1.3.2: School and Community Data
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Bruce Elementary School 581 South Bellevue Boulevard Memphis, TN 38104 (901) 416-4495 Martha J. Tipton, Principal ~Inspiring Learners for Life~ Tennessee School Improvement Plan, 2007-2008 Tennessee Department of Education Commissioner Dr. Tim Woods Mr. Dan Ward, Interim Superintendent, Memphis City Schools Table of Contents Assurance Page Component 1: School Profile and Collaborative Process Component 1a—School Profile and Collaborative Process 1.1 SIP Leadership Team Composition 1.2 Subcommittee Formation and Operation 1.3 Collection of Academic and Non-Academic Data and Analysis/Synthesis Data Sources School and Community Data Component 1b—Academic and Non-Academic Data Analysis 1.4 Variety of Academic and Non-Academic Assessment Measures 1.5 Data Collection and Analysis 1.6 Report Card Data Disaggregation 1.7 Narrative Synthesis of all Data 1.8 Prioritized List of Targets Component 2: Beliefs, Mission and Vision 2.1 Beliefs, Mission and Shared Vision Component 3: Curricular, Instructional, Assessment and Organizational Effectiveness 3.1 Curriculum Practices 3.2 Curriculum Process 3.3 Instructional Practices 3.4 Instructional Process 3.5 Assessment Practices 3.6 Assessment Process 3.7 Organizational Practices Bruce Elementary School School Improvement Plan Pages(s) 4 5 6 6 7—11 12—30 31, 32 31, 32 33—43 44 44—46 48 49 50—53 54 55—65 66, 67 68—77 78—80 81—88 89, 90 91—98 2 3.8 Organizational Process Component 4: Action Plan Development 4.1 Goals 4.2 Action Steps 4.3 Implementation Plan Component 5: The School Improvement Plan and Process Evaluation 5.1 Process Evaluation 5.2 Implementation Evaluation 5.3 Monitoring and Adjusting Evaluation Appendix Charts and Graphs Title 1 Addendum Assurance Page Family Engagement Plan Pre-School Transition Plan Professional Development Plan School-wide Instructional Report Coordination and Integration of Federal, State, and Local Services and Programs Intervention Plan Teacher Mentoring Plan Home-School Compact, English and Spanish Versions Family Engagement Plan, Spanish Version Strategies to Attract High Quality, Highly Qualified Teachers Written Notice to School Stakeholders Regarding A.Y.P. Status Bruce Elementary School School Improvement Plan 99, 100 101 102—121 102—121 102—121 122 123—135 136—140 141—154 155 156—162 163 164 165 166 167—177 178 179 180 181 182—186 187—188 189 190 3 Tennessee School Improvement Planning Process (TSIPP) Assurances I certify that Bruce Elementary School has utilized the data and other requirements requested for each component. The school will operate its programs in accordance with all of the required assurances and certifications for each program area. I CERTIFY that the assurances referenced above have been satisfied to the best of my knowledge. __________________________________________ Signature of Principal Bruce Elementary School School Improvement Plan ______________________ Date Signed 4 Component One School Profile and Collaborative Process Bruce Elementary School School Improvement Plan 5 Component 1a - School Profile and Collaborative Process 1.1: SIP Leadership Team Composition Bruce Elementary School’s School Improvement Plan Leadership Team was composed of the chairs of each subcommittee. Representatives from each of the relevant stakeholder groups were asked to be a part of this year’s school improvement process. Student data was collected and continuously analyzed to determine the effectiveness of the school’s programs. SIP Leadership Team Member Name Martha J. Tipton Rebecca Schaffer Tronda Foster Cathy Swain Estella Phipps Carol Lawler Lilly Ragsdale Angela Alexander Paul Lawler Taquisha Webb Laurie Graves Louise Cathey Bruce Elementary School School Improvement Plan Leadership Chair? (Y/N) N Y Y Y Y Y N N N N N N Position Principal P.D.S.C.C. Teacher Teacher Teacher Teacher Grandparent Parent Adopter Student Community Volunteer School Secretary Name of Subcommittee(s) (when applicable) All Components Component 1 Component 2 Component 3 Component 4 Component 5 Component 1 Component 2 Component 3 Component 4 Component 4 Component 5 6 Component 1a - School Profile and Collaborative Process 1.2: Subcommittee Formation and Operation Subcommittee for COMPONENT 1 School Profile and Collaborative Process Member Name Position Chair Martha J. Tipton Principal N Rebecca Schaffer P.D.S.C.C. Y Lilly Ragsdale Grandparent N Jacqueline Thompson Pre-Kindergarten Teacher N Sheila Griffen First Grade Teacher N Patricia Newell-Brown Second Grade Teacher N Diane Lockwood E.S.L. Teacher N Martha Dean Third Grade Teacher N Charles Coker Fifth Grade Teacher N Clarice Harris School Nurse N Component 1 Subcommittee has met to address critical components of the SIP and minutes are on file. YES NO Subcommittee 1 Chair Signature Bruce Elementary School School Improvement Plan 7 Subcommittee for COMPONENT 2 Beliefs, Mission and Vision Member Name Position Martha J. Tipton Principal Tronda Foster First Grade Teacher Angela Alexander Parent Helen Brittman Fifth Grade Teacher Bobby Spillman Art Teacher Linda Rose Kindergarten Teacher Danny Gullett Physical Education Teacher Kathy Cohran First Grade Teacher Deana Cole Secretary Georgia Brumley Building Engineer Chair N Y N N N N N N N N Component 2 Subcommittee has met to address critical components of the SIP and minutes are on file. YES NO Subcommittee 2 Chair Signature Bruce Elementary School School Improvement Plan 8 Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and Organizational Effectiveness Member Name Position Chair Martha J. Tipton Principal N Cathy