1
1
3
14.1
31
0
0
2
13.6
31.3
1
2
4
14.7
30.7
0
0
6.9
28.3
51.3
0
0
6.9
24.7
30.7
0
0
6.9
23.4
37.4
0
0
10
18.8
24.5
0
0
6.2
29.7
54.7
0
0
6.9
29.1
52.1
0
0
6.9
28.3
51.3
0
0
7.8
24.4
47.1
0
0
6
32.4
55.6
1
1
23.8
19.9
48.9
1
1
23.8
16.4
23.6
1
1
23.8
15.2
34.5
1
5
15
17.1
25
0
0
25.9
20.3
52
1
1
23.8
20.4
49.7
1
1
23.8
19.9
49
0
0
25.5
21.3
51.6
1
2
22
18.5
46.2
2
2
48.5
62
81.8
2
2
48.5
59.2
66.8
2
2
48.5
58.3
73.4
0
0
35
34.2
51.6
2
2.5
51.9
65.9
85.6
2
2
48.5
62.6
82.3
2
2
48.5
62
81.8
1
2
47.1
59.1
80.6
1
2
50
65
83
2
1.3
3.4
12.3
28.5
2
1.3
3.4
9.8
12.4
2
1.4
3.4
8.8
17.1
*
*
36.3
42.7
1
5.9
5.9
12.3
12.6
1
0.8
3
12.3
30.5
2
1.3
3.4
12.5
28.9
2
1.3
3.4
12.3
28.5
1
1.2
2.4
12.2
28.5
1
1.5
4.6
12.3
28.6
1
0.7
4.7
20.3
42.4
1
0.7
4.7
17.8
22
1
0.7
4.8
15.8
28.3
*
*
51.6
59.8
0
0
5.9
15.3
18.7
1
0.8
4.6
21
45.4
1
0.7
4.7
20.9
43
1
0.7
4.7
20.3
42.4
1
1.2
2.4
16.6
37.5
0
0
7.7
24.2
47.5
1
0.7
12.1
22.7
49.5
1
0.7
12.1
19.7
26
1
0.7
12.2
18.1
35.1
*
*
54.6
67.3
0
0
5.9
14.4
23.6
1
0.8
12.9
23.9
52.8
1
0.7
12.1
23.2
50.1
1
0.7
12.1
22.7
49.5
1
1.2
9.5
23.1
50.8
0
0
15.4
22.3
48.1
1
0.7
16.3
51.9
77.2
1
0.7
16.3
48.9
57.2
1
0.7
16.4
47.3
66.5
*
*
84.1
90.4
0
0
6.3
25.4
47.3
1
0.8
17.6
55.8
81
1
0.7
16.3
52.5
77.8
1
0.7
16.3
51.9
77.2
1
1.2
15.7
50
76.9
0
0
17.2
53.9
77.5
0
0
1.6
10.8
26
0
0
1.6
7.9
10.7
0
0
1.6
7.5
15.1
*
*
33.1
38.7
0
0
0
13.5
12.7
0
0
2
10.5
27.6
0
0
1.6
11.1
26.3
0
0
1.6
10.8
26
0
0
2.7
10
25.5
0
0
0
11.7
26.5
0
0
6.3
19.8
42.3
0
0
6.3
16.2
21.7
0
0
6.5
15.4
27.7
*
*
49.4
59.4
0
0
4.3
16.8
18.4
0
0
6.7
20.3
45.2
0
0
6.3
20.4
42.9
0
0
6.3
19.8
42.4
0
0
5.3
16.3
38.2
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Attendance and Suspension Data 2010-2011
VMS Attendance 10-11
(All, SWD and ED)
98
96
94
92
All
90
SWD
88
ED
86
84
1st 20
days
2nd 20
days
3rd 20
days
4th 20
day
5th 20
day
1st 20 Days: All=97.3% SWD=97.0%
2nd 20 Days: All=96.2% SWD=96.2%
3rd 20 Days: All=95.6% SWD=92.1%
4th 20 Days: All=91.3% SWD=89.5%
5th 20 Days: All= 94.4% SWD= 93
6th 20 Days: All= 91.4% SWD= 90
6th 20
day
ED=97.0%
ED=96.6%
ED=95.2%
ED=90.0%
ED= 94.5
ED=91
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Stanford Math Reports 2010-2011
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TEMPLATE 1.6: Report Card Data Disaggregation
Provide narrative analysis of disaggregated Report Card data. Disaggregation is the separating of data into pieces for a detailed
review. The results would focus on what you learn about the individual data pieces.
TEMPLATE 1.6: Report Card Data Disaggregation
(Rubric Indicator 1.6)
Report Card Data Disaggregation
All students at Vance Middle School were utilized to determine the disaggregation of the 2010-2011
data. The data was disaggregated by ethnicity, students with disabilities, the economically
disadvantaged, and gender. Vance Middle School did not have any LEP students in 2010-2011.
ETHNICITY
The total student population of 362 students was divided into subgroups by ethnicity. African American
students make up 100% of the student body. Seventh grade students scored proficient at a rate of 1% in
mathematics and 5% in Reading Language Arts (RLA). Seventh grade students scored proficient at a
rate of 3% in mathematics and 6% in RLA. Eighth graders scored proficient at a rate of 2% in
mathematics and 7% in RLA.
ECONOMICALLY DISADVANTAGED
Vance Middle School has a high rate of economically disadvantaged students at 95%. In 2010-2011 the
data for our Economically Disadvantaged (ED) students are as follows:
Sixth grade ED students Proficiency: Math 1%, RLA 5%
Seventh grade ED students Proficiency: Math 3%, RLA 4%
Eighth grade ED students Proficiency: Math 2%, RLA 7%
MATH
Students’ scores for 2011 show below basic of 49.7% (78), basic of 21.5% (180), proficient of 3.3%
(12), and advanced of .2% (1). The proficient level increased from 2010 by 1.4%, although the
advanced scores dropped by .4%. This data indicated that while our levels of proficient advanced
increased, our focus should continue on moving more African Americans students from basic to
proficient and proficient to advanced. In addition, an emphasis on those students scoring below basic
should continue.
READING/LANGUAGE ARTS plus WRITING
Students’ scores for 2011 Reading and Language Arts indicate 32% (116) below proficient, 37.8%
(137) basic, 4.6% (17) proficient, and .3% (1) advanced. While the amount of students scoring
proficient and advanced dropped a total of 10.3%, the number of students scoring below basic
decreased 10% indicating some gains. Similar to the math scores, an emphasis on moving students
from basic to advanced is necessary. In addition, an emphasis on moving students from proficient to
advanced should remain.
Writing scores indicate a total of 91% of students scoring a 4 or higher on the assessment. Three
percent were at a score of 6, 28% scored a 5, 60% scored a 4, 8% were at a score of 3, and 1% scored a
2, while no one scored a 0.
STUDENTS WITH DISIBILITIES
Vance Middle School administered the 2010-2011 TCAP test to students with disabilities as well. In
this subgroup, 32% of students scored proficient and advanced reading/language arts, 20% in math, and
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Report Card Data Disaggregation
92% in writing. This was an of 14% in both writing and math and 19% in reading/language arts when
compared to the same scores in the previous year. As always, an emphasis should continue to be placed
on this subgroup in both subject areas.
Gender
Male students at Vance Middle School did slightly better than their female counterparts on the 20102011 TCAP exam:
Male proficiency by Grade and Subject
Grade
Math Proficiency
RLA Proficiency
6
2%
8%
7
2%
2%
8
3%
6%
Female proficiency by Grade and Subject
Grade
Math Proficiency
RLA Proficiency
6
0%
2%
7
3%
6%
8
0%
8%
TEMPLATE 1.7: Narrative Synthesis of All Data
Give a narrative synthesis of all data. Synthesis would be the blending of the data reviews to give the big picture.
TEMPLATE 1.7: Narrative Synthesis of All Data
(Rubric Indicator 1.7)
Narrative Synthesis of Data
This section of the School Improvement Plan summarizes the identified strengths, weaknesses and needs
based on all data disaggregated in Component 1.
CRITICAL AREAS OF STRENGTHS
After detailed disaggregation of TCAP test information, Tennessee State Report Card, school wide
assessments, attendance rate, Writing data, parent/student/teacher climate survey and other data for
grades six through eight, the committee reports the following strengths:
 According to the 2010-2011 TCAP Writing Assessment, there were significant gains made by 8th
grade.
 State mandated goals were met in both attendance and promotion rate.
 Based on the TVAAS scores, gains were made in both Reading/Language Arts and Mathematics.
CRITICAL AREAS OF WEAKNESSES
Based on the analysis of the data the committee reports the following weaknesses for VMS and gave an indepth look at what all stakeholders must address:
 Increase the number of students scoring a 5 or 6 on the TCAP Writing Assessment.
 Decrease the number of Student With Disabilities receiving deficient scores in Writing.
 Increase the percent of parents feeling parental involvement does make an impact on student learning.
 Increase all grades and all students scoring below proficient in Reading/Language Arts and
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Narrative Synthesis of Data
mathematics;
 Increase the number of students scoring advanced or proficient in all subgroups in Reading/Language
Arts/Writing and Mathematics.
 Significantly increase in the number of SWD students scoring proficient in Reading/Language
Arts/Writing and Mathematics.
 Reduce the Achievement gap between SWD students and Economically Disadvantaged students in
Reading/Language Arts/Writing and Mathematics.
CRITICAL AREAS OF NEEDS
The committee took a comprehensive look at school data. The strengths and weaknesses revealed from these
data determined the following to be critical needs. The ultimate goal of VMS is to increase student
performance and create positive well-rounded children for the next academic level.
 To create professional learning communities through on-going professional development, the
implementation of research-based instructional strategies and the involvement of all stakeholders in
the educational process
 To create a uniform delivery of effective writing strategies
 To increase Writing scores by 9% on the Writing Assessment
 To meet the 2011-2012 state’s annual target of 53% of students testing at or above proficient in
Reading/Language Arts/Writing
 To meet the 2011-2012 state’s annual target of 46% of students testing at or above proficient in
Mathematics
 To maintain 95% participation rate in all content areas tested
 To increase the number of economically disadvantaged students achieving at or above the level of
proficiency in all tested areas and close the achievement gap between SWD and ED students.
 To increase the daily attendance by 1 percentage point to reach the 95% NCLB benchmark.
 To use an incentive based program and organize a parental involvement organization to encourage
and motivate students’ daily attendance.
 To continue to develop a relationship among feeder schools that will build positive communication
with parent, and community representatives.
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TEMPLATE 1.8: Prioritized List of Goal Targets
List in priority order your goal targets. The goals for Component 4 (Action Plan) will be derived from this prioritized list of goal
targets. Prioritized goals would identify the most critical areas of need and where your wok would start.
TEMPLATE 1.8: Prioritized List of Goal Targets
(Rubric Indicator 1.8)
Prioritized List of Goal Targets
1.8 Prioritized List of Goal Targets
Based on the data, the SIP team has established the following specific annual, measurable objectives
for continuous and substantial growth of all students
Goal One
1a The percent of students in the subgroups of All, Economic Disadvantage and
African American, scoring proficient or above in Language Arts, Reading and Writing
will increase from 26%on the 2011 tests to at least 66% (achieving AYP) on the 2012
tests.
1bThe percent of special education students scoring proficient or above in Language
Arts, Reading and Writing will increase from _32%_on the 2011_test to _66% on the
2012 tests.
Goal Two
2a The percent of students in the subgroups of All, Economic Disadvantage and
African American scoring proficient or above in Mathematics will increase from 8% on
the 2011test to 60% on the 2012 test.
2b The percent of Students with Disabilities (SWD) students scoring proficient or
above in Mathematics will increase from 20% on the 2011 test to 60% on the 2012 test.
Goal Three
3a Maintain the daily attendance of 93.63% in 2011 to achieve the district’s
benchmark of 93%
3b The number of students receiving Home Suspensions will decrease by 5 % in 2011
2012.
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COMPONENT TWO
BELIEFS, MISSION AND VISION
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Component 2 – Beliefs, Common Mission and Shared Vision
TEMPLATE 2.1: Beliefs, Common Mission and Shared Vision
Use Template 2.1 to articulate your Beliefs, Common Mission and Shared Vision
Template 2.1: Beliefs, Common Mission and Shared Vision
(Rubric Indicators 2.1 and 2.2)
Beliefs
We, at Vance Middle School, believe that:
1. Students should have the opportunity to think critically, synthesize information,
develop decision-making skills, work together and apply their knowledge.
2. Students should strive for a quality education by being in attendance daily, actively
engaged, and receive accommodations to meet their individual needs.
3. Students must be proficient in the use of technology to enrich their learning.
4. Students should be taught using a variety of research-based instructional practices and
differentiated instruction.
5. All stakeholders must hold high expectations for student learning and speak
positively about the school and the students.
6. Policies and procedures must be aligned to maintain a focus on student achievement.
7. All stakeholders assume the decision-making responsibilities to ensure that we work
together to accomplish the school’s mission and vision.
8. The administration, teachers, students and community must work to maintain a safe,
drug-free, and violence-free environment conducive to student learning.
9. Instructional time is vital and there must be an alignment between data-driven
instruction, instructional mapping, and state standards to achieve proficiency and
beyond for all students.
Common Mission
The mission of Vance Middle School is for our students to have knowledge, skills, and attitudes
to reach their potential as responsible, productive citizens in a global economy and multicultural
society.
Shared Vision
The vision of Vance Middle School is to provide a quality education developing knowledge,
skills, and attitudes to enable students in reaching their maximum potential as responsible, lifelong learners, and productive citizens. This vision is centered on the promotion of academic
excellence, rigorous standards, data-driven instruction, family engagement, and meaningful
professional development.
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COMPONENT THREE
CURRICULAR, INSTRUCTIONAL, ASSESSMENT &
ORGANIZATIONAL EFFECTIVENESS
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TEMPLATE 3.1.a: Curricular Practices
Template 3.1.a: Curricular Practices
(Rubric Indicators 3.1 and 3.2)
Current Curricular
Practices
Evidence of Practice
(State in
definitive/tangible terms)
Uses State Standards
& Provides PD in
using standards
Curriculum is
prioritized and
mapped.
*The curriculum guide
is created from the
State standards and all
teachers receive
training on how to
effectively use MCS
Learning Village and
its components yearly.
*MCS Pacing
guides and
teacher
textbooks help
teachers to
know the scope
and sequence
of their subject
area.
*SPI Mapping
*Teacher Lesson plans
and syllabi also reflect
a focus on state
standards.
Yes
Yes
School has
school-wide
student
achievement
benchmarks
School has
grade
appropriate,
standards
based
Literacy and
Math models
School has
formative
assessments
aligned with
benchmarks
*Discovery
Education
Assessments,
*Study Island
Assessments
*Northwest
region
common
assessments
*Stanford
Math/LAW
*Reading
Plus
*Writing
Folio
Yes
*Utilization
of a variety
of tools that
promote
proficiency
in the areas
of literacy
and math
including:
Reading Plus
Writing Blitz
Stanford Law
Stanford
Math
*Discovery
Education
*Study Island
*Northwest
Regional
Common
Assessments
*Subject Area
Formative
Assessments
*9 Weeks
Unit Test
*Stanford
Math
*Reading Plus
Yes
Yes
Is the current practice
research-based?
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Monitoring
is in place
for
enhancing
curriculum
and
instruction
School
communicates
what students
should be able
to do at each
grade level to
stakeholders
*Excel
Plans
*Teacher
Observation
And
Evaluation
*Lesson
Plan review
*Class
Syllabus
*Class syllabi,
*Progress
reports
*Newsletters
*Open House,
*Parent-Teacher
Conferences,
*Standardized
test results, and
report
*Power Teach
*Quad Squad
meetings &
newsletters
*Data Board
Yes
Yes
Is it a principle & practice
of high-performing
schools?
Has the current practice
been effective or
ineffective?
What data source(s) do
you have that support
your answer? (identify all
applicable sources)
Evidence of effectiveness
or ineffectiveness (State
in terms of quantifiable
improvement)
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Partially Effective
Partially
Effective
Partially
Effective
Partially
Effective
Partially
Effective
Partially
Effective
Partially
Effective
State curriculum guide
standards are evident
in the following areas:
*Lesson plans
*Professional
development plans
*White board protocol
*Teacher observation
*Minutes and Agendas
Evidence that
the curriculum
guide is
prioritized and
mapped can be
seen in the
following
areas:
*Teacher
lesson plans
*Classroom
Observations
*Classroom
Drop-ins
*Teachscape
Evidence of
the use of
student
achievement
benchmarks
can be seen
through:
Evidence of
the use of a
standards
based literacy
model can be
seen in the
following
areas:
*Teacher
lesson plans
*Black board
protocol
*Stanford
Math reports
*Observation
monitoring
tools
Evidence of
the use of
formative
assessments
that are
aligned with
benchmarks
are as follows:
*Discovery
Assessment
*Study Island
*Quizzes
*Northwest
Regional
Common
Assessments
*Subject Area
Formative
Assessments
*9 Weeks
Unit
Evidence of
the use of
monitoring
to enhance
curriculum
and
instruction
can be
found in the
following:
*Observ.
Feedback
*Lesson
plans
*Agendas
from PLC
sessions
*Agendas
from P.D.
sessions
Evidence stating
that stakeholders
are told what
students should
be able to do at
each grade level
can be seen
through the
following items:
*teacher –parent
conference notes
*climate survey
results
*email message
*phone call logs
*Curriculum guide
protocol
*Departmental
meetings/agenda
*Evaluations/observ
ations feedback
*AYP report
*Stanford
math/LAW
Report Cards
*TCAP data
*Formative
and common
assessment
*AYP
results
*Stanford
math/LAW
*Report
cards
*TCAP
Data
*Writing
Folio
*Reading Is
Fundament
*Drop
Everything
and Read
*Stanford
*Formative
Assessments
results
*9 weeks
Unit test data
*Curriculu
m guide
protocol
*Depart/Te
am meeting
*Evaluatio
ns/Observa
tion
*Parent
Teacher
Conference
notes
*Phone Logs
*Attendance
sheets
*Email
Vance Middle School’s Tennessee School Improvement Planning Process
*Formative
Assessment
*Common
Assessment
*Writing
Folio
Page 63 of 130
Evidence of equitable
school support for this
practice
Next Step (changes or
continuations)
The evidence that
supports the usage of
TDE curriculum
standards includes the
following sources:
*Professional
development sessions
during faculty meeting
Professional learning
communities
*Content area
meetings
*team meeting
minutes
The school will
continue using the
State standards and
monitor the usages as
noted above. In
addition, new teachers
will receive additional
assistance as needed to
help them learn how to
effectively implement
the standards.
data
*Formative/
Common
Assessment
data
Math/LAW
*curriculum
guide and
standards
posted in all
classrooms
*lesson plans
evaluated for
the standards
usage
*posting of
state
performance
indicators
* The regional
math and
literacy coach
distribute a
standards
checklist.
The school will
continue to use
*pacing and
mapping guides
*Lesson plan
evaluations
*classroom
observations
*Teacher
Professional
Development
*Professional
Learning
Communities
*Before/Afte
r School
tutoring
throughout
the year
*Regional
literacy
coach and
math coach
work with
content
teachers in
implementing
district wide
researchbased literacy
and math
instructional
strategies.
*Professional
development
meetings
*PLC’s
provide
teachers
feedback and
support on
how to
analyze and
use the data
obtained from
the school’s
formative
assessment in
the classroom.
*PD
sessions
*PLCs
*New
teachers
training
sessions
*Open House
*Title I
Meetings
*Parent/teacher
Conferences
*Parental
Support Visitor
Log
*Regular P/T
Conferences
during teacher
planning time
*professional
development
sessions
*PLC’s
*tutoring to
students who
do not
regularly
meet the
school wide
performance
level.
*The
regional
literacy and
math coach
will continue
to offer
*professional
development
*hands on
assistance
Offer teachers
the support in
administering,
interpreting
and using
formative
assessment
date in the
classroom via
the weekly
meetings that
are held.
VMS will
continue its
current
monitoring
practices as
they have
proven to be
successful.
VMS will
continue to send
home
communication
to stakeholders
regularly.
Vance Middle School’s Tennessee School Improvement Planning Process
responses
*Parent
Connect report
Page 64 of 130
TEMPLATE 3.1.b: Curriculum Gap Analysis
Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we
have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy,
or the gap, between the current state – “What Is” –which is identified in your practices – and the desired future state
– “What Ought To Be” – which is found in the rubric. Completing Template 3.1.b (the gap analysis) should help
school team members discover “What Ought To Be.”
Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy
questions relative to curricular practices, also to be recorded in Template 3.1.b.
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
(How are we currently allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality curricular practices?)

TIME – Faculty members meet monthly in departmental meetings, and weekly in faculty
meetings to discuss high quality curriculum practices that should be implemented in all
classrooms in the building. Teacher In-service prior to the beginning of the school year and two
additional In-Service days during the school year are dedicated to implementing curricular
practices that in the best interest of the child. Weekly Professional Learning Community meetings
and additional Professional Development are intended to build teacher resolve and strengthen
instructional practice. In addition, teachers attend cycled in-service days that are dedicated to
implementing curricular practices that are in the best interest of the children. Also, teachers
participate in high quality professional development conferences around the nation focused on
curricular needs.

MONEY- Money from the school’s site based budget and Title I budget has been used to provide
professional development opportunities for teachers, TCAP Coach books, online program
licenses (i.e. Study Island,), Classroom Performance Systems, smart boards with projectors,
calculators and batteries along with literacy materials. These items have been used to help
teachers reach students in their learning styles and as a result, their curriculum needs are being
met.

PERSONNEL- Vance Middle School currently has one principal, one assistant principal, one
instructional facilitator, one school counselor, two secretaries, thirteen teachers, one school
librarian, four special education teachers, three teacher assistants, and one in school suspension
teacher. The school’s administration is focused on student achievement.. The teachers in
reading/language arts and mathematic classes implement a co-teaching model with the special
education teachers. The school’s Instructional Facilitator provides and schedules opportunities for
teachers to attend high quality professional development sessions in the use of data analysis and
curriculum instruction.

OTHER RESOURCES- One building engineer, cafeteria manager, and support staff for each
department. The school has a retired teacher who serves as a mentor, tutor and a technology
expert. VMS has community partners who volunteer daily in the building from monitoring in the
cafeteria to mentoring students. At the district level, Vance Middle School has one math coach,
one literacy coach, one Science coach, one behavior specialist, one school social worker, one
school psychologist, one exceptional children supervisor, and school nurse.
Vance Middle School’s Tennessee School Improvement Planning Process
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“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- Teachers should participate in more departmental meetings instead of whole group or
team meetings. More time should also be spent on training new teachers how to effectively use all
of the resources that are available to them as they strive to enhance instruction.

MONEY- If additional funds were available; the school would purchase more smart boards,
projectors, computers and other technology.

PERSONNEL- Vance Middle School uses its personnel adequately in relation to its curricular
practices, however more assistance is needed in training some teachers on how to effectively use
the technology they have in the classroom to improve curricular practices. Teachers need more
professional development on the use of standards and differentiated instruction to ensure that all
students will master assessments.

OTHER RESOURCES- The school should attempt to educate parents about the possible use of
internet-based interventions available at home (i.e. Study Island)
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
An equitable and adequate amount of curriculum support is provided to all teachers. All teachers are
provided with time and professional development to help enhance their curriculum practices in team
meetings, and faculty meetings. Policies and practices to ensure all students meet the state’s
proficient level are in place, and teachers implement the curriculum utilizing a variety of research based
strategies.
Strategies to Attract High Quality, Highly Qualified Teachers include the following:
 Provide ongoing professional development
 Encourage local, state, and national professional development
 Implement mentoring program
Are we targeting funds and resources effectively to meet the needs of all of our teachers in being
effective with all their students?
Funds and other resources are being targeted effectively to meet the needs of all of our teachers. Teachers
are provided with funds from the site-based budget to purchase curriculum materials to help enhance their
instruction. In addition, teachers receive individual support from the Administrative Team before and
after observations conducted in the classroom to help improve teacher effectiveness.
Based on the data, are we accurately meeting the needs of all students in our school?
Based on the data, Vance Middle School is partially meeting the needs of the students in the school as
related to curricular practices. Although we failed to make AYP, Our TVASS data reflects strong student
growth.
Vance Middle School’s Tennessee School Improvement Planning Process
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3.1. c: Curricular Summary Questions (Rubric Indicator 3.2)
What are our major strengths and how do we know?
The strengths of our school are many. We are data driven which allows the school to shape and mold its
curriculum practices regularly. This is evident in the school’s frequent practices of data analysis team
meetings and school wide meetings held regularly. The school also provides regular high quality professional
development to all of its teachers from a variety of sources. Teachers are able to discuss curriculum issues
that affect the students and solutions to problems are then generated. The school also is strong in using the
curriculum guides provided to teachers from the state department and the district. Pacing and curriculum
guides govern the curriculum that is presented to the students. Classroom observations are used to ensure that
these items are implemented effectively.
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 cause of the prioritized needs identified in component 1.)
According to the analysis of our data our curricular needs are in the areas of Math and Language Arts. The
school failed to make AYP with 26% proficiency (32% SWD) in Reading/Language Arts and 8%
proficiency (20% SWD) in math.
How will we address our challenges?
To address the challenges listed above; the Northwest Region has assigned a literacy and math coach to work
directly with VMS to ensure that all teachers are utilizing a variety of research-based strategies to instruct
students. VMS restructured its class schedule to include a weekly Drop Everything and Read activity. The
school also has blocked 30 minutes daily to be exclusively devoted to the Everyday Calendar Math program
that emphasizes the State Standards.
Vance Middle School’s Tennessee School Improvement Planning Process
Page 67 of 130
TEMPLATE 3.2.a: Instructional Practices
Template 3.2.a: Instructional Practices
(Rubric Indicators 3.3 and 3.4)
Current Instructional
Practices
Diversity
Data Driven
Instruction
Assessment
Aligned
Instruction
Math and
Reading
intervention
identify practice)
Diff.
Instruction
CoTeaching
(identify practice)
(identify practice)
(identify practice)
(identify practice)
(identify practice)
Classrooms
support
differentiated
instruction and
varied learning
styles
Lesson
planning and
instructional
practices are
based on
testing data
taken
throughout the
year
SPI’s are used
in lesson
planning to
prepare for
TCAP.
Discovery
Education
benchmarks
assessments
are used for
formative
assessments
Reading Plus
and Stanford
Math usage
reports show
documented
student usage
Lesson Plans,
observations,
formal
evaluations
Teacher lesson
plans,
observations,
Individual
Education
Programs
(IEP’s)
Mentoring
program
Is the current practice researchbased?
Yes
Yes
Yes
Yes
Yes
Yes
Is it a principle & practice of highperforming schools?
Has the current practice been
effective or ineffective?
Yes
Yes
Yes
Yes
Yes
Yes
Effective
Effective
Effective
Effective
Effective
Effective
TCAP data,
formative
assessments,
common
assessments,
Stanford
reading and
math,
TCAP,
Discovery
Education,
Lesson
Plans, Study
Island
TCAP data,
Stanford
Math data,
Reading
plus reports
TCAP,
Discovery
Education,
Formative
and
Summative
assessments
IEP’s,
TCAP,
common
and
formative
assessment
Observation
feedback
Evidence of Practice (State in
definitive/tangible terms)
TCAP,
Character
education,
Student
What data source(s) do you have
that support your answer? (identify Assistance
all applicable sources)
Programs
District
services IEP
goals
Vance Middle School’s Tennessee School Improvement Planning Process
Page 68 of 130
Evidence of effectiveness or
ineffectiveness (State in terms of
quantifiable improvement)
Evidence of equitable school
support for this practice
Next Step (changes or
continuations)
Stanford
reading and
math
Teachers
differentiate
instruction
School wide
discipline
plan
Programs
are available
to all
students,
after school
tutoring is
available to
all students
Continue to
use data,
teacher,
parent, and
student
input to gear
instruction
toward the
needs of the
students
Promotion
rate, Student
Report Card,
Student
Growth on
District
Assessment
Teachers use
testing data
to drive
instruction,
All teachers
participate
in
professional
development
sessions
Continue to
disaggregate
data to drive
teacher
processing
through
differentiate
d instruction
and
assessment
Vance Middle School’s Tennessee School Improvement Planning Process
TCAP data,
Promotion
rate, Report
Card,
Discovery
Data.
Discovery is
used to
reinforce
students
enrichment,
TCAP data
is analyzed
to pinpoint
specific
student
needs
Continue to
analyze data
to target
students
strengths
and
weaknesses
Reports on
individual
students can
help indicate
growth for
majority of
our students
Students 6 –
8 use
Stanford
Law/Math
and are
involved in
Reading
Plus.
Continue to
use response
system for
reading and
math.
Students test
scores on
assessments
Lesson
plans target
students for
group and
individual
needs.
Reading and
Math
intervention
is used with
all students.
Continue to
explore
opportunitie
s to
differentiate
in science
and social
studies to
support
reading and
math
Page 69 of 130
Submission
of Lesson
Plans
Mentoring
Survey
Audit of IEP
reports
TEMPLATE 3.2.b: Instructional Gap Analysis
Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we
have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy,
or the gap, between the current state – “What Is” –which is identified in your practices – and the desired future state
– “What Ought To Be” – which is found in the rubric. Completing Template 3.2.b (the gap analysis) should help
school team members discover “What Ought To Be.”
Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy
questions relative to instructional practices, also to be recorded in Template 3.2.b.
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
The teachers at Vance Middle School work together to create an instructionally sound
learning environment. Schedules are set up to maximize instructional time with minimal
interruptions. Students engage daily in optimal reading instruction, math specialization,
music, and physical fitness. General education and special education departments work in a
cooperative manner to ensure students in resource and regular education classes do not miss
critical information and valuable instructional time in the classrooms. Teachers are able to
collaborate in order to help meet student individual needs not only in core classes but also in
terms of differentiated instructional practices.
 MONEY
Vance Middle School allocates money through Title One for resources focused on the
development and implementation of instructional practices that are in direct correlation with
state/national standards and benchmarks. Items purchased include assessment tools,
computer software, websites, and technology equipment, sponsoring after school programs,
providing professional development opportunities that are all geared toward meeting the
annual measurable objectives and mastery of state standards.
 PERSONNEL
Administrators and teachers work together to provide a schedule aimed towards providing
maximum instructional time with minimal interruptions. The guidance counselor provides
training in social skills, anger management, and study skills. In support and promotion of
Vance Middle “Ad Astra Per Aspera,” office staff, cafeteria workers, building engineer, and
custodial staff devote themselves to the promotion and maintenance of Vance’s
administrators, teachers, students, stakeholders, and facility.
 OTHER RESOURCES
Streets Ministries and the Emmanuel Center organizes and helps to implement activities that
provide incentives and resources to help ensure a strong educational/spiritual foundation
that empowers students to become life-long learners and citizens of high moral character. In
addition, several local churches and organizations provide provision of materials and funds
Vance Middle School’s Tennessee School Improvement Planning Process
Page 70 of 130
geared toward instructional and extra curricular promotion of student educational, physical,
and social well being.
“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 instructional practices?)
 TIME
Additional time is required for follow up on staff development throughout the school year
for instructional incentives. Additional time is needed for tutoring to adhere to remediation
and enrichment needs.
 MONEY
Additional funds are needed to support classroom software and materials to support math
and reading interventions.
 PERSONNEL
Classroom teacher assistants are needed for instructional support during the day. Teacher
assistants are needed to operate the Stanford Math Lab in order to eliminate disruption in
schedule for technology instruction and intervention.
 OTHER RESOURCES
Additional materials are needed in the school and classroom libraries to support our diverse
learners, remediation, and enrichment.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
Are we targeting funds and resources effectively to meet the needs of all of our teachers in
being effective with all their students?
Based on the data, are we accurately meeting the needs of all students in our school?
Vance Middle School’s Tennessee School Improvement Planning Process
Page 71 of 130
TEMPLATE 3.2.c: Instructional Summary Questions
The following summary questions are related to instruction. They are designed as a culminating activity for your
self-analysis, focus questions discussions, and findings, regarding this area.
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?
Teachers are aligning teaching with curriculum/assessment standards and using
MCS curriculum guides to align classroom instruction Vance Middle School has a
school wide instructional schedule for reading. Teachers are involved in weekly
Professional Learning Communities meetings to strengthen the instructional
process.
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.)
The assurance that all staff implements appropriate instructional strategies on a
consistent basis. The adoption of a universal plan for the implementation of a
reading and writing curriculum. Ensure Title One funds are used to support
instruction. Special education and support teachers are given an opportunity to be
directly involved in planning process of instruction with regular education
teachers. Each teacher should be held accountable for making sure they engage
appropriately in high level curricular practices in their classrooms. With the
support of professional development and PLCs, teachers should implement
strategies with consistency.
Instructional Summary Questions- Narrative Response Required
How will we address our challenges?
The administrative team will work along with the Special Education and support
teachers to schedule time for them to collaborative with regular education teachers
to discuss inclusionary concerns and appropriate curriculum implementation.
Data, observations, drop-ins, and teacher reflections will be used to advocate
fidelity, consistency, and accountability in instituting best practices in the school.
Vance Middle School’s Tennessee School Improvement Planning Process
Page 72 of 130
TEMPLATE 3.3.a: Assessment Practices
Template 3.3.a: Assessment Practices
(Rubric Indicators 3.5 and 3.6)
Current Assessment
Practices
Evidence of Practice (State in
definitive/tangible terms)
Classroom
instruction is
aligned with the
standards
based
curriculum
Teachers use
the State
Standards,
Common
Core and
MCS
curriculum
guides to
drive
instruction.
Classroom
instruction is
aligned with the
assessments
Teachers use
the State
Stander,
Common
Core and
MCS
curriculum
guides to
drive
instruction
that correlates
with the
district’s
formative
assessments
and state
TCAP
Teaching
process is data
driven
Teachers are
directed to
collaborativel
y assess
student
learning needs
throughout the
year through
ongoing
analysis of the
district’s
formative
assessment
and other
relevant data
determines the
initial
Vance Middle School’s Tennessee School Improvement Planning Process
Students are
actively
engaged in
high quality
learning
environment
as supported
by higher
order thinking
skills
Teachers are
trained in a
variety of
teaching
strategies
and are
provided
materials
and
technology
resources to
meet the
varying
instructional
needs of
students
Teachers
incorporated
a wide range
of research
based,
student
centered
teaching
strategies
Teachers are
trained in a
wide variety
of research
based
teaching
strategies;
provided
ongoing
PD’s
through
grade level
and
Wednesday
Faculty
meetings,
Demonstrati
Page 73 of 130
Classroom
organization
and
management
techniques
support the
learning
environment
Teachers are
involved in
School and
District level
professional
development
and PLC
meetings.
Also,
support is
given
through
drop-ins,
observations
, and teacher
mentoring.
Students are
provided with
multiple
opportunities
to receive
additional
assistance to
improve their
learning
beyond initial
classroom
instruction
VMS staff
provide
provides
after school
tutoring to
meet the
needs of the
students
through
Extended
learning
Program
assessments
strengths and
limitations of
students.
ons,
questions
and answer
sessions, and
training in
web based
technology
integration.
Formative
assessments
created by
district
(Discovery
Education
Assessments);
Summative
assessments
created by state
(e.g., TCAP
Achievement,
TCAP MAAS,
or TCAPAlt/Portfolio)
Is the current practice
research-based?
Is it a principle & practice of
high-performing schools?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
High
Standards and
Expectations
Curriculum,
Instruction,
and
Assignment
Aligned with
standards
Yes
Standards and
Expectations
Curriculum,
Instruction,
and
Assignment
Aligned with
standards
Yes
High
Standards and
Expectations
Frequent
monitoring of
Teaching
Learning
Curriculum,
Instruction
and
Assessment
aligned with
Yes
High
Standards
and
Expectations
Supportive
Learning
Environment
Yes
High
Standards
and
Expectations
Supportive
Learning
Yes
High
standards
and
Expectations
High Levels
of
Collaboratio
n and
Communicat
-ion
Focused
professional
Yes
High
Standards
and
Expectations
Curriculum,
Instruction
and
Assessment
Aligned with
Standards
Supportive
Learning
Vance Middle School’s Tennessee School Improvement Planning Process
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standards.
Has the current practice been
effective or ineffective?
What data source(s) do you
have that support your
answer? (identify all
applicable sources)
Evidence of effectiveness or
ineffectiveness (State in
terms of quantifiable
improvement)
Evidence of equitable school
support for this practice
Effective
Lesson plans
and syllabus
are posted
outside
classroom
doors
Partially
Effective
Formative
Assessments
scores were
generally low
and did not
aligned with
report card
grades
Vance is in
School
Improvement
I Status.
VMS is in
School
Improvement
I Status.
Partially
Effective
The time
needed to
analyze
Formative
Assessments
results
impacted the
capacity for
data-driven
teaching based
on those
results.
VMS is in
School
Improvement I
Status.
Teachers are
directed to
utilize the
facilitator’s
office to
access
standards and
Schedules
allowed
teachers
weekly
opportunities
to engage in
data-driven
Teachers are
equipped with
a variety of
assessment
strategies to
Choose from
that meet
Vance Middle School’s Tennessee School Improvement Planning Process
Developmnt
Supportive
Learning
Environment
Partially
Effective
Walkthrough
Evaluations
Partially
Effective
Effective
Walkthrough Classroom
Evaluations organization
and
management
VMS is in
School
VMS is in
School
Improvement
Improvement
I Status.
I Status.
Some
teachers at
VMS had
extensive
evidence of
engaging
instructional
Some
teachers
fully
incorporated
the new
methods and
strategies.
Page 75 of 130
Reduce
Office
referrals for
Level 1
violations.
Environment
High Level
of Family
and
Community
Involvement
Effective
Pre and Post
data
TCAP data
Report
Cards
TCAP
scores of the
students who
participated
in tutoring
improved.
More
Students
teachers are have the
being trained opportunity
in
to attend
Responsive
tutoring after
Classroom
school.
techniques.
Parents are
curriculum
guides on-line
if they are
having
difficulty
doing so from
their
classrooms.
Next Step (changes or
continuations)
All teachers
post lesson
plans outside
classroom
doors.
Vance Middle
School will
continue to
using State
Standards,
Common
Core and
MCS
curriculum
guides to
drive
instruction in
all subject
areas.
Teachers will
continue to
post weekly
lesson plans
planning.
students able
needs.
time other
than
specifically
directed.
Teachers will
continue to
utilize a
variety of
assessment
strategies to
interpret data
and drive
instruction.
All teachers
will engage
students in
meaningful
learning so
that VMS
will not
experience
”pockets of
success’.
Teachers
will provide
evidence of
improved
instruction
through
lesson plans
and displays
of quality
The
Instructional
Facilitator
modeled
analysis of
formative
assessment
data.
VMS will
continue
using the
State
Standards,
Common
Core and
MCS
curriculum
guides o drive
instruction in
all subject
areas.
Teachers will
be held
accountable
for effectively
and
Vance Middle School’s Tennessee School Improvement Planning Process
All teachers
will
implement
researchbased
strategies
consistently
and with
fidelity.
Teachers
will continue
to participate
in PD
training on
effective
strategies.
Page 76 of 130
Resources to
implement
initiative
were
purchased.
informed
through
flayers.
Train more
teachers in
responsive
Classroom
techniques.
VMS will
continue to
offer
Extended
Learning
Tutoring
and syllabus
outside
classroom
doors.
Daily,
teachers will
routinely cite
SPI’S on the
board and
verbally to
students.
collaborativel
y analyzing
all assessment
data and
instructional
planning
based on
results.
Vance Middle School’s Tennessee School Improvement Planning Process
student work
with
appropriate
documentati
on.
Page 77 of 130
TEMPLATE 3.3.b: Assessment Gap Analysis
Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we
have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy,
or the gap, between the current state – “What Is” –Which is identified in your practices and – and the desired future
state – “What Ought To Be” – which is found in the rubric. Completing Template 3.3.b (the gap analysis) should
help school team members discover “What Ought To Be.”
Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy
questions relative to assessment practices, also to be recorded in Template 3.3.b.
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
All teachers attend district and on-site professional development for training in the use
of research based and data driven assessments. During this time, teachers analyze data
and plan for focused instruction using the appropriate assessments. Teachers collaborate
on the use and effectiveness of research based formal and informal assessments. TCAP,
a mandated assessment is administered in the spring of each school year to students in
sixth through eighth grade, including special education students.
MONEY
Vance Middle School funds assessments such as the printing of Discovery, Stanford
Math, and Reading Plus reports. On site professional development and technical
support for assessment use and data analysis is funded by Vance Middle School through
the hiring of teacher assistant and an instructional facilitator.
PERSONNEL
The Faculty of Vance Middle School consists of 10 regular education teachers, two
support teachers, and three special education teachers. These certified personnel are
responsible for the instruction and assessment of all students.
OTHER RESOURCES
Teacher assistants, parent and community volunteers are used as proctors during TCAP.
“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
Additional time is needed for special education teachers to prepare IEPs and student
portfolios for TCAP. Additional time is needed for the guidance counselor to assess
needs of new students and students at risk as well as providing support for their parents.