Swain First Grade Teacher Y Paul Lawler Adopter N Myra Terry Kindergarten Teacher N Loretta Farmer Second Grade Teacher N Canary Williams Third Grade Teacher N Cecilia Pontius Fourth Grade Teacher N Arlena Brown Fifth Grade Teacher N Sonja Rosenberg Media Specialist N Component 3 Subcommittee has met to address critical components of the SIP and minutes are on file. YES NO Subcommittee 3 Chair Signature Bruce Elementary School School Improvement Plan 9 Subcommittee for COMPONENT 4 Action Plan Development Member Name Position Martha J. Tipton Principal Estella Phipps Kindergarten Teacher Taquisha Webb Student Marian Dye Second Grade Teacher Tenina Holman Pre-Kindergarten Teacher Marilyn James Special Education Teacher Laurie Graves Community Volunteer Deborah Douglas Third Grade Teacher Lisa Waddell Fourth Grade Teacher Fenwick Chappell Community Volunteer Scarlet Crain Speech Pathologist Sasha Kirkland E.S.L. Teacher Chair N Y N N N N N N N N N N Component 4 Subcommittee has met to address critical components of the SIP and minutes are on file. YES NO Subcommittee 4 Chair Signature Bruce Elementary School School Improvement Plan 10 Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation Member Name Position Chair Martha J. Tipton Principal N Carol Lawler Fifth Grade Teacher Y Theresa Herrington School Counselor N Charles Coker Fourth Grade Teacher N Fenwick Chappell Community Volunteer N Terry Starr Orff Music Specialist N Karen Lanier Educational Assistant N Roslyn Crossland C.L.U.E. Teacher N Matthew Wynne Orff Music Specialist N Component 5 Subcommittee has met to address critical components of the SIP and minutes are on file. YES NO Subcommittee 5 Chair Signature Bruce Elementary School School Improvement Plan 11 Component 1a - School Profile and Collaborative Process 1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis 1.3.1: Data Sources Data Source 2007 Memphis City School’s School Climate Survey Relevant Findings In the spring of 2007, the Memphis City School’s School Climate was administered to students, staff, and parents/guardians. School Climate Student Surveys—263 Respondents Overview of Strengths: Ninety-one percent of the students believe that their teachers work hard helping them learn. Ninety-one percent of students expect to go to college. Ninety-five percent of students realize the importance of making good grades. Seventy-three percent of students believe that what they learn at Bruce has value. Only one percent of students state that they have ever felt scared at school. Ninety-nine percent of students state that teachers regularly let them know how they are doing in class. Overview of Weaknesses: Seventy percent of students have experienced some form of teasing at school. Only forty-one percent of students brag about being at Bruce. Forty-eight percent of students regularly eat supper with their families. Thirty-six percent of students do not participate in extracurricular activities. Bruce Elementary School School Improvement Plan 12 Data Source Relevant Findings School Climate Staff Surveys—23 Respondents Overview of Strengths: One hundred percent of teachers have the confidence that they can motivate students, even the most challenging ones. One hundred percent of the respondents believe that Bruce Elementary School’s teachers have what it takes to get children to learn. One hundred percent of teachers responded that they are well prepared to teach and can manage disruptive students. One hundred percent of respondents feel safe at the school and would recommend it as a great place to work. One hundred percent of teachers state that parents, for the most part, encourage them to maintain high standards. One hundred percent of teachers use a variety of assessment strategies in their classrooms. Overview of Weaknesses: Seventy percent of respondents believe that parents can sometimes participate in parent organizations. Fifty-six percent of respondents feel that some students are afraid of being hurt or intimidated by other students. Only thirty percent of staff members always feel safe at school. School Climate Parent Survey—79 Respondents Overview of Strengths: Eighty percent of parents believe that the school is a good place for their child(ren) to learn. Eighty percent of parents responded that they feel safe at Bruce Elementary School. One hundred percent of parents feel Bruce Elementary School School Improvement Plan 13 Data Source Relevant Findings that Bruce teachers are doing a great job. Ninety-eight percent of parents believe that the school is preparing their child(ren) for college. Eightyfive percent ensure that their child completes his/her homework. Overview of Weaknesses: Thirteen percent of parents state that they have never been invited to their child’s classroom during the instructional day. Forty-two percent state that they do not attend parent workshops. Forty-eight percent of respondents stated that transportation is a barrier to becoming more involved in the school. Thirty-seven percent of parents worry about their children’s belongings before, during, and after school. Bruce Elementary School School Improvement Plan 14 1.3.2: Narrative and Analysis of Relevant School and Community Data 1.3.2: School and Community Data School Characteristics Narrative and Analysis of Relevant School and Community Factors: Historical Background The original Bruce Elementary School was built in 1908 at 1206 Carr Avenue. It served children in the Annesdale Area, the first subdivision built in Memphis, and the nearby Central Gardens Ares. The school was named to honor the well-known Memphis businessman and cultural leader, William S. Bruce. In 1999 a new school was constructed on land adjacent to the old site: south of Carr Avenue and west of Bellevue Junior High School. Facilities Bruce Elementary School opened a new facility in 1999 at 581 South Bellevue Boulevard. It is a one-story brick building capable of housing seven hundred students. The building has thirty classrooms, a multi-purpose room which serves as both gymnasium and dining room, and a secure courtyard with playground area. All classrooms have internet access, telephones for home-school communication, and computers for computer assisted instruction. The Media Center has a fully automated circulation system and can accessed via classrooms. Bruce Elementary School School Improvement Plan 15 Environmental and Safety Conditions Bruce Elementary School’s Multi-Hazard Emergency Plan committee members review and update the safety plan annually. This plan outlines procedures and identifies students in need of assistance in the event of an emergency. It includes schedules for fire, earthquake, lockdown, and tornado drills. These procedures are practiced with students and staff regularly. A safe, orderly environment is maintained by the enforcement of the School-Wide Discipline Plan, Memphis City School’s Code of Conduct, and Bruce Elementary School’s Safety Plan. A safety inspection was conducted in April of 2008, and the school was found to be in compliance. Parent patrols and Watch D.O.G.S. members assist with school supervision and safety. All faculty members have been trained to ensure a safe school environment. Teachers are assigned to morning duty and are all expected to supervise students upon dismissal. One crossing guard is employed to assist with traffic concerns. A wireless radio communication system is in place to maintain openlines of communication. All exterior doors remain locked at all times. Two swipe-card keyless entry doors with cameras have been installed for faculty and staff use. Visitors must be “buzzed” in after receiving office clearance. Every visitor must sign in and out and wear a visitor’s badge while on campus. Staff members must wear their Memphis City School’s identification badge while on school grounds. Every classroom is equipped with a telephone, emergency kit, and an emergency button with direct access to the main office. Each staff member completes the annual training on Blood Borne Pathogens, Hazardous Chemicals, child abuse reporting, and suicide prevention. Select staff members have been trained in the use of C.P.R. and first aid. A nurse from Lebonheur Children’s Hospital comes weekly to work with the asthmatic students. Bruce Elementary School’s nurse trains the staff and students on health related topics. Bruce Elementary School School Improvement Plan 16 The school’s Indoor Air Quality Team annually inspects and reviews concerns about the quality of air in the building. Grade Distribution Bruce Elementary School is a Pre-K through Grade Five school. Grade Level Pre-Kindergarten Kindergarten First Second Third Fourth Fifth Totals Enrollment 36 73 57 67 63 66 67 429 Female 18 36 27 35 28 34 29 207 Male 18 37 30 32 35 32 38 222 Length of School Year The school year consists of one hundred eighty student days and ten teacher in-service/administrative days. The Memphis City School’s approved school calendar dictates start and end days along with school holidays. Length of School Day The school day begins at 7:30 a.m. and ends at 2:15 p.m. Students can enter the building at 7:00 a.m. for breakfast. Students report to class at 7:20 a.m. Bruce Elementary School School Improvement Plan 17 Operating Budget and Distribution Equity Memphis City Schools’ 2007-2008 Expenditure per Student: $8,708.00 Bruce Elementary School’s funding budget is broken down as follows: 2007-2008 Operating Budget Site Based Funds Title I Funds Fee Waivers Total $95,646.90 $129,689.42 $2,463.00 $227,799.32 Site Based Funds Allocation Professional Development Property Maintenance Misc. Contracted Services Supplies and Materials Travel Furniture & Equipment Total Bruce Elementary School School Improvement Plan $1,400.00 $309.12 $313.56 $70,159.17 $2,160.00 $21,305.05 (07-08 only) $95,646.90 18 Title I Funds Allocation Personnel Benefits Staff Development Purchased Services Parental Involvement Printing Food Materials Equipment/Computers Total $74,879.65 $18,727.77 $6,400.00 $5,000.00 $2,002.60 $1,000.00 $1,500.00 $8,995.98 $11,183.42 $129,689.42 Administration, Faculty and Staff Demographics Bruce Elementary administrative team consists of one principal and one Professional Development School Compliance Coach (P.D.S.C.C). The principal maintains staffing according to the Memphis City Schools and State of Tennessee guidelines. New teachers are hired who share in the vision and mission of Bruce. Our instructional staff is comprised of twenty general education teachers. Special skills staffing includes a librarian, one Orff music teacher, one part-time Orff music teacher, one art teacher, and one physical education teacher. Our certified support staff includes one guidance counselor, one instructional resource teacher, and two ESL teachers. The school psychologist and social worker report to our school once weekly to support the instructional program. Four general education paraprofessionals, one bi-lingual mentor and one full-time I.S.S. (In-School Suspension) assistant also support the instructional program. Bruce Elementary School School Improvement Plan 19 Non-instructional staff includes a nutrition services manager and seven cafeteria workers, one supervising building engineer and five custodial workers, one school secretary, and