MONEY
Additional funds are needed for continued professional development assessment.
PERSONNEL
Adequately staffed
OTHER RESOURCES
Grants and donations to continue to fund the instructional development of Vance
students.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
Are we targeting funds and resources effectively to meet the needs of all of our teachers in
being effective with all their students?
Based on the data, are we accurately meeting the needs of all students in our school?
Assessments are incorporated in all classrooms as appropriate, including special education. The
local media is kept abreast of assessment information and data. Funds and resources are
effectively utilized to meet the needs of all our teachers through professional development and
acquisition of all needed resources. Analysis of all data both academic and non-academic
support that Vance Middle School is accurately meeting the needs of all students.
Vance Middle School’s Tennessee School Improvement Planning Process
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TEMPLATE 3.3.c: Assessment Summary Questions
The following summary questions are related to assessment. They are designed as a culminating activity for your
self-analysis, focus questions discussions, and findings, regarding this area.
Template 3.3.c: Assessment Summary Questions
(Rubric Indicator 3.6)
Assessment Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
The school
uses a comprehensive assessment system based on clearly defined performance
measures. All teachers receive experience in dealing with the data analysis in school wide in
service, faculty meetings, grade level meetings, and SIP committee meetings. Adequate Yearly
Progress data is carefully analyzed to note trends and progress made, as well as areas to address
for improvement.
Assessment Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as assessment practice challenges
identified in the templates above that could be a cause of the prioritized needs identified in component 1.)
To identify specific student needs and what problems occur and how we can prioritize these
student’s needs. Student’s needs are of the highest priority because they are the individuals we
serve as educators. To identify teacher short comings and the utilization of professional
development workshops to strengthen instructional practices. Teachers have to be well
prepared in order to meet the academic and developmental needs of all students.
Assessment Summary Questions- Narrative Response Required
How will we address our challenges?
Continue to use disaggregated data to drive the teaching process through differentiated
instruction and assessments. Continue intervention strategies, supplemental programs and
material to move all students. Teachers participate in professional development to assure
assessments address state standards and students needs.
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TEMPLATE 3.4.a: Organizational Practices
Template 3.4.a: Organizational Practices
(Rubric Indicators 3.7and 3.8)
Current
Organizational
Practices
School’s beliefs,
mission, and shared
vision define the
purpose and direction
for the school.
Evidence of Practice
(State in definitive/
tangible terms)
Vance Middle
School’s beliefs,
mission, and vision
statements are posted
inside of the
classrooms and the
school building,
included in the
student and teacher
handbook, and posted
on the school website.
Student-Parent
Compact, the
Leadership Council,
and PLC meetings
provide evidence of
this practice.
Organizational
processes increase the
opportunity for
success in teaching
and learning at all
schools.
Vance Middle
School’s master
school schedule
corresponds to the
instructional needs of
the school.
Common planning
time facilitates
teacher collaboration,
parent/teacher, and
student/teacher
conferences.
Monthly
Departmental
meetings in lieu of
faculty meetings are
conducted.
School provides
continuous
professional
development for
school leaders.
School and District
Professional
Development plans
are in place to support
school leaders.
Weekly
Administrative
meetings and training
sessions.
.
School is organized to
be proactive in
addressing issues that
might impede
teaching and learning
Vertical teaming,
mentoring programs,
student support
systems, and course
offerings vary to
support our diverse
learning community.
School is organized to
engage the parents
and community in
providing extended
learning opportunities
for children.
Vance Middle School
provides tutoring after
school by certified
teachers.
Rise Foundation, Our
Children Our Future,
Emmanuel Center,
and Streets Ministries
offer tutoring for
Vance Middle School
Students.
Title I meetings,
Leadership Council
meetings, extended
year programs, Open
House meetings,
Family Math and
Science Night, Think
Show, and Site Based
decision council
opportunities all
provide for parental
and community
engagement in
extended learning
opportunities for
children.
Is the current practice
research based?
Is it a principle and
practice of highperforming schools?
Has the current
practice been effective
or ineffective?
What data source(s)
do you have that
support your answer?
(identify all applicable
sources)
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Effective
Effective
Effective
Effective
Effective
Support schedule that
allows for a common
teacher planning time.
NCLB Title 1 Budget
Observations
Signed and returned
Student-Parent
Compact Agreement
Parent Meetings
Parent/Teacher
Conference
Departmental and
grade-level minutes
NCLB Professional
Development Plan
Master school
schedule
Inclusion program
Meeting minutes, sign
in sheets, flyers,
extended year
contracts
PIP/DMW activities
PBIS Plan
Discipline Data
Attendance Plan
School Safety Plan
Approximately onehalf of Vance Middle
School’s students are
enrolled in Stanford
Math and Reading
Plus.
Full inclusion
program
Parents, students, and
the community attend
District’s Professional
Development Catalog
PLC and Faculty
meeting agendas
Evidence of
effectiveness or
ineffectiveness (State
in terms of
quantifiable
improvement)
Evidence of equitable
Checklist for
administration, staff,
as well as district
walkthroughs that
indicate we are in
compliance.
TEL Survey
Calendar Math is
implemented daily for
30 minutes.
DEAR/Departmental/
Grade-Level
Meetings are held on
several Thursday’s
during the month.
Vance Middle School
Vance Middle School
Vance Middle School’s Tennessee School Improvement Planning Process
Sign in sheets
Access to Avatar
Reports
Sign In Sheets
Meeting Agendas
Vance Middle
School’s principal,
Page 82 of 130
school support for this
practice
provides copies of
vision and mission to
be posted in each
classroom and in the
hallways.
Agendas and minutes
from Leadership
meetings and PLC’s.
implements vertical
teaming, mentoring
programs, tutorial
programs, and
professional
development offered
by the IF.
assistant principal,
and IF maintain a
professional learning
community that
empowers teachers
and build teacher
leadership on schoolwide committees.
Gender based classes
Flyers and other
communications are
used to keep parents
informed of extended
learning
opportunities.
Vance Middle School
teachers prepare and
conduct staff
development
activities.
Next Step (changes or
continuations)
Vance Middle School
will continue to
implement a vision
and a mission that
emphasize high
standards and
expectations for
student performance.
Vance Middle School
will continue these
practices with
periodic evaluations
at appropriate
intervals during the
school year.
Vance Middle School
will continue to
provide Professional
Development
opportunities that
focus on the
instructional needs of
the teachers and the
students.
Open House and other
functions designed to
increase parent and
community
involvement.
Vance Middle School
will continue to
monitor effectiveness
of measures
promoting diversity.
Vance Middle School
Website
Vance Middle School
will continue our
current practices to
encourage a high
level of family and
community
involvement in the
overall school
program.
Organizational 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 organizational practices?)

TIME - The administrative team has a schedule for formal observations for each staff member. Administrative team members
are required to conduct classroom walkthroughs daily. Staff meetings are held on several Wednesday’s of the month after
school. Teachers meet bi-weekly in professional learning communities on Tuesday’s to receive job-embedded professional
development and on Wednesday’s to analyze test data. The faculty is organized into collaborative teams and grade
level/departmental teams meet at least once a week for common planning time. To provide diverse experiences for students,
on Thursday’s, students alternate between club meetings, D.E.A.R., and PIP/DMV meetings from 1:40 p. m. and 2:15 p.m.
Vance Middle School’s Tennessee School Improvement Planning Process
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After-school, learning opportunities and tutoring are provided for students. Extracurricular activities, such as football, band,
basketball, the step team, and the dance squad, meet after school. The website is regularly updated to inform stakeholders of
the school events and other learning opportunities.

MONEY – Title One funds provide substitutes for teachers to attend off campus professional development. Title One money
is also used to support Family and Community involvement activities and after school tutorial programs. Site-based funds
provide teachers with initial instructional materials money. With the coordination of site-based funds, community donations,
in-kind resources, district funding and Title I funds, a quality education can be given to all students and all teachers can receive
the necessary tools to address the academic needs of those students.

PERSONNEL - There is one principal and one assistant principal. The IF plays an important role in leading the professional
learning communities. The faculty is organized into teams. Each team has a team leader who serves as the first point of
contact for all issues for the team. Vance Middle School also has a school counselor who assists in handling behavioral issues.
One staff member maintains the school website. Vance Middle School has hired a retired teacher to handle technology issues.
Teachers serve as mentors to first and second year teachers as well as alternatively certified teachers. Every effort is made to
attract high quality, highly qualified teachers including the following strategies: support uncertified personnel to gain
certification, establish collaborative with colleges and universities, provide on-going professional development, encourage
local, state and national PD, implement mentoring program and establish networks to build capacity.

OTHER RESOURCES – There are three teams, consisting of four or five teachers. There are two special education teacher s
who serves as an inclusion teacher. The school offers extracurricular activities such as football, band, dance and step teams.
Parents and community members also assist the school by serving as hall monitors, TCAP proctors, Career Day speakers, and
at other special events offered at Vance Middle School.
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL and OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high
quality organizational practices?)
The continuation of our current allocation is necessary to continue to implement high quality organizational practices.
 TIME
The current use of time has been effective.
Vance Middle School’s Tennessee School Improvement Planning Process
Page 84 of 130
 MONEY
Sufficient resources are available through the collaborative effects made to integrate Title I funds, along with site-base funds and
community and district support provided.
 PERSONNEL
The current allotted personnel are adequate to promote high quality organizational practices.
 OTHER RESOURCES
The current use of resources supports our organizational practices.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
All teachers participate in faculty meetings and Professional Learning Communities. Several teachers attend district-level professional
development and bring back information to share with the staff.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their
students?
We are targeting funds and resources effectively to meet the needs of all teachers. Funds are available for instructional resources and
professional growth.
Based on the data, are we accurately meeting the needs of all students in our school?
Based on the data, we are not accurately meeting the needs of all students in the area of mathematics. However, Vance Middle School
is striving to become more effective in serving students in Mathematics, Reading, and Language Arts.
Organization Summary Questions – Our Major Strengths
What are our major strengths and how do we know?
Our major strengths are the continual increase in the progress of student performance in all academic areas on the state-mandated tests,
the percentage of highly-qualified teachers, and our use of multiple sources of student achievement data. Teachers assess students’
progress through class assignments, homework, SPI quizzes, chapter tests, Discovery Education formative assessments, Study Island,
and state-mandated testing. Teachers document student progress with the use of data notebooks. In addition, teachers implement
student projects throughout the school year. Teachers are encouraged to collaborate with mentors, attend professional development, use
Vance Middle School’s Tennessee School Improvement Planning Process
Page 85 of 130
vertical teaming and share resources.
The effectiveness of these strengths is proven by the improvement of students’ performances on state-mandated tests (TVAAS ).
Organization Summary Questions – Our Challenges
What are our major challenges and how do we know?
Based on our critical needs and prioritized goals, the School Improvement Team has identified the following areas of need as major
challenges:
 The percent of students in the subgroups of All, Economic Disadvantage and African American, scoring proficient of above in
Language Arts, Reading, and Writing to increase from 26% on the 2011 tests to at least 66% (achieving AYP) on the 2012
tests.
 The percent of special education students scoring proficient or above in Language Arts, Reading, and Writing to increase from
32% on the 2011 test to 66% percent on the 2012 test.
 The percent of students in the subgroups of All, Economic Disadvantage and African American scoring proficient or above in
Mathematics to increase from 8% on the 2011 test to 60% on the 2012 test.
 The percent of students with disabilities (SWD) scoring proficient or advance to increase from20% on the 2011 test to 60% on
the 2012 test.
 The number of students receiving Home Suspensions to decrease by 5% in 2012.
The challenge is to acquire the status of a high-performance school with high test results. Teachers are required to analyze a lot of data
and information in a short time in order to implement their plans.
Organization Summary Questions – How We Will Address Our Challenges
How will we address our challenges?
The challenges will be addressed through ongoing professional development sessions. The person(s) responsible for implementing the
action steps in Component 4 will ensure that our challenges are addressed in a timely manner. The School Improvement Leadership
Team will also monitor the effectiveness of the plan. In addition, the Math and literacy coaches provide teachers with necessary
support and guidance daily in an effort to improve the teaching and learning process. By continuing timely analysis of student data, the
teachers will be able to adjust and modify their lesson plans to meet the diverse learning needs of all students.
Vance Middle School’s Tennessee School Improvement Planning Process
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COMPONENT FOUR
Action Plan Development
Component 4 – Action Plan Development
TEMPLATE 4.1: Goals (Based on the prioritized goal targets developed in Component 1.)
Describe your goal and identify which need(s) it addresses. The findings in Component 1 should drive the goal
statements. How does this goal connect to your system’s five year or systemwide plan?
(Rubric Indicator 4.1)
TEMPLATE 4.2: Action Steps (Based on the challenges/next steps identified in Component 3 which focus on
curricular, instructional, assessment and organizational practices.)
Descriptively list the action you plan to take to ensure that you will be able to progress toward your prioritized goal
targets. The action steps are strategies and interventions, and should be based on scientifically based research where
possible. Professional Development, Parent/Community Involvement, Technology and Communication strategies
are to be included within the action steps of each goal statement.
(Rubric Indicator 4.2)
TEMPLATE 4.3: Implementation Plan
For each of the Action Steps you list, give the timeline for the step, the person(s) responsible for the step, the
projected cost(s), funding sources and the evaluation strategy.
(Rubric Indicator 4.3)
Vance Middle School’s Tennessee School Improvement Planning Process
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GOAL 1 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)
Revised DATE:
__________________________
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal One
Which need(s) does this Goal address?
How this is Goal linked to the system’s Five-Year
Plan?
1a The percent of students in the subgroups of All, Economic Disadvantage and African
American scoring proficient or above in Language Arts, Reading and Writing will increase
from 26% on the 2011 tests to 66% (achieving AYP) on the 2012 tests.
1b The percent of Students With Disabilities (SWD) scoring proficient or above in
Language Arts, Reading and Writing will increase from 32% on the 2011 test to 66% on the
2012 tests.
 To increase Vance Middle School’s Writing Scores of Proficiency 96% on the 2011 Writing
Assessment
 To meet the 2011-2012 NCLB annual target of 66% of students testing at or above proficient
in Reading/Language
 To maintain 95% participation rate in Language Arts, Reading and Writing
 To increase the number of Economically Disadvantaged students achieving at or above the
level of proficiency in Language Arts, Reading and Writing by 10%.