one general office secretary. All of Bruce Elementary School’s teachers hold a Bachelor’s Degree and are fully licensed by the State of Tennessee. All faculty members are tenured employees. The faculty has taught an average of fifteen years. Seventy-four percent of teachers have advanced degrees. Forty-two percent of teachers have taught more than twenty years. Twenty-nine percent have taught more than ten years. Twentynine percent have taught over five years. Faculty DemographicsThe principal and P.D.S.C.C. make up the administrative team. Both are female, one AfricanAmerican and one Caucasian. Of the thirty-four classified personnel, ten percent are male and ninety percent are female. Sixty-two percent of the classified personnel are African-American and thirtyeight percent are Caucasian. Professional Staff Highly Qualified Status of Certificated ProfessionalsAll members of the Bruce Elementary teaching staff are fully licensed by the State of Tennessee and are “Highly Qualified” to teach in the area they serve. Professional development and a teacher/staff handbook are readily available. The art teacher holds an alternative license while he completes his coursework and Praxis exam. The State of Tennessee considers this teacher “highly qualified.” Bruce Elementary School School Improvement Plan 20 Highly Qualified Status of ParaprofessionalsFour part-time paraprofessionals serve regular students under the supervision of certificated personnel. One hundred percent of the paraprofessionals are “Highly Qualified” under N.C.L.B. requirements. Three mentors are on staff and have completed “Raising the Bar” mentor training. Mentoring is provided for new staff member or those who are assigned to new grade levels. Certificated personnel are evaluated using the Tennessee Framework for Evaluation. The evaluation process includes a selfassessment component, lesson planning and reflection, educational information records and future growth plan. There is a one percent, if any, turnover rate at Bruce Elementary. If teachers and staff do depart, it is usually due to retirement. Student Enrollment Data Currently, there are four hundred twenty-nine students enrolled at Bruce Elementary School in grades Pre-K--5. There are two hundred ninety-six students in primary grades and one hundred thirty-three students in intermediate. Forty-eight percent of Bruce Elementary School students are males, while fifty-two percent are females. Ethnicity Breakdown: 70.6% African-American 14.5% Hispanic 4.9% White Bruce Elementary School School Improvement Plan 21 10.0% Asian Numbers of Students by Grade Level: Pre-Kindergarten Kindergarten First Second Third Fourth Fifth thirty-six students seventy-three students fifty-seven students sixty-seven students sixty-three students sixty-six students sixty-seven students Curriculum and Special Activities Bruce Elementary School offers a high quality curriculum that is directly aligned with Tennessee’s state standards. Good “first teaching”, student centered classrooms, along with the utilization of research-based instructional practices ensure adequate yearly progress. Teachers continuously differentiate instruction and utilize technology to meet the needs of all learners. There are daily, dedicated Mathematics and Balanced Literacy Instructional Blocks that are non-interrupted. The core curriculum consists of Mathematics, Science, Social Studies, Reading and Language Arts. Other extra-curricular programs at Bruce Elementary School include Orff Music, Physical Education, Art, Library, English as a Second Language, Instructional Resource, Creative Learning in a Unique Environment, Chorus, Student Council, Junior Achievement, Read-to-Achieve, and Strings Orchestra. Numerous activities and programs are in place to foster student achievement and elicit family engagement. Culturally diverse honors programs, Read Across America, Spelling Bee, Spring Extravaganza, Constitution Day, Black History Celebration, Career on Wheels, Career Day, Arts in Bruce Elementary School School Improvement Plan 22 the Schools, Newspaper in Education, Character Education, Healthy Choices Week, and the Community Readers program all enrich the school’s curricular program. Supplemental instructional/intervention programs are used to reach those students at-risk of not meeting the state’s academic standards. Low-achieving subgroups and at-risk individuals are targeted for assistance. Strategies are in place to meet the educational needs of the historically underserved, English Language Learners, Special Education students, those living in high poverty, and migratory students. These include, but are not limited to, Voyager Passport, Individualized Instruction, Peer Tutoring, Student-Teacher Academic Reports, Alternative Assessments, Resource, Support Team Meetings, I.E.P. (Individualized Educational Plans) Meetings, Student Attendance Review Team Meetings (S.A.R.T.), English as a Second Language, Stanford Mathematics (E.P.G.Y.), America’s Choice, D.I.B.E.L.S. (Dynamic Indicators of Basic Early Literacy Skills), Accelerated Reader, T.C.A.P. After School Program, E.S.L. Homework Help After School Program, and Voyager’s Ticket to Read. Programs are in place to support transitions from home to Kindergarten. Bruce Elementary School sponsors an annual ‘Kindergarten Day’ inviting preschool age children from the community, Bruce students’ siblings, and those from the surrounding Daycares and Headstart programs. All parents, program directors, and children are encouraged to tour the school and meet with Kindergarten and Pre-Kindergarten teachers. At this time, visitors are given a copy of the Memphis City School’s Kindergarten report card, curriculum, and “tips” from the teachers to better ready the children for school. Registration information is also provided to help parents get the necessary requirements for school entry. Everyone is given an application for Shelby County’s Imagination Library. Books are sent to children under five years of age monthly. St. John’s United Methodist Church, one of our adopters, sends books to siblings of Bruce students under five years of age. Bruce Elementary School’s stakeholders want to ensure that preschool age children have access to books in their homes. This is the third year for the voluntary Pre-Kindergarten class at Bruce Elementary School. A second Pre-K class was added this school year. There are two Pre-K teachers, two full time assistants, and Bruce Elementary School School Improvement Plan 23 thirty-eight students. Monthly parent meetings support families with the school transition. These classes serve students who demonstrated the greatest need via diagnostic testing. On-going programs are in place to support the transition from Bruce Elementary School to Bellevue Middle School. Our Fifth Grade students regularly meet with faculty and students from the neighboring Middle School. Students shadow other students and are assigned Middle School mentors. Students spend a day following their mentors. Bruce students attend Middle School programs to help ease the transition. Teachers from Bruce Elementary and Bellevue Middle School meet to collaborate on the strengths and weaknesses of entering Middle School students and to map the curriculum. This collaboration allows for continuous monitoring and adjusting of instruction and curriculum mapping. Both Principals share information and elicit feedback ensuring the alignment of curriculums within the schools. Guidance Counselors and Instructional Facilitators meet with teachers, students, and parents to support these programs and processes. Family and Community Support As a Professional Learning Community, we at Bruce recognize the importance of family engagement. This is why we have an open door policy. Parents are regularly invited to be a part of the instructional day and engage in the school’s professional development. They are welcomed to help in any capacity. Parents are given the opportunity to provide input and receive feedback on our annual School Improvement Plan, School Climate Survey, Title 1 budget, No Child Left Behind’s Home/School Compact, Blue Ribbon Discipline and Safety Plan, and the Family Engagement Plan. The Parent-Teacher Organization allows for leadership roles as well as the School-Based Leadership Council. Monthly “Coffee Talks” are scheduled to allow for parent input. The principal makes herself available before and after school without an appointment. Parents show support by attending parent-teacher conferences, volunteering in the classrooms, proctoring, assisting with before and after-school supervision, and attending programs/meetings/celebrations. To meet/accommodate the needs of our families, most meetings and conferences are held twice at flexible times. Bruce Elementary School School Improvement Plan 24 The stakeholders of Bruce Elementary School believe that parents, families, and community members are a vital link to the educational well being of our children. All must work together cooperatively to achieve the highest student achievement. As a result, a Family Engagement Plan and a Home School Compact have been devised annually to serve as our school’s plan for involvement and support. Both were written with input from all stakeholders. These “breathing” documents ensure that stakeholders have opportunities to participate in planning, designing, and implementing the No Child Left Behind program. These documents can be found on the school website, in the student handbook, posted in the school, and have been distributed within the school community. To better serve the needs of Bruce Elementary School’s diverse population, all reports of individual assessment results are provided to parents in a language they can understand. Be it free from “educational jargon” or translated into one of four different languages (English, Spanish, Vietnamese, or Arabic) represented within our school population, all items sent from Bruce School are carefully written. Three faculty members and a Bilingual Mentor assist with written and oral translations. A monthly calendar provides pertinent, helpful information. A newly developed Parent-Teacher Organization serves as a collaborative body. The Site-based Council also serves as a forum for collaboration. Parents are invited to participate in the school’s professional development, and can collaborate with one another in the school’s Parent Resource Room. This room houses computers and a phone for parent use. Parents can review the school’s high-quality curriculum and use the parent suggestion box. A bulletin board for parents contains information about the most recent parent meetings and other school information. Parent conferences are scheduled bi-annually and as needed. Parents are encouraged to observe the instructional program. The school’s adopters work with the school regularly and serve on the TSIPP Committees. The University of Tennessee, Memphis Leadership Foundation, Rhodes College, and Multi-National Ministries are community organizations Bruce Elementary School School Improvement Plan 25 that work regularly with Bruce Elementary School. Drug, Alcohol or Tobacco Incidents or Arrests No drug, alcohol, or tobacco incidents have occurred at Bruce Elementary School this year. Bruce is