To increase the number of SWD students achieving at or above the level of proficiency in
Language Arts, Reading and Writing by 10%.
Goal One is linked to the system’s Five-Year Plan by meeting its goal in the following areas
o Student Achievement: Accelerate the academic performance of all students.
o Accountability: Establish a holistic accountability system that evaluates the academic,
operations and fiscal performance of the school district.
o Parent and Community Involvement: Build and strengthen family and community
partnerships to support the academic and character development of all students.
o Healthy Youth Development: Create a school community that promotes student
leadership and healthy youth development.
(****Goals based on MCS 2007-2010 Five-Year Plan until new plan is developed and
released.)
ACTION STEPS – Template 4.2 – (Rubric
Indicator 4.2)
Vance Middle School’s Tennessee School Improvement Planning Process
IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Page 88 of 130
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.
Teachers will utilize the following
scientifically, research-based
instructional strategies, resources and
programs to enhance academic and
social performance:
Actio
n
Step
 Syllabus Design Incorporating the
Memphis City Schools curriculum & Learning
Village Instructional Mapa
 Common Characteristics of Highly
Effective Middle School
 Professional Learning Communities
 Academic Walkthroughs (district &
school level)
 MCS Literacy Plan/Thinking Maps
 Classroom Instruction that Works

Inclusion Collaboration (regular &
Special education teachers & students)
 Use of Quality Work w/Rubrics
 Intervention Programs such as Excel,
Tier 2 and 3 interventions, Reading Plus,
Stanford Math/LAW, Head spout
 New Teacher Network
 Professional Conferences (Title One
National Conference, TAMS)
 Project based learning
(ThinkShow/Capstone)
 Technology Integration using Smart
board, Mobile Mac Lab, IBM labs,
Camcorders, Digital Cameras
 Positive Behavior Intervention Support
a complete comprehensive list of schoolwide
interventions can be found after Action Steps)
 Academic Council
 Title One Tutoring
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
August
2011
through
May 2012
Strategies
are
conducted
on a
Weekly
Bases
Person(s)
Responsible
Required
Resources
Grade
Chairpersons
Instructional
Materials
McNeal, 6
Holliday, 7
McNichol, 8
Bowers, Sp.
Ed
SIP Team
Taurin
Hardy,
Principal
T. Watson,
Asst.
Principal
Barbara
Asemota, IF
Curtrice
Smith,
Professional
School
Counselor
J. Taylor,
Support
Staff
Dena
McNealMentor
C. Mc
Collins, J.
Williams, O.
Washington,
Teacher
Assistants
Vance Middle School’s Tennessee School Improvement Planning Process
$1,500.00
MCS Curriculum
Guides (MCS no cost)
Additional
Personnel
Projected Cost(s)
& Funding
Sources
Site-based
Funds
$4,000.00equipment
Title One
Budget
$3,000.00Professional
Development
$2,000.00materials
Evaluation Strategy
1. Classroom
Observation
2. Follow-up
3.
4.
5.
6.
Title One
Salaries of IF
and TA
Mentor stipend
(Title I &
Teacher
Induction)
District
purchases of
ThinkShow/
Capstone
instructional
supplies
Professional
Planner
Page 89 of 130
7.
8.
sessions through
grade level
meetings
PLC minutes &
Evaluations
Lesson Plans
Displays of
quality student
work
Posting of
rubrics and
adherence to
requirements
using Lesson
Plans Checklist
District &
School
walkthrough
results
Discovery
Assessment
9. TEMS
10. Drop-ins
Performance Results
/ Outcomes

Eighty percent of
Vance’s teachers
will use Thinking
Maps, to help
introduce, teach
and evaluate Math
and Literacy
Strategies.

Eighty percent of
Vance’s lesson
plans and
classroom
observations will
demonstrate and
reflect “Learning by
Design.”

Eighty percent of
“Grade Level,
Team and
Leadership
Meetings” will
address the PLC’s
ideology via
SMART Goals.

Eighty percent of
quality student
work will
demonstrate rubric
usage, SPI’s
Mapping,
Inclusion, Reading
Academy Goals,
and other
strategies
implemented at
Vance for the
2011-2012 school
years.

Actio
n
Step
Reading Plus
$569.00
Students (all subgroups) in grades 6-8 will
participate in the following research-based
activities to ensure state standards and
individual needs are achieved in ELA:
 Read 180 reading strategies
 Thinking Maps
 Daily Vocabulary
 Academy Council( 7th & 8th)
 Drop Everything & Write (DEW)
 Learning Express Folio
 Writing Blitz
 Jump-Start
 Failure Free Reading
 Reading Plus
 Test Ready Questions of the Week
 Stanford LAW
 Small Group Tutoring
 Drop Everything and Read (DEAR)
Weekly
starting:
Late
September
2011throu
gh March
2012
(This
includes
two
Saturday
Writing
Administration will provide on-going jobembedded professional development for
teachers in three foci areas:
Bi-weekly
starting:
August
2011throu
gh June
2012
1.
2.
3.
High Quality Instruction
Effective Climate and
Environment
Title One Law and Compliance
(the comprehensive Professional Development
Plan follows the action steps)
Workshops
in
English
Teachers
McNeal 6th
Holliday 7th
& Banks 8th
Bowers, Sp
Ed
Taurin
Hardy,
Principal
T. Watson,
Asst.
Principal
District purchase
of Failure Free
Reading program
Student
Incentives
Administrators
Reading
strategies-copies
of materials
Thinking Maps
Data Driven
Instruction P.D.data notebooks
$150.00
Title One
$1,500.00
 Grading of weekly
writing assessments
 Lesson Plans
 Classroom
Observation
(stipend,
materials)
Student
activities
January)
Taurin
Hardy,
Principal
Trenton
Watson,
Asst.
Principal
Barbara
Asemota, IF
Carl
Woodard,
Retired
Teacher
Vance Middle School’s Tennessee School Improvement Planning Process
Title One
$1,550.00instructional
materials
$13,184.26Professional
development
opportunities
IF Salary
Teacher
Assistant
Salary
Retired
Teacher Salary
Mentors
Salary- $700
from Title I &
1,400 from
Page 90 of 130

Follow-up
discussions in
team meetings
 Displays of
quality student
work
 Classroom
observation
 Monthly/weekly
assessments
 Eighty percent of
students’ writing
assessments will
demonstrate realworld expository
writing via the use of
rubrics, reading
strategies, Thinking
Maps, weekly writing
focus, daily oral
language skills, daily
vocabulary, and the
linking of writing to
the Reading Time.

Ninety percent of
Professional
Development will
be on going and
will target the
needs of teachers
based on
assessment data,
team meetings,
observations, and
a Professional
Development
Needs Survey.
MCS Teacher
Induction
Actio
n
Step
Students (All subgroups) in grades 6-8 will
participate in school-wide assessment
strategies including
 Discovery Assessment
 Nine Weeks Assessments (MCS or
teacher generated)
 CPS (Classroom Performance System)
 Pre/Post Assessment
 Bi-monthly Writing Assessments
 Stanford LAW

Failure Free (SWD
Weekly
and Every
threemonths
starting
September
2011
through
April
2012
Grade
Chairpersons
McNeal, 6
Holliday, 7
McNichol, 8
Bowers, Sp.
Ed
Barbara
Asemota,
IF
Think Link
Assessment
(booklets and
answer sheets)
$3,200.00
Six Weeks
Tests (MCS)
$200.00 printing
Scantron
Sheets
$500.00
CPS Systems
$10,500.00
District
purchased
assessments
Title One
$600.00
1.
2.
3.
4.
5.
6.
Classroom
Observations
Discovery
Formative
Assessment
results
NW Region
Common
Assessments
CPS results
TCAP
Achievement
Test
Report cards &
Progress reports

Eighty percent of
students in grades
six thru eight will
show monthly
improvement on
school-wide
assessments via
Discovery
Formative
Assessments, NW
Region Common
Assessments, Nine
weeks
assessments,
CPS, and weekly
Assessments.
Printing of Test
results from
Think Link
Teachers and administration will provide
support to parents and community to
become actively involved in the schools
goal to improve the number of students in
all subgroups scoring proficient through:
o Development and distribution of
Family Engagement Policy and
School/Home Compact (follows the
Monthly
starting
August
2011throu
gh July
2012
(monthly
activities
offered)
Barbara
Asemota,
IF
T. Watson,
Asst.
Principal,
C. Smith
Counselor
action plans)
o Quad Squad NCLB Parent Meeting
o Quad Squad Parent-Teacher
Conference
o Open House
o Team Newsletters
o School Base Decision Making
Council
Vance Middle School’s Tennessee School Improvement Planning Process
Parenting
Booklets
$650.00
Light
Refreshments
during parent
meetings/
workshops
$1,500.00
Printing
Materials
(TCAP testing
brochure,
NCLB
Handbook)
$150.00
Title OneParental
Involvement
Funds
$2,356.57
Page 91 of 130
1. Meeting
agendas,
minutes, sign in
sheets and
evaluations
2. Flyers
3. Copy of
Newsletter
Parents, community,
teachers and
administration will
develop and maintain
a PTSO that will
develop out of the
parental activities.
o Family Reading, Science, Math
Nights
o Mother & Daughter Luncheon &
Workshops
o Father/Son Luncheon & Workshop
o Quad Squad Newsletter (every
Nine weeks)
o Literacy Night
o Understanding the Curriculum &
State Standards
o TCAP Workshop
o AIDS Awareness Workshop
GOAL 2 – Action Plan Development
4.1 – (Rubric Indicator 4.1)
Revised DATE: __________________________
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and
challenges/needs.)
2a The percent of students in the subgroups of All, Economic Disadvantage and African
American scoring proficient or above in Mathematics will increase from 8% on the 2011 test
to 60% on the 2012 test.
Goal Two
2b The percent of Students with Disabilities (SWD) students scoring proficient or above in
Mathematics will increase from 20% on the 2011 test to 60% on the 2012 test.



Which need(s) does this Goal address?



To meet the 2011-2012 state’s annual target of 60% of students testing at or above proficient in
Mathematics
To maintain 95% participation rate in all content areas tested
To increase the number of economically disadvantaged students achieving at or above the level
of proficiency in all tested areas.
To increase the number of Economically Disadvantaged students achieving at or above the level
of proficiency in Mathematics by 10%.
To increase the daily attendance by 2 percentage point to reach the 95% NCLB benchmark.
To develop a relationship among feeder schools that will build positive communication with
parent, and community representatives.
Vance Middle School’s Tennessee School Improvement Planning Process
Page 92 of 130
Goal Two is linked to the system’s Five-Year Plan by meeting its goal in the following areas:
o Student Achievement: Accelerate the academic performance of all students.
o Accountability: Establish a holistic accountability system that evaluates the academic,
operations and fiscal performance of the school district.
o Parent and Community Involvement: Build and strengthen family and community
How is this Goal linked to the system’s Fivepartnerships to support the academic and character development of all students.
Year Plan?
o Healthy Youth Development: Create a school community that promotes student leadership
and healthy youth development.
(****Goals based on MCS 2007-2010 Five-Year Plan until new plan is developed and
released.)
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.
Teachers will utilize the following
scientifically, research-based
instructional strategies, resources and
programs to enhance academic and
A social performance:
c
 Syllabus Designs Incorporating the MCS
t curriculum & Learning Village
i
 Lesson Plans
o
 Academic Walkthroughs
n
 Everyday Calendar Math (All grades)
 Stanford Math
S
 MCS Curriculum
t
 Teacher peer Walkthroughs &
e
Administrative Learning walks
p
 Inclusion Collaboration (regular & Special
education teachers & students)
 Accommodations and Modifications
 Use of Quality Work w/Rubrics
 New Teacher Network
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
August
2011
through
May 2012
Strategies
are
conducted
on a
Weekly
Bases
Projected Cost(s)
& Funding
Sources
Person(s)
Responsible
Required
Resources
Grade
Chairpersons
Instruction
Materials$3,500.00
Thinking Maps
-previously
purchased
MCS Literacy
Plan- (MCS no cost)
MCS
Curriculum
Guides - (MCS
- no cost)
J. McNichol
8th
D. Holliday
7th
D. McNeal
6th
S.Bowers,
Sp. Ed
SIP Team
Taurin
Hardy,
Principal
T. Watson,
Asst.
Principals
Barbara
Asemota, IF
Curtrice
Vance Middle School’s Tennessee School Improvement Planning Process
Site-based
Funds
$3,000.00
Title One$86,500.00
Professional
Development$3,000.00
MCS sponsored
initiatives
Additional
Personnel
Salaries
(teacher
Page 93 of 130
Evaluation Strategy
1. Classroom
Observations
2. Follow-up
sessions through
PLC
3. Lesson Plans
4. Displays of
quality student
work
5. Posting of
rubrics and
adherence to
requirements using
lesson plan
checklist
6. TEM
observations
7. Learning walks
Performance Results /
Outcomes
Eighty percent of
Vance’s teachers will
use Thinking Maps, to
help introduce, teach
and evaluate Math
Strategies.
Eighty percent of
Vance’s lesson plans
and classroom
observations will
demonstrate and
reflect the Direct
Instruction model.
Eighty percent of
“Grade Level, Team
and Leadership
Meetings” will address
the PLC’s ideology via
SMART Goals.
 Test Ready Questions of the Week
 Project Based Learning
(ThinkShow/Capstone)
 Comprehensive Professional Development
opportunities for teachers and staff members
A
c
t
i
o
n
S
t
e
p
Math Teachers including Exceptional Children
teachers will integrate technology in daily lesson
plans
o Internet searches
o Textbook/CD
 Overhead projectors
 Smart Boards, Teacher Workstation
 Scientific/Graphic Calculators
 Mobile Mac Lab
 IBM Computer Labs.
 Camcorder, Digital Cameras
Students including SWD in grade 6-8 will
A
participate daily in using various math resources:
c
o CPS-Classroom Performance Systems
t
o TI73/TI83 Calculators
i
o TCAP Coach Books
o
o Stanford Math
n
o Algebra Readiness (Everyday Math -All
grades )
S
t
e
p
Daily
starting
August
2011–
May
2012
Smith,
School
Counselor
M.
Nathaniel/S.
Banks
Dena
McNeal
Williams,
McCollins,
Teacher
Assistants
Barbara
Asemota,
(IF)
Carl
Woodard,
Retired
Teacher Dr.
J. Feldman,
District
Technology
Coach
Mentor Stipend;
MC Teacher
Induction 700.00
Technology
Integration
Title One (ink,
printers,
enlarging paper,
copy paper)
Replacement
projector bulbs
Batteries
Daily
starting
August
2011
through
May 2012
Math
teachersM. White
T. Jones, B.
Smith,
Nathaniel,
Bowers,
Barber,
Sp Team
B. Asemota,
IF
O.
Vance Middle School’s Tennessee School Improvement Planning Process
Eighty percent of
quality student work
will demonstrate rubric
usage, Inclusion
Goals, and other
strategies
implemented during
Vance for the 20112012 school year.
assistant,
Instructional
Facilitator,
Retired teacher$86,000.00
Additional
personnel-IF,
Retired Teacher
NCLB –
calculators,
workbooks &
manipulatives
$2.530.00
District/NW
Region –Algebra
Readiness kits
District funding
-Entire school
technology
Title One
$2,000.00
1. Review of
Lesson Plan
activities
2. Implemented
Differentiated
Instructional
Strategies
3. Quality student
work
Salaries of I.F.
and Retired
Teacher –
80,000.00
District/NW
Region Funding
– 12,000.00
Title One
$3,500.00
Calculators
Page 94 of 130
*Weekly Lesson
Plans/ Quarterly
*Secondary
Syllabus
*Report Cards
*Classroom
observation
* Discovery &
Common
assessment results
Eighty five percent of
teachers will use
technology to teach
and integrate math
concepts into their
daily lessons.
Eighty –five percent of
teachers will increase
their repertoire of
resources for teaching
math concepts.
A Students (all subgroups) in grade 6-8 will
c participate in school-wide assessments
o Discovery Assessment
t
o Nine week assessments
i
o Teacher generated assessments
o
o TCAP State Assessment
n
o NW Region Common Assessmenta
S
t
e
p
Students grades 6-8 will participate in the
following math interventions:
o Problem of the Day
o TI 73/TI83+ Calculators (including
special education classes)
o TCAP Coach Books
o Math/Science Fair
o Stanford Math
o Algebra Readiness/Calendar Math
o Title I After school tutorial program
Washington,
Teacher
Asst.
TCAP Coach
books
Monthly
or Every
threemonths
starting
September
2011 &
continue
until April
2012
T. Hardy,
Principal
C. Smith,
Test Cor.,
T. Watson
Asst.
Principal B.
Asemota IF
O.
Washington
NCLB- Scanner
& Scantrons$3,200.00
Daily
starting
August
2011 –
April 2012
All math
teachers:
T. Jones,
C. Woodard,
M. Nathaniel
and K.
Barber
Instructional
materials for
Math/Science
Fair & After
school program
MCS- district
assessments
NCLB – Printing
of assessments
Title One
$30,100.00
Student
Incentives
Adopters/Com
munity Support
- $1,200.00
Calendar Math
Kits
Monthly
starting
Early
August
T. Hardy,
Principal
T. Watson,
Asst.
Vance Middle School’s Tennessee School Improvement Planning Process
MCS-purchase
of assessments
1.
Printing of
Practice probes
Administration will provide on-going
professional development
 Thinking Maps in Mathematics
 TI83 and TI73 Calculator Training
Title One$3,600.00
1.Report Card grades
2. Progress Report
3. Pre and Post
assessments
TCAP Coach
books
Tutorial teachers
Snacks for
afterschool
program
Reading
strategies
materials
2.
3.
4.
5.
Weekly lesson
plans/Quarterly
syllabus
Sign in sheets
Agendas
PD Evaluations
and feedback
Student
performance
results
NW Regionpurchase of
Calendar math
Kits
Title One $25,500.00
District-
Page 95 of 130
1.Classroom
observations
2.Weekly lesson plans
3.Discovery
Eighty percent of
students in grades six
through eight will show
monthly improvement
on school-wide
assessments via
Discovery, nine weeks
assessments, NW
Region Common
Assessments.
Ninety five percent of
students will have
extra exposure and
knowledge of the
tested SPI’s that were
not mastered.
Ninety percent of
Professional
Development will be
on going and will