classified as a Safe School. As a kick off to the school year, Bruce students participated in a Drug Free parade. All Bruce School’s stakeholders were invited to walk with our school, through the community, to showcase our proactive attempts to keep students from drugs and poor decisionmaking. School-Business Partnerships The Memphis Civitan Club, Memphis Symphony, Memphis Leadership Foundation, Tabernacle of Praise Baptist Church, St. John’s United Methodist Church, Burger King, Rhodes College, MultiNational Ministries, and the University of Tennessee-Memphis all contribute to the well being of the school. All of these entities donate their time, money, and/or resources to help our students succeed. Teacher Leadership Bruce Elementary School’s teachers have numerous opportunities to develop their leadership skills. Some teachers are asked to become leaders, some volunteer, and some are recruited based on their areas of strength. Teachers can join the Site-Based Council, chair a School Improvement Plan committee, opt to be a grade chairperson, join the Blue Ribbon Discipline Committee, organize the United Way Campaign, train as “Raising the Bar” teacher mentors, lead professional development activities, manage the school’s Courtesy Club, run for M.E.A. representative (Teacher Union), and organize celebrations that include families. Bruce Elementary School School Improvement Plan 26 Student Population Data (See chart in appendix on page 156) Bruce Elementary School is a neighborhood school, yet over fifty percent of the students enrolled are on choice transfer. Our school served the Lamar Terrace Housing Project, but it has since been demolished. This school year, the sixth grade moved to our neighboring Bellevue Middle School; hence, decreasing our enrollment. Enrollment should increase once the new development in the Lamar Terrace community is completed. Students either walk to school or receive transportation from parents and daycare providers. Currently, there are four hundred and twenty-nine students enrolled. Ten percent are Asian, seventy point six percent are African-American, fourteen point five percent are Hispanic or Latino, and four point nine percent are Caucasian. Twenty-one students receive Instructional Resource services. Ninety students are enrolled in the English as a Second Language program. Fourteen students receive C.L.U.E. Gifted and Talented instruction. Fourteen students receive speech services. Five students have annually reviewed 504 Plans. The students and staff members of Bruce Elementary School are most fortunate to be a part of such a culturally diverse school. At any given time, students might interact with other students from Vietnam, China, Cambodia, Africa, Liberia, Mexico, Guatemala, Honduras, Bosnia, and Yemen. All of these students’ cultures are infused throughout the honors programs. The majority of these students come from homes where English is a second language. Cultural awareness and diversity are an important part of the school’s instructional process. Free and Reduced Lunch Bruce Elementary operates as a School wide Title 1 school receiving federal funds based on the ninety point four percent of students eligible for free and reduced lunch. Bruce Elementary School School Improvement Plan 27 Discipline Referrals Discipline referrals are only to be used once all other support systems have been utilized. Good classroom/school management, open-lines of communication with parents/families, and respectful, courteous behaviors of all decrease the incidents of poor decision-making. Of the four hundred twenty-nine students currently enrolled this school year, one hundred twenty-six discipline referrals have been documented. Of those, four became suspensions and sixty-five became in-school suspensions. These figures represent a significant decrease from the 2006-2007 school year. Last year, forty-five students received suspensions. The school did not have its In-School Suspension Instructor and zero students were expelled. The ethnicity/gender breakdown of those students were as follows: Ten point three percent were African American, one point six percent were Hispanic, four point three percent were female, and eleven point one percent were male. This school year, no student has been charged with alcohol, drugs, or tobacco usage. With school safety at the forefront, several school safety nets are in place. The Bruce School wide Behavior Plan, approved by the school’s stakeholders, along with the Memphis City School’s Code of Conduct and Home-School Compact are used to promote a safe environment. Parents, students, and teachers must all agree to abide by the rules and clear expectations set forth. To decrease the amount of instructional time off task, a full time In-School Suspension Instructor was hired to support the discipline effort. Promotion Rate The promotion rate at Bruce Elementary School for the 2006-2007 school year was ninety-six percent. This percentage includes the number of students who completed summer school. Bruce Elementary School School Improvement Plan 28 Stability Rate The stability rate for 2006-2007 was sixty-eight percent. Analyzing trend data in addition to community demographics/characteristics, the stability rate is low due to the increase in number of Homeless Shelters—families coming and going—and the demise of Lamar Terrace Housing Project. In addition, the sixth grade no longer exists since its transition to Bellevue Middle School. Community Characteristics The Bruce Elementary School district is bounded by Poplar Avenue on the north, Willett on the east, the L&N railroad line on the south, and East Street/Manassas on the west. According to the latest (2000) U.S. Census report, the 38104 zip code average household income or economic level is $27, 841. Twenty-nine percent of the families live below the poverty level. 