CPS Training
All needs determined from teacher selfassessments
Math Standards Workshop
TAMS Drive In Conference
TAMS Conference
High Quality Instruction
Effective Climate & Environment
Math Data meetings
2011
through
June 2012
Principal
B. Asemota,
IF &
Professional
Development
Committee
NCLB-Thinking
Map workbooks
Conference
Registration &
Travel
Printing of Data
spreadsheets
Instructional
Facilitator to
deliver P.D.
(the Comprehensive Professional Development
Plan follows the action steps)
Reading Across
the Curriculum
Materials
Title One$6,500 (partial
salary of I.F.)
Assessment
target the needs of
teachers based on
assessment data,
team meetings,
observations, and a
Professional
Development Needs
Survey.
GOAL 3 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)
Revised DATE: __________________________
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal Three
Which need(s) does this Goal address?
How is this Goal linked to the system’s Five-Year
Plan?
3a
The daily attendance will meet the goal of 93% in 2011 to achieve and exceed the
district’s benchmark of 95% in 2012.
3b The number of students receiving Home Suspensions will decrease by 5% in 20112012 school year.
 To maintain 95% participation rate in all content areas tested
 To increase the number of economically disadvantaged students achieving at or above the
level proficiency in all tested areas.
 To increase the daily attendance by 1-percentage point to exceed the 95% MCS
benchmark.
 To use an incentive based program and organize a parental involvement organization to
courage and motivate students’ daily attendance
 To develop a relationship among feeder schools that will build positive communication
with parent, and community.
 To decrease the number of student infractions i.e. suspensions, (In-school, overnight,
home), fights, overall misconduct of students
Goal Three is linked to the system’s Five-Year Plan by meeting its goal in the following
areas:
Vance Middle School’s Tennessee School Improvement Planning Process
Page 96 of 130
o
o
o
o
Student Achievement: Accelerate the academic performance of all students.
Accountability: Establish a holistic accountability system that evaluates the academic,
operations and fiscal performance of the school district.
Parent and Community Involvement: Build and strengthen family and community
partnerships to support the academic and character development of all students.
Healthy Youth Development: Create a school community that promotes student
leadership and healthy youth development.
(****Goals based on MCS 2007-2010 Five-Year Plan until new plan is developed and
released.)
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.
Students in grades 6-8 will participate in
academic enrichment and intervention
programs daily to enhance the whole child and
meet the needs of the lowest achieving group






Action
Step










ACT Explore (8th grade only)
Our Children Our Future
Discovery Assessments
Folio Assessments
Common Assessments
Title One Extended Learning
Program
Exploratory Pull Out(Stanford
Math/LAW/Reading Plus)
Resource/CDC Inclusion
Writing Blitz
Drop Everything and Write (DEW)
Technology Integration
Academic Vocabulary/Spelling Bees
Academic Hour
Summer Enrichment Program
Jumpstart Program
Stanford LAW
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
Begin date
- Mid
August –
2011
End dateJune 2011
Vance Middle School’s Tennessee School Improvement Planning Process
Person(s)
Responsible
Chairpersons
J. McNichol
8th
D. Holliday
7th
D. McNeal
6th
S.Bowers,
Sp. Ed
SIP Team
Taurin
Hardy,
Principal
T. Watson,
Asst.
Principals
Barbara
Asemota, IF
Curtrice
Smith,
Guidance
Required
Resources
IBM/Mac –
computers
$17,000
MCS- ACT
Explore
Tutors from the
community
Reading
Materials for
DEAR
Instructional
materials for
Tutorial
program, writing
program,
Academic Hour
Projected Cost(s)
& Funding
Sources
Evaluation Strategy
MCS –
purchased
materials for
initiatives
 Attendance and
enrollment in tutorial
program
Donated
Items/Time
from Adopters
and
Community
Partners
 Results of various
assessments
(formative/common)
 Parent/teacher/stu
dent surveys
 Participation in
Writing Blitz and
scores from essay
District funding
for purchase of  Quizzes from
Book studies
Explore
Title One -
Page 97 of 130
Performance
Results / Outcomes
An increase in
students being
aware of the action
steps they must
take to improve
their learning in all
subject areas.
Significant
improvement in
student
achievement on
Discovery formative
assessment from
test A to Test C,
Significant
improvement in the
number of students
scoring proficiency
in writing from Folio
1 to Folio 2.

Drop Everything and Read (DEAR)

Club Hour

Reading and Writing (RAW)

Excel Plans

Student Support Teams (S-Teams)
Entire intervention plan can be found
after the Action Steps
Action
Step
Action
Step
Vance Middle School will implement an
attendance & behavior incentive program
□ Eagle Celebrations - Recognition
programs
□ Fight Free Challenge
□ Attendance Challenge
□ Positive Behavior Intervention
Support (6th –8th)
□ Pretty In Pink-PIP (Female)
□ Distinguished Men of Vance (Male)
□ Student Government Council
□ Student Advisory Team
□ School Improvement Plan Team
□ HOT List
□ Clubs and Organizations
Beginning
September
2011
Ending –
June 2012
VMS will implement Let’s Get Involved
Program
o Development and distribution of
Family Engagement Policy and
School/Home Compact (follows the
action plans)
□ Student rallies
□ Family Curriculum Nights
□ Motivational speakers
□ Celebratory activities
□ Site Based Decision Making
Leadership Council
□ Career Days (one per semester)
□ Quad Squad Workshops and
Start date
September
2011
continues
monthly,
every six
weeks
ending
May 2012
Vance Middle School’s Tennessee School Improvement Planning Process
Counselor
M.
Nathaniel/S.
Banks
Dena
McNeal
Williams,
McCollins,
Teacher
Assistants
B. Asemota
T. Hardy,
Principal
WatsonAsst.
Principal
C. Smith
Counselor,
Holliday,
McNeal,
McNicholTeam
Leaders
Chairpersons
J. McNichol
8th
D. Holliday
7th
D. McNeal
6th
S.Bowers,
Sp. Ed
SIP Team
Taurin
Hardy,
Principal
T. Watson,
32,500.00
Increase number of
students
participating in after
school programs
from last year.
Personnel for
After School
Program
Site Base –
Prizes, Ribbons
& certificates
$500.00
PIP & DMV
materials$1,400.00
Certificates
$300.00
Printer Ink
$1,200.00
Monthly
character
education
workshops
Tutors
Motivational
speakers
Honor -ribbons,
gift cards
Incentives
$500.00
Adopters/commu
nity
representatives:
human resources
–In-kind
Instructional
Site Base
budget -$1,000
Community
and adopters
donations
$2,000.00
Title One –
$1,200
Site Base
budget$1,000.00
Community
and adopters
donations
$1,000.00
Title One –
$2,000.57
(parental
involvement)
Page 98 of 130
 Attendance
report
 In-School
Suspension (ISS)
enrollment
 Truancy and
Home suspension
reports
 Student
participation in
extracurricular
activities
Vance’s student
attendance
increasing to
ninety five
percent.
 Sign in sheets
 Parent surveys
 Student surveys
 Attendance
reports
 Report cards
Vance’s students
and parents being
more aware of what
is needed to obtain
future careers.
The number of
students
participating in
extracurricular
activities will
increase by 10%
from 2010 school
year.
Through
involvement of
parents and
community
representatives, an
increase in student
achievement will be
seen in all
subgroups.
Newsletters
□ Adopter Involvement
□ RISE Foundation-Gold Card
□ Streets Ministries Programs
□ Parent Workshops and Training
Sessions
□ Envoy Project
□ Peer Mediation
□ Title I Parental Involvement Center
□ Student Transition Program
□ Jumpstart Program
□ Pretty In Pink/Distinguished Men of
Vance Gender based programs
□ Summer Enrichment Program for
current 6th/7th graders
□ Title One TCAP afterschool program
Action
Step
VMS will provide high quality parent
training and workshops to teachers,
parents and community representatives to
assist with their understanding of the
curriculum, testing and strategies to help
Vance students i.e.:
o NCLB Compliance (Compact,
Engagement Policies, Compliance)
Workshop
o Title One National Conference
o Women Empowerment Workshop
o Positive Behavior Support Meeting
o Understanding No Child Left
Behind
o The importance of daily attendance
o Understanding the Test
o Positive ways to Communicate
o TCAP Strategies for Parents
o Building Strong Relationships
between mother and
daughter/Raising Confident Girls &
young Men
Beginning
August
2011
occurring
monthly
until June
2012
Vance Middle School’s Tennessee School Improvement Planning Process
Asst.
Principals
Barbara
Asemota, IF
Curtrice
Smith,
Counselor
Nathaniel/S.
Banks
Dena
McNeal
Williams,
McCollins,
Teacher
Assistants
materials for
Curriculum
nights
Training of
students
Materials & food
for parent
workshops and
meetings
Chairpersons
Instructional
materials for
workshops
J. McNichol
8th
D. Holliday
7th
D. McNeal
6th
S.Bowers,
Sp. Ed
SIP Team
Taurin
Hardy,
Principal
T. Watson,
Asst.
Principals
Barbara
Asemota, IF
Curtrice
Smith,
Guidance
Counselor
M.
Nathaniel/S.
Purchase of
parent books
$4,500.00
1.
Title One
$5,000.00
Site-based
$850.00
Printing and
copying of
workshop
materials
Conference
registrations &
travel fees
Flyers
Title One
Handbook
Materials for
Gender-based
instruction
Page 99 of 130
Meeting
agendas, sign-in
sheets, meeting
minutes and
evaluations
2.
Parent Survey
3.
School Climate
Survey
The Vance
Community will be
empowered through
participation in a
PTSO to give input
into the learning
climate of Vance.
o
New Curriculum/New State
Standards Workshop
o TAMS Drive In and Summer
Conferences
o Parenting Tips
A complete and comprehensive
professional development plan follows the
Action Steps.
Vance Middle School’s Tennessee School Improvement Planning Process
Banks
Dena
McNeal
Williams,
McCollins,
Teacher
Assistants
Page 100 of 130
COMPONENT FIVE
The School Improvement Plan and Process Evaluation
Vance Middle School’s Tennessee School Improvement Planning Process
Page 101 of 130
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 School Improvement planning is an ongoing process through collaboration among teams,
departments, the School Leadership Council, and the School Improvement Team
Subcommittees. This collaboration ensures that teachers and all stakeholders are including in the
decisions to improve student performance and instructional programs. The subcommittee
members met in the months of August, September and October to review the school
improvement plan and process evaluation of the 2011-2012 School Improvement Plan. Each
subcommittee has a chairperson to oversee the development of each component. The committee
members consisted of administrators, teachers, support personnel, community members, parents,
and students. Each committee member is assigned duties and responsibilities that assured input
was provided by all stakeholders. Agendas, minutes from the subcommittee meetings, faculty
meetings, as well as sign-in sheets are evidence to support that a collaborative process was used
throughout the entire planning and development process.
Evidence of Alignment of Data and Goals – Narrative response required
What evidence do we have that proves alignment between our data and our goals?
To determine the effectiveness of our plan our SIP goals are derived from en-depth analysis of a
variety of data sources such as TCAP, TVAAS, Northwest Region Common Assessments,
school surveys and several other data sources.
Vance Middle School (VMS) uses various instruments to assess the needed areas of
improvement among the students. The TCAP data is reviewed and analyzed to determine
strengths and areas for future growth and alignment with current state standards. Teachers use
research-based practices and differentiated instruction to reach academic achievement. VMS
utilizes a standardized testing format that is aligned with the state mandated tests.
To meet the goal for Reading and Language Arts (which is for the percentage of students in the
subgroups of All, Economic Disadvantage and African American scoring proficient or above in
Language Arts, Reading and Writing will increase from 26% to 66%; the percent of Students
with Disabilities (SWD) scoring proficient or above in Language Arts, Reading and Writing will
increase from 32% to 66%) various assessment instruments that focus on writing and reading
comprehension. Discovery Formative Assessments, Common Assessments (Regionally – every
three weeks), Writing Folio, Knowledge Bowl, Classroom Performance System, Reading Plus,
Evidence of Alignment of Data and Goals – Narrative response required
Stanford LAW, Excel Plans, Student Support Teams, Failure-free Reading (SWD Only),
D.E.A.R. (Drop Everything And Read- conducted twice a month), Title 1 After-school Tutoring,
Power Teach, Study Island, progress reports, report cards, SRI Testing, 20 Day Attendance
Reports, nine weeks tests, and semester exams are utilized to gauge all students level of
performance and mastery.
To meet the goal for Mathematics (the percentage of students in the subgroups of All, Economic
Disadvantaged and African American scoring proficient or above in Mathematics will increase
from 8% to 60%; the percent of students with Disabilities (SWD) scoring proficient or above in
Mathematics will increase from 20% to 60%) various assessments that focus on mathematics
comprehension. Formative Assessments, Common Assessments. Knowledge Bowl, Classroom
Performance System, Stanford Math, Excel Plans, Student Support Teams, Power Teach, report
cards, Study Island, Title 1 After-school Tutoring, progress reports, nine weeks tests, and
semester exams are utilized to gauge all students’ level of performance and mastery.
To meet the goal for Attendance (maintain current 93.2% and align with state’s rate of 93%) ,
we will use various tools that measure attendance. The Chancery System (SMS), 20 Day
Attendance Reports, and the District Attorney’s Attendance Program will be used to monitor and
evaluate absent and truant students.
The VMS Staff, along with community representatives, monitors, evaluates, reviews, and adjusts
the action plans that have been created for the school. This is completed to ensure that the action
plans are executed and modified to meet the educational and social needs of all students, all
stakeholders must work collaboratively.
Evidence of Communication with All Stakeholders – Narrative response required
What evidence do we have of our communication of the TSIPP to all stakeholders?
During and after the TSIPP process, the administration and staff of Vance Middle School
incorporated various ways to communicate with all stakeholders such as:
 Quad Squad Newsletter
 Quad Squad Parent Meetings
 Open House
 Power Teach
 Vance Middle School Webpage
 Parent/Student/Teacher Compact
 School Based Decision Making Council
 Parent Teacher Conferences
 Annual Title 1/NCLB Parent Meetings
 Family Curriculum Nights
 Progress Reports
 Report Cards
 School Calendar
 Phone calls/emails to parents documented on Parent Contact Logs
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Evidence of Communication with All Stakeholders – Narrative response required
 Marquee Messages
 School Brochure (Goals, Vision, Mission, Beliefs, AYP Report/Results)
Additional forms of communication were provided through committee meetings, staff meetings,
departmental meetings, flyers, phone calls, and professional learning committees where minutes
and agendas are kept.
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?
The TSIPP Committee has worked to correlate our goals from Component 4 to align with our
vision, mission, and beliefs. Teachers assess data to determine the instructional objectives and
identify which individual students or groups of students need particular skills in order to master
state standards. We believe in monitoring all students’ progress daily, weekly, and monthly to
assess their needs and provide the necessary interventions for academic and social achievement.
Assessments are aligned with the curriculum and state standards. The results of the assessments
are utilized to differentiate instruction and meet the needs of each individual student.
Evaluations, observations, date meetings and walk-throughs will be used to provide teachers with
feedback to increase student achievement and mastery of required goals. Teachers participate in
weekly professional learning communities; attend workshops and conferences to acquire
research-based teaching strategies and skills necessary to ensure student achievement.
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?
Vance Middle School’s TSIP has been developed to demonstrate that the action steps in
Component 4 are aligned in the areas of curriculum, instruction, assessment, and organization in
Component 3. The plan is data-driven and consists of scientifically, research-based strategies and
practices that employ outcomes to reach academic achievement of all students with specific
strategies on improving achievement of the lowest achieving student.
Curriculum
Component Three (3) determined that MCS developed standard-based curriculum guides for all
subjects. MCS and Vance Middle School provide professional development opportunities for all
teachers throughout the year in order to stay abreast of current practices and theories to impact
student achievement.
Instruction
Teachers use the curriculum guides to drive instruction that correlates with the district’s
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Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and
Organization – Narrative response required
formative assessments, regional’s common assessments, and yearly state mandated assessments.
Teachers are trained in a variety of teaching strategies to impact student achievement. The use of
technology is incorporated through the use of smart boards, computers, Classroom Performance
Systems, computer labs, computer-based programs, and other facets to meet the varying
instructional needs of our students. Our students with disabilities have individualized educational
plans created to meet their needs to acquire proficiency at all levels.
Assessment
Based on the analysis of Component 3, the identified assessment practices are research-based,
and are an indicator of a high performing school. MCS provides Formative Assessments - three
times a year, Common Assessments - every three weeks, and Writing Folio – twice a year. Nine
weeks tests and semester exams are utilized to gauge all students’ performance levels. The
students will participate in the TCAP annually for all core subjects as well as writing for the 8th
grade students. Teachers utilize the data from the assessments to plan instruction for student
achievement.
Organization
Based on the identified organizational practices, VMS is implementing research-based, high
performing school practices that are driving our action steps for school improvement. Action
Steps 1, 2, and 3 provide an overview of organizational practices that will move students toward
mastery of state standards. Our grading system is set up for every nine weeks. Teachers use daily
planning, team planning, and departmental planning to collaborate on best practices to ensure
student proficiency and mastery of state goals and objectives. Excel Plans and Student Support
Teams are in place to provide students who are struggling academically and/or behaviorally with
interventions and strategies for student success. The PBIS team meets monthly to review,
evaluate, and analyze the data for student behavior to ensure that school-wide rules, procedures,
and expectations are executed and followed by all stakeholders.
Suggestions for the Process – Narrative response required
What suggestions do we have for improving our planning process?
Vance Middle School is committed to improving the planning process by reviewing and revising
the TSIP using suggestions and recommendations made by all stakeholders on a bi-annual basis.
Focus groups will be conducted to provide feedback throughout the year on the TSIP. We will
continue to use an on- going collaborative process. We will utilize multiple data sources to
enhance are research-based strategies and practices with input from teachers, students, parents
and community partners. VMS will annually refine our vision, mission, and beliefs to align with
our continually changing data-driven action steps. VMS will continue to provide monthly
feedback to address points of concern and modify as needed. We will increase the levels of
accountability for all stakeholders through surveys, various meetings, and other forms of
communication.
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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?
All stakeholders will have access to a copy of the 2011-2012 School Improvement Plan either
through email, the website, copies located in the main office, parent center and local community
buildings. Grade teams will meet monthly to discuss the current status of the action steps and
modify any changes that may be needed. Agendas and minutes will be turned in monthly to the
Principal and Leadership Team to monitor implementation and provide resources and support to
ensure the plan is working with fidelity. Teachers will attend professional development training
on strategies and practices to teaching differentiated instruction in all content areas, including
special education throughout the school year. The staff alongside the Site-Based Leadership
Council will continue to plan and provide on-going activities to increase parental involvement.
Teachers will use various assessment data to determine instructional objectives and methods to
ensure student proficiency. Parents and community representatives will be asked to provide
feedback on our implementation of action steps, our overall organizational and assessment
practices during Parent/Teacher Conferences, Parent Meetings and district and school surveys.
Evidence of the Use of Data – Narrative response required
What is the plan for the use of data?
Vance Middle School will use all data sources to monitor the progress of our students. The data
from the TCAP, Formative Assessments, and Common Assessments will be analyzed to
determine the needed areas to improve student achievement in reading, English, writing,
mathematics, science, and social studies. Teachers will use their data weekly during data
meetings to continuously determine adjustments and celebrations of student performance.
TCAP Assessment provides scores in Reading/Language Arts, Mathematics, Science, and
Social Studies. It provides an understanding of students’ strengths and weaknesses based on their
mastery of state standards and objectives. The teachers utilize this information to develop, plan,
and implement research-based strategies and methods to increase student achievement with an
overall goal of meeting or exceeding state annual measure objectives.
Discovery Formative Assessment is a standardized test that provides measurements of students’
progress in the midst of instruction. It provides an analytical, comparative, and demographic
generated report. This test is administered three times each year. This data is used to determine
interventions and strategies needed to increase student proficiency on state mandated tests. Also,
provides stakeholders a snapshot of student progress/mastery of state standards before the
administration of the TCAP Assessment.
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Common Assessments are given in our region of the district every three weeks. It assesses what
teachers should and taught over that particular time period. It allows the teachers to stay aligned
with the curriculum guides and pace instruction for the TCAP. It also provides stakeholders
continuous feedback on student performance on current real-time curriculum.
TCAP Portfolios/MAAS Assessment tests are given to students with disabilities. The TCAP
Portfolio is given to students who will not take the regular TCAP test. The students produce
work in Reading/Language Arts, Mathematics, Science, and Social Studies at their ability level.
The TCAP MAAS Assessment is a modified version of the TCAP that provides scores in
Reading/Language Arts, Mathematics, Science, and Social Studies. The teachers utilize this
information to develop, plan, and implement research-based strategies and methods to increase
student achievement.
Report Cards are issued every nine weeks. The grade distributions of the core subjects are
monitored along with attendance. Teachers will develop Excel Plans (intervention plans) for
students who are failing core subjects. Student Support Teams will be conducted to address
students are showing lack of progress academically and/or behaviorally.
Spring ThinkShow (Project Based Learning) assesses the students’ understanding and
application of skills being taught that semester. Student projects will reflect creative, analytical
or ways for students to display their understanding of standards and a rubric is utilized to score
each project.
Capstone is a project based learning activity for 8th grade students only. It is a year long process
that will demonstrate research and knowledge of a particular subject. The culminating activity
will take place during the ThinkShow exhibits. Capstone will be used to determine the
effectiveness of students’ abilities to write a research paper and construct a high quality product.
Interventions: After-School Tutoring, Stanford Math, Stanford LAW, Reading Plus, Study
Island provides students with opportunities to improve their skills in English and Mathematics.
Data can be collected and compiled to weekly to determine strengths and areas in need of
improvement. Students are referred to tutoring based on TCAP data, report card data, and
formative assessments. Interventions may include the following: small group instruction, one-onone assistance, and technology integration.
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)
Vance Middle School’s Tennessee School Improvement Planning Process
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Evidence of Monitoring Dates – Narrative response required
What are the calendar dates (Nov/Dec and May/June) when the School Leadership Team will
meet to sustain the Tennessee School Improvement Planning Process? Identify the person(s)
responsible for monitoring and the role they will play in the monitoring process.
The dates for the School Improvement Plan monitoring are as follows: December 2011, March
2012, and May 2012. The Assistant Principal, Mr. Watson, will be responsible for organizing,
scheduling, and planning the monitoring process.
The Administrative Team (Principal (Mr. Hardy), Assistant Principal (Mr. Watson), Instructional
Facilitator (Mrs. Asemota)) will monitor the action plans and daily instruction through
evaluations, classroom observations, data meetings, professional learning committees, and lesson
plan reviews. The Academic Support Team will monitor the action plans and instruction weekly
during classroom observations, and team/faculty meetings. Trends will be identified; planning and
intervention strategies will be developed.
The Assistant Principal (Mr. Watson) along with the attendance secretary (Ms. Coleman) will
monitor attendance and behavior every 20 day period. The District Attorney’s Attendance
program will also monitor attendance every 20-days and identify students will excessive tardies
and absences. Trends will be identified; planning and intervention strategies will be developed.
Team meetings will be used to review the analysis of assessment data and make any adjustments
necessary to ensure that stated goals are obtained.
Ongoing assessment will be used to re-teach content. Teacher teams will meet with administration
to examine results and note deficiencies; changes will be made where necessary. Observations
will be compared with the self-assessment instruments to note teacher growth and improvement
overtime in instruction. Sustained staff development activities will be planned to ensure teacher
growth, student learning, and implementation of SIP action plans. The School Leadership Team
will use the regular faculty meetings, core-content team meetings and departmental meetings to
communicate successes and make adjustments to the SIP.
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?
Summative TCAP data will be used to review the analysis of the plan. The TSIP Leadership will
initially review the summative data and disaggregate the data, focusing of the following
subgroups: All students, Black, Economically Disadvantaged and Students with Disabilities. The
team will look for trends across grade levels. The team will take a critical look at the data, as it
relates to the following categories: students with disabilities, gender-based classrooms, and our
overage for grade student population. The will compare the TCAP data from the previous year
(2010-2011) with the current 2011-2012 school year.
Ongoing assessments will be used to re-teach content. Data meetings will be held to review the
Discovery Formative and Common Assessments data. Teacher chairpersons will meet with
Vance Middle School’s Tennessee School Improvement Planning Process
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administration to examine results and note deficiencies; changes will be made where necessary.
Observations will be compared with the self-assessment instruments to note teacher growth and
improvement overtime in instruction. Sustained staff development activities will be planned to
ensure teacher growth, student learning and implementation of SIP action plans.
After analyzing the data, the TSIP Leadership Team chairperson will meet with the members of
the subcommittee to discuss the findings. All stakeholders will engage in meaningful discussions
about the data and the past actions steps in the plan. During the feedback session, stakeholders
will have an opportunity to carefully review action steps that should be retained, altered, or
eliminated. All decisions will be based on the performance results outcomes of each action steps.
Through team consensus, each committee of the School Improvement Team will report-out to the
entire planning committee. Adjustments will be made on informed, data-driven decisions.
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 Academic Support Team will monitor the action plans and instruction weekly during
classroom observations and team/faculty meetings. The assistant principal along with the
attendance secretary will monitor attendance and behavior on a daily basis. Trends will be
identified; planning and intervention strategies will be developed.
The results from the pre and posttests will be compared to identify student achievement.
Ongoing assessment will be used to re-teach content. The teacher teams will meet with
administration to examine results and note deficiencies; changes will be made where necessary.
Observations will be compared with the self-assessment instruments to note teacher growth and
improvement overtime in instruction. Sustained staff development activities will be planned to
ensure teacher growth, student learning and implementation of SIP action plans.
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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?
1. The School Improvement Plan will be evaluated bi-monthly by one of the following:
a.
b.
c.
d.
e.
f.
g.
h.
i.
Team meetings
Faculty meetings
Departmental meetings
School Improvement Planning Team
School Leadership Council
NCLB Parent Meetings
School Data Boards
Parent/Teacher Conference
Open House
2. Quad Squad Newsletter, newsletter, student report cards and progress reports will be used to disseminate
SIP updates to all stakeholders quarterly.
3. Individual and student AYP information will be mailed to parents annually.
4. All stakeholders will provide TSIPP feedback through the following evaluation instruments:
a. Checklists
b. Surveys
c. Parent/Student/Teacher Compact
d. Parent/Student/Teacher Conference Checklist
5.Learning walks will be performed by the Leadership Team (Principal, Assistant Principal, Instructional
Facilitator) and communicated to all stakeholders.
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TITLE ONE ADDENDUM
Assurances
with Signature of Principal
VANCE MIDDLE
I certify that ______
_________ School has utilized the data and other requirements requested for each component.
The school will operate its programs in accordance with all of the required assurances and certifications for each program area.
I, TAURIN HARDY, principal of Vance Middle School, give assurance that this Title I Schoolwide Plan was developed during a one-year period
with parents and other members of the community. This plan is available to the local educational agency, parents, and the public.
When appropriate there is a coordination with programs under Reading First, Early Reading First, Evan Start, Carl D. Perkins Vocational Act, and
Head Start.
High Priority Schools Only
Vance Middle School is on the “high priority” list. Therefore, I understand that not less than 10% of Title I funds must be spent for professional
development.
Yes
Yes
Yes
Yes
Yes
NCLB Compliance Guidelines:
Developed during one year period
Developed with teachers, parents and other community members
Available to the local educational agency, parents and the public
If appropriate developed in coordination with other programs under Reading First,
Early Reading First, Evan Start, Carl Perkins Vocational Act, and Head Start
Spend not less than 10% of funds for professional development (High Priority Schools
only)
Principal’s Signature: ____________________________
Vance Middle School’s Tennessee School Improvement Planning Process
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Date: _________
2011 – 2012
Professional Development Plan
School: Vance Middle School
Principal: Taurin Hardy
PD Budget: $16,352.00
Date: October 1, 2011
Regional Supt: Catherine Battle
Instructional Facilitator: Barbara
Asemota
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. By the end of 2011 -2012 school year, we will decrease the number of Students with Disabilities and African American students scoring below
proficient in Reading/Language Arts/Writing to achieve the federal Adequate Yearly Progress benchmark of 66%.
2. By the end of the 2011-2012 school year, we will decrease the number of Students with Disabilities and African American students scoring below
proficient in Mathematics to achieve the federal Adequate Yearly Progress benchmark of 60%.
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: Throughout the 2011-2012 school year, teachers will enhance their Instructional knowledge of best practices, Higher Order Thinking
(HOTS) and problem solving skills and real world connections necessary to meet the needs of SWD and Afr. Am. in Reading/Language Arts/Writing
and Mathematics.
Goal 2: Throughout the 2011-2012 school year, teachers will enhance their ability to create a positive Climate and Environment through knowledge
of best practices, No Child Left Behind, problem solving skills, improving parental involvement and real world connections necessary to meet the
needs of SWD and Afr. Am. in Language Arts and Mathematics.
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: Throughout the 2011-2012 school year, teachers will enhance their Instructional knowledge of best practices, Higher Order Thinking
(HOTS) and problem solving skills and real world connections necessary to meet the needs of SWD and Afr. Am. in Reading/Language Arts/Writing
and Mathematics.
Vance Middle School’s Tennessee School Improvement Planning Process
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Content: What will be learned?
 Reading/Language Arts/Writing Focused
 Plan effectively using the Common Characteristics
and Best Practices of High Quality Schools and the
MCS Syllabus Design
 Deliver good first teaching using Math strategies
and Literacy strategies (i.e. Thinking Maps, graphic
organizers, anticipation guide, KWL, Classroom
Instruction That Works)
 Increase instructional rigor by using the Q-chart,
TI-83Plus calculators, technology integration (CPS,
Interactive Board) and cooperative group.
 Analyze and effectively use student assessment
data to increase student achievement from the
Discovery, common & teacher-made assessments,
attendance and discipline data reports.
 Identify and provide intervention to students at risk
by using Excel folders and behavioral intervention
plans.
Professional Learning
Activities/Events
Enriching Instruction-Tuesday
PD Series
 Professional Planning that Works
 Classroom Instruction That Works
 Bloom’s Taxonomy
 School Improvement Process
 Instructional Strategies that reach
our students
 Creating Data Driven Classrooms
 Characteristics of Effective
Behavior Management
Process: What effective processes will be used?
Professional development will be delivered to teachers,
paraprofessionals and parents in Professional Learning
Communities. To ensure learning occurs at VMS the
following additional processes will take place for each
PDP Goal:

Workshops - to provide initial information to
faculty, parents or the community

Conferences -train selected members to become
experts in identified strategies or programs

Modeling – used for teachers to become leaders
and demonstrate their understanding of strategies or
programs

Team Teaching – used for collaboration among
teachers and promoting common understanding of a
strategy

Classroom Assistance – used for new teachers
or struggling teachers to ensure mastery delivery of
strategies

Peer Observation – used for all teachers to
become peer critiques (leaders), and ensure appropriate
implementation of professional development content.

Team and Staff Discussion – used as a followup and creating community of learners
Presenters
/Leaders
Implementati
on Timeline
Expected Outcomes
Taurin Hardy,
Principal
Trenton Watson,
Asst. Principal
Barbara
Asemota,
Instructional
Facilitator
Sessions are
held
Weekly
during Team
planning or
Wednesday
afternoons
beginning
August 2011
until May
2012
Teachers will learn effective
instructional strategies and current
district initiatives resulting in good
first teaching. The Principal and/or
Instructional Facilitator will lead
teachers in high quality professional
development that will lead to a
direct impact on classroom
instruction and student achievement.
Teachers will utilize Professional
Planning That Works as a tracking
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Context: What aspects of our learning environment
will support this goal?

Vance Middle School’s professional
development is data-driven. The analysis and
delivery of research-based instructional strategies are
based on data findings assessments, tri-annually
(Discovery) and annually (TCAP Writing and
Assessment).

Vance Middle School’s professional
development is job-embedded. Professional
development is delivered during team planning,
Wednesday staff development sessions, email
communications and after school sessions.