9,250 people reside in this community. 2,235 people are under the age of twenty. Forty-two percent of people are Caucasian, forty-three percent are African-American, and fifteen percent are other races. There are four private schools in this area. Sixty-four point four percent of homes in the 38104 zip code have school-age children below eighteen years of age. This community data is not entirely indicative of the Bruce Elementary School population. Thirtyfive students from the Bruce School district have elected to attend optional schools. Three students have transferred to schools via a sibling transfer. Fourteen students have chosen to leave by choice transfer. Gaining schools include Downtown Elementary, Grahamwood, Richland, Idlewild, Kingsbury, Shelby Oaks, Peabody, Rozelle, Vollentine, Carnes, and Snowden. Bruce Elementary School School Improvement Plan 29 Numerous homeless shelters are now located in this area. Lamar Terrace is closed, but is now being rebuilt as University Place. The major employers in the area are Federal Express, Memphis City Schools, and the Memphis International Airport. Parent or Guardian Demographics On a recent parent survey (S.A.C.S.), sixty-two percent of the parents indicated that they are employed and twenty-eight percent indicated that they were unemployed. The majority of occupations were of the service industry, craft and repair, and fast food services. Ninety percent of all families are eligible for free and reduced lunch programs at Bruce School. The ethnic composition of the parents: seventy three percent African-American, six percent Caucasian, eleven percent Hispanic or Latino, and ten percent other races. Sixty-two percent of Bruce Elementary School’s students live in single parent households. Twenty-one percent of students come from homes where English is not the primary language. There are four private schools located in the 38104 zip code. The annual household income or economic level for zip code 38104 is $27,841. Bruce Elementary School School Improvement Plan 30 Component 1b – Academic and Non-Academic Data Analysis/Synthesis 1.4: Variety of Academic and Non-Academic Assessment Measures (Rubric Indicator 1.4) Data Sources Academic Data Non-Academic Data Spring 2007 T.C.A.P. Kindergarten Readiness Inventory State Report Card Data (T.V.A.S.S.) Parent Demographic Surveys Fifth Grade T.C.A.P. Writing Assessment Student Demographics Voyager Passport Data CTB McGraw Hill—Turnleaf Data D.I.B.E.L.S Data (grades K, 1) Dynamic Indicators of Basic Early Literacy Skills Spring 2007 School Climate Survey Renaissance Learning Formative Assessments Attendance/Promotion/Stability Rates—Chancery SMS Bruce Elementary School School Improvement Plan 31 Scott Foresman Weekly/Unit Assessments Census Educational Statistics—Zip Code 38104 Renaissance Learning ‘s Web-Based Accelerated Reader: S.T.A.R. Reading Assessments N.S.S.E. Parent, Teacher, Community Surveys (2006-2007) Teacher Anecdotal notes, running records, teacher observations, performance assessments, teacher made tests Stanford Mathematics-E.P.G.Y. (Education Program for Gifted Youth) Feedback from the Board of Education’s Professional Development Specialist, bi-monthly visits. (Fermetres Gray) Adaptive/Functional Tests E.L.D.A. Test Data (English Language Learners) Brigance Pre-Kindergarten Screening Instrument P.P.V.T.: Peabody Picture Vocabulary Tests for PreKindergarten Bruce Elementary School School Improvement Plan 32 1.5: Data Collection and Analysis (Rubric Indicator 1.5) Describe the data collection and analysis process used in determining your strengths and needs. 1.5: Data Collection and Analysis Students academic performance at Bruce Elementary School is assessed at three levels; state, school, district. The Tennessee Department of Education mandates that students in grades two and above take the Tennessee Comprehensive Assessment Program (T.C.A.P.) Test. Testing is administered in the spring of each school year. Fifth grade students take the T.C.A.P. Writing Assessment in February of each school year. The Brigance Screening Instrument is used for incoming Pre-Kindergarten students. The Developing Skills Checklist is used to assess the skills of students entering Kindergarten. Kindergarten and First grade students are given the Scott-Foresman Placement tests, S.T.A.R. Early Literacy tests, and D.I.B.E.L.S. benchmarks. All grades use the Scott-Foresman Placement tests and Accelerated Reader’s Grade-level placement tests. Second grade students were given the 2007 T.C.A.P. Norm Referenced tests to help identify the needs of the students. Grades three, four, and five T.C.A.P. Criterion Referenced Data is used for A.Y.P. purposes and will be utilized to create goals. At the school level, teachers use various methods of evaluation to measure students’ academic growth, limitations, and trends. All students are tested on grade-level concepts as well as higher order thinking skills. These methods include, but are not limited to: standardized tests, informal/formal assessments, Voyager Passport, D.I.B.E.L.S., Scott-Foresman Reading Placement and End-of-Year tests, textbook tests, weekly classroom assessment data, Renaissance Place Formative Assessments, Web-based Accelerated Reader tests, individual and group projects, writing portfolios, portfolio assessments, and performance assessments. Bruce Elementary School School Improvement Plan 33 Analysis of