Vance Middle School’s professional
development is delivered through collaboration.
Sessions are planned and delivered through the
collaboration of various faculty members and teams
(IF, Guidance Counselor, Administrative Team).
All are accomplished through Classroom
observations, weekly PLC, weekly data meetings,
monthly Wednesday P.D., parent meetings &
workshops, data displays and in-service.
What data sources will you
use to evaluate
effectiveness? (i.e., teacher
data, student data)
Meeting Minutes
Syllabus
Assessment Results
Lesson Plans
Classroom Observations
Professional Planning that
Works
Minutes, Agendas
$16,352.00
Total
PD Budget
Balance
$3,200.00
Partial Salary
of
Instructional
Facilitator
$332.00 –
Data Folders
& other
Manipulatives
 Teacher Effectiveness
Measurement Observation
 Mastery Objectives
 High Stakes Testing & Common
Core Standards(teaching to the
Standard not just the test)
Enriching Instruction through
Data in Review




Compstat
Formative Assessment
Common Assessment
Nine Week Report cards
New Teacher Sessions
 Teacher Evaluation Process
 Understanding the TCAP test
 Data Analysis
 Sharing Best Practices
 Discovery
Drop Every Thing And Read
Hour
and continuous learning tool.
Teachers will provide students
opportunities to create real world
projects.
T. Hardy,
Principal
T. Watson,
Assistant
Principal
B. Asemota, IF
Mrs. McNeal
Mentor & Mentor
Coordinator
Mr. T. Hardy,
Principal
Academic Hour
Sessions are
held weekly
during PLCs
October 2011
until May
2012
September
14, 2011 and
continuing
monthly until
May 2012
August 22,
2011
Continuing
until May 22,
2012
Teachers will learn how to effective
utilize current district initiatives.
Teachers will effectively use tools to
create best strategies instructional
plans. Teachers will utilize data to
guide instruction and interventions.
Teachers will compare data by
subgroup, year, class and student.
Teachers will determine gains,
losses, and areas of strengths and
weaknesses. Teachers will create a
data tracking event for students and
a plan for how SWD & Afr. Am.
students will be academically
prepared for test.
New teachers learn instructional
strategies to assist with teaching
high poverty and low economic
students. Teachers will learn
important teaching tools & general
school information.
Teachers will learn how to complete
a success teacher evaluation process.
Teachers will be introduced to the
State Vocabulary list, the Writing
process and the Buford Series books
and given strategies on how to use
effectively with students.
$12,820.00
Meeting Minutes
Syllabus
Assessment Results
Lesson Plans
Classroom Observations
Professional Planning that
Works
Open Discussions
Data Tracking Forms
Strategy Forms
$200.00
Notebooks,
Coping &
printing of
results
$2,000.00
Partial
Instructional
Facilitator
Salary
$10,620.00
Meeting Evaluations
Mentor/Protégé Feedback
Class Observations
Peer Observations
Lesson Plans/Syllabus
Stipend for
Mentor
$700.00 MCS
$10,620.00
Weekly Quiz
Student Survey
Formative assessments
$0 – books
paid from
instructional
materials
$10,620.00
EPGY Stanford Math Program
Reading Plus
B. Asemota
O. Washington
August 2011
Until May
2012
Vance Middle School’s Tennessee School Improvement Planning Process
Teachers will be given overview of
the programs, the benefits they
provide to students and how to use
the program in their classroom.
Page 115 of 130
Stanford Reports
Reading Plus Reports
Meeting Minutes
Purchased by
LEA
$10,620.00
Assessment Data Analysis
B. Asemota, IF
August
ongoing until
April
Technology Integration
 Discovery Education
 C P Systems
 The Smart board
 The Mac Computer
 PowerPoint
 Gaggle Accounts
 Cameras in the
classroom
School wide Teaching of
Writing- the Process
Dr. Jesse
Feldman,
Technology
Support
B. Asemota, IF
September
2011
May 2012
Counselor Workshops
 ACT Explore Training
 PBIS Training
 Excel Plan Training
 CRA Test Training
 TCAP Testing Policies
Training
 S-Team
 Kingian- Nonviolence
 Bullying/Sexual
Harassment and
Intimidation/Peer
Mediation Training
 S-Team/Intervention
Training
 Behavior Plus Screening
Language Arts and math teachers
identify areas of weaknesses based
on the Formative and Common
Assessments data and develop
intervention plans.
Teachers will utilize various forms
of technology to teach, reinforce and
assess state standards. Teachers will
expose students to current
technology skills and produce
quality student work integrating
technology.
Discovery Data
Nine week test
TCAP data
Stanford Math Reports
NW Common Assessments
Classroom Observations
Syllabus
Technology based student
work
Meeting/PLC Minutes
Reports
($200.00 from
materials)
$10,620.00
MCS
purchased
technology
$350.00-Title
One –
Batteries
$10,270.00
Barbara Asemota
Dedra Holliday,
8th ELA
C. Smith,
Counselor
October 2,
2011
November 3,
2011
January 10,
2012
August 2011
Meeting
monthly until
March 2012
Vance Middle School’s Tennessee School Improvement Planning Process
Teachers and students will learn the
5 paragraph Expository Essay.
Teachers will learn how to complete
S Team forms, guidance and social
work referral processes.
Teachers will gain an understanding
of each support staff’s
responsibilities.
Teachers will learn how to
effectively identify cues on bullying.
Teachers will identify students
needed additional assistance due to
behavior or academics.
Teachers will gain an understanding
about proper testing policies and
procedures. Teachers will be
exposed to effective strategies to
address bullying and intimidation.
Teachers will also learn peer
mediation techniques.
Page 116 of 130
DEW Essay Data
Meeting Discussion &
Feedback
Folio Results
TCAP Writing Results
$75.00Student folder
Referral forms
Attendance Data
Behavior Data
$0
$10,195.00
$10,195.00
TCAP Writing and the NEW TCAP
Assessment Training
C. Smith
B. Asemota
September
2011
January 2012
April 2012
Teachers and parents will learn best
strategies to effectively deliver TCAP
strategies to students and their children.
Teachers and parents will learn
strategies that will assist student/child in
mastering state standards . Parents and
teachers will gain an understanding of
the new policy that TCAP assessment is
15% of second semester grade.
Meeting Evaluation
Agenda
Parent Evaluation & Feedback
I.F. will gain critical information in
regards to new NCLB laws and
regulations. The IF will also
participate in current research –
based sessions. Teachers will
participate in a PLC that will expose
them to strategies on how to
maintain compliance with the local,
state and federal law.
Teachers will learn current research
based strategies effective in the
middle school.
Teachers will learn current research
based strategies effective in the
middle school.
Conference Log
Meeting Evaluations
Presentations of Information
Teachers will create an action plan
to ensure students’ achievement is
met and that the SIP meets the
exemplary standards of the state’s
rubric.
Meeting minutes
Survey
Data results
Formative assessments
Summative assessments
Mission Possible - National
Title One Conference
Mrs. Asemota
January 2012
Tennessee Association of Middle
Schools Drive In Conference
TAMS
Conference
Presenters
TAMS
Conference
Presenters
March 21,
2012
B. Asemota
C. Smith,
T. Watson
T. Hardy
August –
June 2012
Tennessee Association of Middle
Schools Conference
School Improvement Plan
Process
June 18 - 20,
2012
Class Observations
Teacher Feedback
Teacher participation
Class Observations
Teacher Feedback
Teacher participation
Light
Refreshments
$350..00
Parental
Involvement
$1,500.00
Partial salary
of I.F.
$10,195.00
Registration
Travel
Expense
$3,320.00
(Title One)
$6,875.00
$ 200.00
($20/teacher)
$6,675.00
Registration
Travel
expenses
$5,500.00
$1,175.00
Printing
$50.00
$1,125.00
Goal 2: Throughout the 2011-2012 school year, teachers will enhance their ability to create a positive Climate and Environment through knowledge
of best practices, No Child Left Behind, problem solving skills, improving parental involvement and real world connections necessary to meet the
needs of SWD and Afr. Am. in Language Arts and Mathematics.
Content: What will be learned?
 Plan effectively using the Common Characteristics and
Best Practices of High Quality Schools and the MCS
Syllabus Design.
Process: What effective processes will be used?
Professional development will be delivered to teachers,
paraprofessionals and parents in Professional Learning
Communities. To ensure learning occurs at VMS the
Vance Middle School’s Tennessee School Improvement Planning Process
Page 117 of 130
Context: What aspects of our learning environment will
support this goal?

Vance Middle School’s professional development
is data-driven. The analysis and delivery of research-

Analyze and effectively use student assessment data to
increase student achievement from the Discovery,
teacher-made assessments, attendance and discipline data
reports.
 Identify and provide intervention to students at risk by
using STAR folders and behavioral intervention plans.
 Create a positive culture that include the use of
high expectations strategies and intense rigor
 Create highly effective teams using the
Professional Learning Communities (PLC)
 Use Effectively communicate with all stakeholders
and ways to provide on-going opportunities for
community involvement
 Creating shared Leadership roles (Leadership
Teams, Positive Behavior Team)
 How to effectively use planning time from the PLC
format
Professional Learning
Activities/Events
Enriching Instruction through
Data in Review




Compstat
Formative
Common
Nine Week Report
cards
following additional processes will take place for each
PDP Goal:
 Workshops - to provide initial information to
faculty, parents or the community
 Conferences -train selected members to become
experts in identified strategies or programs
 Modeling – used for teachers to become leaders
and demonstrate their understanding of strategies or
programs
 Team Teaching – used for collaboration among
teachers and promoting common understanding of a
strategy
 Classroom Assistance – used for new teachers
or
struggling teachers to ensure mastery delivery of
strategies
 Peer Observation – used for all teachers to
become peer critiques (leaders), and ensure
appropriate implementation of professional
development content.
 Team and Staff Discussion – used as a follow-up and
creating community of learners
Presenters/Leaders
Implementation
Timeline
T. Hardy,
Principal
T. Watson,
Assistant Principal
B. Asemota, IF
Sessions are held
weekly during
PLCs October
2011 until May
2012
Vance Middle School’s Tennessee School Improvement Planning Process
based instructional strategies are based on data findings
assessments, tri-annually (Discovery) and annually (TCAP
Writing and Assessment).

Vance Middle School’s professional development
is job-embedded. Professional development is delivered
during team planning, Wednesday staff development
sessions, email & communications and after school
sessions.

Vance Middle School’s professional development
is delivered through collaboration. Sessions are planned
and delivered through the collaboration of various faculty
members and teams (IF, Guidance Counselor, ISS
personnel, Assistant Principal).
All are accomplished through Classroom observations, biweekly PLC, parent meetings & workshops, data displays
and in-service.
Expected Outcomes
Teachers will effectively utilize tools
to create best strategies instructional
plans. Teachers will utilize data to
guide instruction and interventions.
Teachers will compare data by
subgroup, year, class and student.
Teachers will determine gains, losses,
and areas of strengths and
weaknesses. Teachers will create a
data tracking event for students and a
plan for how SWD & Afr. Am.
students will be academically
prepared for test.
Page 118 of 130
What data sources will you
use to evaluate
effectiveness? (i.e., teacher
data, student data)
Meeting Minutes
Syllabus
Assessment Results
Lesson Plans
Classroom Observations
Professional Planning that
Works
Open Discussions
Data Tracking Forms
Strategy Forms
_$16,352..00_
Total
PD Budget
Balance
$0
Notebooks,
Coping/printing
of results
Instructional
Facilitator’s
Partial salary
$1,125.00
Title One & Compliance
Mrs. Asemota, IF
August 2011
Teachers will gain an understanding
of Title One, how we maintain
compliance and their role in assisting
in compliance.
Assessment Data Analysis
B. Asemota, IF
August ongoing
until April
Enriching Climate & School
Environment
Trenton Watson,
Monthly
Assistant Principal beginning
August 2011
until May 2012
Language Arts and math teachers
identify areas of weaknesses based on
the six weeks test data and develop
intervention plans.
Teachers will learn effective
instructional strategies and current
district initiatives that will result in a
positive school climate. Teachers will
implement strategies from the
Positive Behavior Intervention
System. The Assistant Principal will
lead teachers in high quality
professional development that will
directly impact classroom
management, instruction and student
achievement.
Teachers will utilize Professional
Planning That Works as a tracking
and continuous learning tool.
 Creating a Positive Learning
Environment
 Classroom Management
 Proven Teaching Strategies
 Social and Emotional Issues
 Advice from Veteran Teachers
 Gender-Based Learning
 Parental Involvement from the
parent perspective
 School Improvement Process
 Gang Awareness
 Bullying Awareness
 Red Ribbon Week
 Student Code of Conduct
Achieving Success with
Community Support
Workshop
T. Hardy,
Principal
Mrs. Asemota,
I.F.
December 2011
School Rules and Procedures
Grade Orientation
T. Hardy,
Principal
Mr. Watson, Ast.
Principal
B. Asemota, IF
C. Smith, Counsel
August 2011
January 2012
Vance Middle School’s Tennessee School Improvement Planning Process
Community gain knowledge of Title
One, curriculum, state standards, and
school expectations that lead to
positive student behavior, increased
student achievement and stronger
community-school relationships.
Students will learn proper behavior
within the school, class, cafeteria and
hallway.
Title One Monitoring
Instrument
Teacher Red Folder
Checklist
Meeting Evaluations
Ticket Our of Door Activity
Title One Compliance
Discovery Data
Nine week test
TCAP data
Stanford Math/Reading Plus
Meeting Minutes
Syllabus
Assessment Results
Lesson Plans
Classroom Observations
Professional Planning that
Works
Red Folders
25.00
Printing of
Brochure
(Title One)
Workshop Evaluations
Light
Refreshments
$176.00
(Parental
Involvement)
$900.00
Printing of
Handbook
(Site Based)
Handbook Test
Code of Conduct Test
$1,100.00
Printing of
reports -$200
(Title One)
$900.00
$0
$900.00
$900.00
Page 119 of 130
Parent Workshops and
Training
▪ Title One
▪ Raising Confident Girls &
Boys
▪ TCAP Writing &TCAP Test
▪ HIV Awareness
▪ Math/Science *HOTS
▪ Mother & Daughter
Workshop
▪ Father & Son Workshop
▪ Career Fair
▪ Breast Cancer Awareness
Student Workshops and
Training
(Pretty In Pink//Distinguished
Men of Vance)





Being a Lady/Gentleman
Conflict Resolution
HIV Awareness
Economic Awareness
Self Awareness
The Importance of giving

Sexual Harassment
Mrs. Asemota, IF
Mr. T. Hardy,
Principal
Entire Female and
Male Faculty
August 25
Monthly after
initial
meeting/training
Parents will learn strategies and
techniques to be a better parent.
Parents will learn how their
involvement directly impacts their
child’s learning and academic success.
Meeting Evaluations
Parent Survey
Refreshments
Printing
Resource
materials $500.00
$50.00
Mrs. Asemota
Mr. Pointer
Entire
Female/Male
Faculty
September 19
Monthly until
May 20, 2010
Students will learn effective strategies
to handling conflicts, present
themselves, respecting others.
Meeting Evaluations
SMS reports
Discipline reports
Fight Free Report
Incentives
Awards
$1,000.00
Donations from
adopters
$50.00
C. Smith
October 2011
Teachers and students will understand
the concepts of sexual harassment and
learn strategies to prevent it.
Referral Reports
$50.00 printing
materials
$0
TOTAL EXPENDITURES
Professional Development - $16,352.00
Vance Middle School’s Tennessee School Improvement Planning Process
Page 120 of 130
VANCE MIDDLE SCHOOL NCLB FAMILY ENGAGEMENT POLICY

REVIEWED & REVISED by Parents on April 16th & by School Staff on May 18, 2011.
Final Document completed on May 25, 2011*
Vance Middle School has jointly developed with and distributed to parents of participating children, our written Family Engagement Policy. This Policy
establishes the expectation for PARENTAL INVOLVEMENT.
Vance Middle School strongly encourages parental involvement in the educational process. The school and home have a shared goal of promoting success in our
children. Our parents are encouraged to become advisors, resource persons and coordinators in all aspects of the school. We encourage this in the following ways:
 Convene an annual meeting, at convenient times, to which all parents are invited and encouraged to attend. This meeting is established to inform all
parents of TITLE I REQUIREMENTS, SCHOOL’S PARTICIPATION IN TITLE I, the school’s FAMILY ENGAGEMENT POLICY, SCHOOL’S
COMPACT AND THE RIGHTS OF PARENTS TO BE INVOLVED at Vance Middle School.
o Vance communicates this and all parent meetings through flyers, team and school letters, Easy Caller, and the community outreach program. This
meeting is held the Tuesday before the 1st report card is distributed (report cards are given this night) in the school’s auditorium. The annual
meeting is conducted at 6:00pm and 9:30am the following day to meet the needs of all parents.
 Offer flexible schedule of meetings to further encourage parental involvement.
o NCLB Parents Meetings are offered monthly (PTA/NCLB meetings; SBDMC meetings, Behavior Committee meetings), monthly (Parenting
training sessions offered by community support organizations, improving student achievement), every semester (Parent-teacher conferences) and
yearly (TCAP Writing, TCAP assessment, and summer reading training. These meetings are offered at various times. We have offered meetings
early morning (during breakfast), immediately after school, late afternoon, during the school day, on Saturdays and during the summer. Parents
will be provided with information regarding summer employment, summer camps and summer school opportunities for students and their siblings.
 Involve parents, in an organized, ongoing, and timely way, in the planning, review and improvement of programs under parent involvement. Advise
parents that they can offer suggestions relating to the education of their children at Vance Middle School. If requested by parents, Vance provides
opportunities for regular meetings to formulate suggestions and to participate in decisions relating to the education of their children. We will respond to any
suggestions in a timely manner.
o During the above meetings, parents input is always requested and documented on sign in sheets with positions, minutes, agendas, phone
communications, parent/teacher conference checklist and notes, Excel Plan and email. Parents are provided parental involvement information
through our NCLB Stakeholder Handbook, our school website, letters, Annual Meetings, and student progress reports.
 Provide parents a description and explanation of the CURRICULUM used at Vance and by the district, forms of ACADEMIC ASSESSMENTS used to
measure student progress, and the PROFICIENCY LEVELS students are expected to meet.
o Through the distribution of our NCLB Stakeholder Handbook, the School Improvement Plan, Think Link Reports, Excel plan, School Code of
Conduct and progress report, parents receive on-going description and explanation of the curriculum and academic assessments.
 To describe how Vance has jointly developed with parents, the entire school staff, and students to share the responsibility of improved student academic
achievement through a school (administrators)-parent-student compact.
o The development of the school’s-parents-student compact begins with the Site-Based Decision Making Council (comprised of parents, community
persons, students, teachers and administrators). It will be reviewed, revised, adopted and presented at the annual meeting. The final document is
sent home to every parent and distributed and discussed at registration, parent-teacher conferences, and parent meetings. The document is
reviewed annually at SBDMC meetings.
o The school-parent-student compact describes:
Vance Middle School’s Tennessee School Improvement Planning Process
Page 121 of 130








The responsibilities of all parties for improving student achievement and the partnership between Vance and its parents to help
students achieve the State’s high standards.
Vance’s responsibility to provide high-quality curriculum and instruction.
The ways in which each parent will be responsible for supporting their children’s learning
The importance of on-going communication between the teachers and parents.
The parent-teacher conferences held at Vance to discuss the compact as it relates to student achievement.
How Vance distributes frequent student progress reports.
How Vance gives parents access to staff, to volunteerism participation, and class observation.
How Vance distributes an understandable and uniform hard copy of the school’s parental involvement plan in a language parents can
understand.
The administrators, faculty and staff will provide a strategic plan and implement NCLB requirements according
to the guidelines set forth by the law to ensure effective involvement of parents and to support this partnership
to include the following:
1. Provide assistance to the parents of children served by Vance in understanding State’s academic content standards and student academic achievement
standards, State and local academic assessments, and how to monitor a child’s progress and work with educators to improve the achievement of their
children. Vance provides information through NCLB Stakeholder Handbook, Raising Student Achievement Parent meetings, TCAP writing, TCAP
assessment and end of course meetings, Student Code of Conduct, Think Link reports, Curriculum Night, and TCAP Parent Workshops.
2. Provide materials and training to help parents to work with their children to improve their children’s achievement.
3. Provide teachers, pupil services personnel, principals and other staff strategies to reach out to communicate with and work with parents as equal partners to
implement and coordinate parent programs and build ties between parents and the school.
4. Provide professional development sessions by the Instructional Facilitator and Principal on closing the relationship gap & provide staff with the Teaching
Children of Poverty Training.
5. Provide and integrate parental involvement programs and activities that encourage and support parents to fully participate in the education of their
children. Parent training sessions offered by community partners and the SBDM Council.
6. Provide the information sent home related to school and parent programs, meetings and other activities in a language parents can understand.
7. Provide full opportunities for the participation of parents with children with disabilities, and parents of migratory children ensuring the information and
school reports are in a language parents can understand.
Vance Middle School
‘Home of the Eagles’
Taurin Hardy, Principal
Trenton Watson, Assistant Principal
Barbara Asemota, IF
VMS is a Title I school and does not discriminate in its programs or employment on the basis
of race, color, national origin, handicap, disability, sex or age.
Vance Middle School’s Tennessee School Improvement Planning Process
Page 122 of 130
Vance Middle School
Family Engagement Plan 2011-2012 - TRANSLATED IN SPANISH
La Escuela VANCE MIDDLE SCHOOL cree que los padres / tutores legales forman una conexión vital para el bienestar educativo de nuestros hijos. Creemos
que padres, maestros, administradores, y miembros de la comunidad tienen que tener expectativas altas y trabajar en conjunto para el rendimiento de los
estudiantes. La escuela asegurará que sus familias tengan oportunidades para participar en la planificación, diseño, y ejecución del programa de compromiso de
familias de “Que Ningún Niño Se Quede Atrás” haciendo lo siguiente:
Actividades Principales
1. El Plan de Compromiso de Familias de la escuela está comprometido a involucrar a las familias en el desarrollo de política.
2. El Plan de Compromiso de Familias incorpora la involucración de familias en las decisiones y en la gobernación.
3. La reunión anual de “Que Ningún Niño Se Quede Atrás”: explicará las reglas de Título I, el plan de estudios, el estado del progreso anual (AYP) de la escuela y participación en
programas de Título I, medidas de evaluación resultados, estándar del estado, niveles de competencia, la iniciativa de “Blue Ribbon”, intervenciones, asistencia promoción /
políticas de retención, derechos de los padres de familia.
4. Comunicación de doble sentido entre familias, maestros, personal de la escuela, administradores y la comunidad.
5. La escuela proporcionará oportunidades completas para la participación de padres discapacitados, padres de niños migratorios, y padres con dominio limitado delinglés.
6. Oportunidades para el desarrollo profesional.
7. El Plan de Compromiso de Familias promete aumentar la participación de familias.
Estrategias
1. Desarrollar en conjunto, revisar cada año determinar los puntos fuertes y puntos débiles del convenio del hogar /escuela de “Que Ningún Niño Se Quede Atrás”, el Plan
de Compromiso de Familias, y el Plan de ejoramiento la Escuela.
2. Proveer oportunidades regulares para que las familias contribuyan a la planificación, revisión, y ejoramiento
de programas para la involucración de familias a través de reuniones en la escuela, reuniones de padres, rencias, charlas cada mes, encuestas para padres.
3. Invitar a familias y organizar la reunión anual a horas flexibles (a.m., p.m.) con intérpretes para padres connio limitado del inglés.
4. Proporcionar / explicar continuamente datos acerca del progreso de los estudiantes: conferencias con horario flexible informes del progreso, resultados de evaluaciones,
datos de TCAP (Niveles de competencia), boletas de calificaciones, recados / llamadas telefónicas, el reporte STAR (si es aplicable), estrategias de intervención, tarea
mandada a casa dos veces al mes, correo electrónico, mensajes telefónicos, lesson line, y un plan de estudios de alta calidad.
5. Proporcionar continuamente datos e informes de la escuela en forma uniforme y comprensible, usando traductores cuando sea necesario, por ejemplo, para boletines,
calendarios, el sitio del Internet de la escuela, y anuncios en el salón NCLB de Recursos Para Padres.
6. Invitar a los padres / tutores legales, por medio del calendario de la escuela, el sitio del Internet, y recado mandados a casa, a participar en el programa planeando del
desarrollo profesional de la escuela. Mandar a casa anuncios de las oportunidades del desarrollo profesional de las escuelas de la Ciudad de Memphis y anunciar las en el
Salón NCLB de Recursos Para Padres.
8. Reuniones de las familias se organizarán regularmente durante el año a horas flexibles para acomodar las necesidades de todas las familias. Se proporciona a los padres
oportunidades de observar el programa de enseñanza, participar como voluntario, y participar en la planificación de la escuela.
Evaluación / Resultados
1. Familias y miembros de la comunidad se convierten en accionistas en el proceso de educación y están siempre pendientes de las responsabilidades y expectativas de las
escuelas.
2. Poner en práctica / revisar las encuestas del ambiente escolar; dirigirse a resolver asuntos entre familias y la el dentro de 48 horas.
3. Proveer a las familias con conocimiento de los programas y estrategias / actividades eficaces para aumentar los niveles de competencia de los estudiantes.
4. Las familias pueden dirigirse a áreas de necesidad de los estudiantes e involucrarse en la experiencia académica.
5. Entrega de servicios que apoyan y aumentan la participación de las familias
6. Posibilitar a los padres a mejor entender el estándar, el contenido académico, y mejorar las habilidades / conocimientos de ser padres; más oportunidades aumentadas
para que los padres también estudian.
7. Maximizar las posibilidades de asistencia de padres; asegurar participación valiosa de padres de familia.
Vance Middle School’s Tennessee School Improvement Planning Process
Page 123 of 130
SCHOOLWIDE ACADEMIC INTERVENTION PLAN
Directions: Complete the form to articulate the programs, models, and strategies which clearly define your school’s intervention plan. What
strategies have you incorporated in your school improvement plan to ensure that students experiencing difficulties are identified on a timely basis?
How do you provide additional support to these students? These activities should provide students with additional services that increase the amount
and quality of instructional time.
SCHOOL: _____Vance Middle School___________
SCHOOL YEAR: _____2011-2012_________________________________
Effective Programs, Models, and Strategies
Extended Day/Year
Home-School Connection
Ex. Community Volunteers
(Ex, Differentiated instruction, Voyager, Stanford Math, Course (Before, during, after school, summer, year round, Excel, SES)
Recovery, Classroom Libraries, Thinking Maps, ACT/SAT Prep,
cooperative learning, STAR, etc.)
Identify the name of the extended day/year program, date, & time.
Ex. After-school Tutoring or Homework Center, Saturday School
Program Name
Stanford Math Program
During School
After School
Stanford Language Arts And Writing (LAW)
During School
After School
Reading Plus
During School
After School
Classroom Instruction That Works and Professional
Planning That Works
During and after
school
Tutorial Program (During School)
 Our Children Our Future
Tutorial Programs (After School)
 Emmanuel Academy
 Streets Ministries
Vance Middle School’s Tennessee School Improvement Planning Process
List the name of the organization,
church, adopter, parent/
community group.
Date & Time
Schoolwide on Mondays, Tuesdays,
and Wednesday, during
Exploratory; Afterschool Program
on Monday and Tuesdays
Exceptional Children daily
ELA teachers use it as needed for
students
Used in Title One TCAP
Achievement After School Program
Schoolwide on Mondays, Tuesdays
and Wednesdays during
Exploratory
Mondays and Tuesdays afterschool
during Title One TCAP
Achievement Program
Teachers use it daily
Teachers will use during weekly
PLCs
Tues/Thurs
12:15-1:15pm
Daily 2:30pm-5:30pm
M-T-Th 2:30pm-4:30pm
Page 124 of 130
Emmanuel Center allows
students to use computers to
access Stanford Math after
school
Community Volunteers (UT
Memphis, Greater Deliverance
Church)
Emmanuel Center Volunteers
Streets Ministry volunteers
Jumpstart (overage students)
EXCEL Plan
Good First Teaching (teachers using DI, Thinking Maps,
Cooperative Learning, technology integration- CPS
units)
Drop Everything and Write (DEW)
Learning Folio
Writing Blitz
During School
During School
During School
Daily
Year Round
Year Round
Jump-Start Parents
During School
During School
During School
Drop Everything and Read (DEAR)
Academic Hour
During School
During School
Year Round
Twice Annually
January – two weeks before writing
assessment
Year round – Thursday afternoons
Daily – 7th period for 7th and 8th
grade students
Teacher Mentoring Program - Federal Grants & Programs (NCLB)
Complete Action Plan for developing and implementing a mentoring program.
Action Steps
New Teacher Orientation
Timeline
September 8,
2011
Implement the MCS
‘Raising the Bar’ Mentor
Program
New Teacher Network
New Teachers meet
monthly as a group
September
2011 – May
2012
September
2011 – June
2012
 Starting the Year off Right
 Teacher Evaluation Process
 Understanding the TCAP test
 Data Analysis
 Sharing Best Practices
 Gender Based Instruction
Learning Village/Discovery
Required Resources
2011-12 Teacher Handbook
Classroom Instruction That Works books
Attendance Policy
Grade book Guidelines
District trained mentors -$700.00 stipend
Professional Development on ‘Raising the
Bar’ (substitutes for teachers)
Lesson Plan booklet
‘Classroom Instruction That Works’
Instructional best practices
TN State Standards
Literacy/Writing Plan
Classroom Management
Variety of Assessments
Team Building Exercises
Vance Middle School’s Tennessee School Improvement Planning Process
Person(s) Responsible
Dena McNeal, Mentor & Mentor Coordinator
Barbara Asemota, IF
Dena McNeal, Mentor
Barbara Asemota, IF
Dena McNeal Coordinator/Mentor
Page 125 of 130
Professional Learning
August 2011 –
Community for New
May 2012
Teachers to research,
implement and share best
practices and collaboration
in teams to provide
sustained and on-going
professional development
based on teachers’ selfassessment
(see Professional
Development Plan)
Experienced Teachers for Observations
Substitutes (Title One)
Evaluation Instruments
Professional Planning That Works
New Teacher Notebook
Understanding Middle School
What I should Know my First year?
Barbara Asemota, IF
Dena McNeal, Coordinator/Mentor
Taurin Hardy, Principal
2011-2012 TECHNICAL ASSISTANCE provided by District and/or State – Federal Grants and Programs
(NCLB)
Name
Marceia Ashe
Dr. Deborah Currie
William Graves
Role
NCLB Supervisor
School
Psychologist






Karen Dotson
Social Worker




MCS I.T. Department
Dr. Jesse Feldman
Milam Bruce
Technology Coach

Behavior Specialist

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Janice Holeyfield
Exceptional
Children Supervisor



Responsibilities
Monitor and supervise the NCLB school to ensure compliance in budget and
documentation
Complete psychological evaluations
Assist with S-Team, E-Team and IEP team meetings
Counsel students individually or in groups
Assist with behavior intervention and functional behavior assessments
Serve as a consultant to school staff
Makes home visits to speak with parents and students
Assist with S-Team, E-Team and IEP team meetings
Assist with Student Behavior Interventions
Counsel students individually or in groups
Provide technical assistance for computers programs such as Gaggle, Learning
Village, Discovery Website and other district technology
Works with the school in collaboration of PBIS
Reviews/analyzes data every 20 day period
Provides feedback on school climate and discipline needs
Assists teachers with writing, reviewing and implementing IEPs.
Oversees transportation of SWD students
Provides monthly professional development for teachers
Vance Middle School’s Tennessee School Improvement Planning Process
Page 126 of 130
ACTIVITY
Counseling and Classroom
Guidance Sessions
Orientation Day for Elementary
Feeder Schools Transition to
Vance Middle School
High School Day for 8th grade
students
Career Fairs
 Women Only
 6TH- 8th grade
Orientation Day at BTW 9th
grade Academy
Pretty In Pink Mother/Daughter
Luncheon and Workshop
Focus Plan of Study
ACT Explore Test
Summer Academic Enrichment
Program
TRANSITION PLAN for ELEMENTARY & HIGH FEEDER SCHOOLS
Federal Grants and Programs- NCLB
PERSON RESPONSBLE
DATE
OUTCOME
th
Curtrice Smith, Counselor
On-going
Entering 6 grade students will be presented the various
throughout the
services offered through the guidance department.
school year
Students will be informed of academic, career and
personal /social standards.
Curtrice Smith, Counselor
May (First week)
Students from feeder schools will participate in an
Barbara Asemota,
orientation of Vance Middle School and learn about the
Instructional Facilitator (IF)
6th grade. Students will tour the school and experience
the middle school transition.
Curtrice Smith, Counselor
April (Last week)
Counselors from surrounding high schools will speak to
Barbara Asemota, IF
8th grade students about the high school experience and
Lakeisha Haywood, IF-BTW
requirements for entry.
Curtrice Smith, Counselor
March and
Various organizations and community representatives
Barbara Asemota, IF
May (Second week) will present information in regards to their careers. Also
they will give motivational talks to all students about
the importance of staying in school.
Barbara Asemota, IF
May (Third week)
8th grade students will tour the 9th grade Academy at
Lakeisha Haywood, IF
B.T. Washington. They will learn the expectations of
Curtrice Smith & BTW,
the academy and the new challenges in 9th grade.
Counselors
Barbara Asemota
May 2012
5th grade students and their mothers from Feeder school
will be invited to the Annual Pretty In Pink
Mother/Daughter Luncheon and Workshops.
Curtrice Smith , Counselor
January - April
Students will select their high school courses to prepare
them for graduation. Students will gain knowledge of
course requirements and state mandates for graduation
as well as college information.
Curtrice Smith, Counselor
October 2011
To assess 8th grade students readiness for college. As
well as give students an interest inventory survey to
determine possible career opportunities.
Barbara Asemota, IF
Summer – June
Current students targeting 8th grade students. Students
2012
are introduced to high school procedures, rules and
policies and the required changes that will occur during
their transition to high school.
Vance Middle School’s Tennessee School Improvement Planning Process
Page 127 of 130
Vance Middle School Ten Components of a Title I Schoolwide Program
(Highlighted Pages as Requested)
Schoolwide Program Component
SIP Pages
1. Comprehensive Needs Assessment of the entire school using
data analysis of subgroups
2. Schoolwide Reform Strategies with emphasis on improved
achievement of the lowest achieving student
18
13-14, 94, 89, 98
3. Instruction by Highly
Qualified Staff
15
4. High Quality and Ongoing Professional Development
89, 100, 112, 120
5. Strategies to Attract Highly Qualified Teachers to High Needs
Schools
15, 125
6. Increased Parental Involvement
100, 119, 120
7. Assistance to Preschool Children from Early Childhood
Programs to Elementary Programs
128
8. Measures to Include teachers in assessment decisions to
improve student performance and instructional programs
18, 65, 71
9. Provide Timely, Additional Assistance to Students Experiencing
Difficulty mastering standards
123-124
10. Coordination and Integration of Federal, State and Local
Vance Middle School’s Tennessee School Improvement Planning Process
84, 88-100
Page 128 of 130
Vance Middle School Revised School Improvement Plan
(Highlighted Pages as Requested)
Revised Components
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
(viii)
(ix)
(x)
School
SIP Pages
Scientifically based research strategies that will strengthen core academic
subjects
Policies and practices concerning the school’s core academic subjects that
will help ensure all groups of students will meet state academic standards
Assurance the school will spend not less than 10% for high quality
professional development
12-14, 62
12-14, 62, 68, 82
1. Directly addresses academic
achievement
problem
2. Meets requirements for
professional
development
89, 91, 96,
98
3. Affords increased opportunities
for parent & teacher participation
100
How funds will be used to remove school from improvement
status
Establish specific annual, measurable objectives for continuous and
substantial growth
How school will provide written notification to parents
71, 89, 91, 96, 98
Specify responsibilities of the school, including technical assistance
Strategies to promote effective
parental involvement
Intervention strategies
Teacher mentoring program
14, 57
16, 100, 119-120
Vance Middle
District Memphis City Schools
Date Submitted
Date Reviewed
Vance Middle School’s Tennessee School Improvement Planning Process
Page 129 of 130
16, 100, 119-120
14, 57
14, 123-124
13, 126
90, 96
Vance Middle School’s Tennessee School Improvement Planning Process
Page 130 of 130