non-academic data areas is essential for planning instruction and ensuring students’ success. School Climate Surveys, S.A.C.S. Surveys, attendance, promotion, mobility rates, stability rates, feedback from parent meetings, parent surveys, and feedback from professional development sessions all become a vital part to the Bruce Elementary School’s School Improvement Plan process/implementation and the creation of the school’s Professional Development Plan. Teachers and staff meet weekly to review, plan, and address students’ and teachers’ needs. This happens during Professional Learning Communities where data is continuously analyzed to make immediate decisions regarding curriculum pacing. Renaissance Place’s Formative Assessments are given three times annually and the results can be compared to other teachers, grades, and the school district as a whole. This assessment is particularly important when identifying student performance indicators that are troublesome. Grade level performance for all subjects have been examined and used to determine goals. 2007 TCAP Data for Third through Fifth Grade – Criterion Referenced The federal targets for 2007 were eighty-three percent proficient or advanced in Reading Language Arts and Writing and seventy-nine percent proficient or advanced in math for each sub category. Currently, there is not a state benchmark for Science and Social Studies. The attendance target for the state is ninety-three percent. Subgroups with a membership of less than forty-five do not count toward adequate yearly progress status. Bruce Elementary School had three hundred seven students enrolled in grades three through six in 2007. One hundred percent of these students took the 2007 T.C.A.P. One hundred thirty-nine of these students were female and one hundred sixty-eight were male. The subgroup categories are as follows: Two hundred thirty students were African-American, one student was American Indian, twenty-five were Pacific Islander, twenty-eight were Hispanic, and twenty-three were White. One hundred eighty students were economically disadvantaged, twenty-five were students with disabilities and sixty were students with limited English Bruce Elementary School School Improvement Plan 34 proficiency. Twenty-five of our students with disabilities took the test with allowable accommodations. Thirty-four of our limited English proficiency students took the test with allowable accommodations. Reading, Language Arts and Writing (See charts in appendix –pages 158-162) Over the past four years, Bruce Elementary School’s Reading/Language Arts T.C.A.P. results show growth. In 2007, eighty-three percent of Bruce students were proficient or advanced, leaving seventeen percent below proficient. Overall, the students met the state’s benchmark for this school year (eight-three percent). Since 2003-2004, Reading/Language Arts proficient or advanced scores have increased by seven percent. In the spring of 2007, three subgroups had enough members to count towards the school’s A.Y.P. status: Black, Economically Disadvantaged, Limited English Proficient. Based on this T.C.A.P. data, the subgroups break down as following: Proficient and/or Advanced White—eighty-two percent, Hispanic—ninety-one percent, African-American—eighty-three percent, Asian/Pacific Islander—seventy-eight percent, Economically Disadvantaged—eighty-two percent, Students with Disabilities—fifty-three percent, Limited English Proficiency—seventy-nine percent. Only the subgroups Black and Hispanic met the federal benchmark for adequate yearly progress (eighty-three percent). The lowest subgroup in need of assistance is that of Students with Disabilities. The subgroups with enough members to count towards Bruce Elementary School’s A.Y.P. goals are Black, Economically Disadvantaged, and Limited English Proficient. 5th Grade Writing Assessment Fifth grade students are given a standardized TCAP writing assessment in February of each school year. The Bruce Elementary School School Improvement Plan 35 papers are sent off and scored. Papers are scored according to a writing rubric ranging from a score of 0 to 6. A score of 6 represents outstanding, 5 is strong, 4 is competent, 3 is limited, 2 is flawed, 1 is deficient and a score of 0 means the paper could not be scored. Our average score was 3.6, which is a B. In 2005, the average score was 3.5, B. In 2006, the score was 3.7, B. In 2007, the score was 3.6, B. The average score dipped a fraction of a point, but teachers are confident that they can improve this year. Bruce has implemented a school-wide writing plan, 6+1 Writing Traits, and more intensive intervention programs for students who score below 4 point proficiency rating. Over the past four years, Bruce Elementary School’s Reading/Language Arts and T.C.A.P. results show improvement. In 2004, seventy-six percent of Bruce Elementary School’s students were proficient or advanced in Reading/Language Arts. In 2005, eighty-three percent of students were proficient or advanced. In 2006, eighty-four percent of students were proficient or advanced. In 2007, the percentage of students who were proficient or advanced dropped one percentage point to eighty-three percent, but the school still met the state’s benchmark. All stakeholders have been made aware of the increase in Tennessee’s Benchmarks from now until 2010—eighty-nine percent of students must become proficient or advanced to ensure Bruce Elementary School’s adequate yearly progress. This will be a six percent increase from where the scores are now. Learning Strengths The Fifth grade’s T.C.A.P. writing scores continue to show students’ progress. Bruce Elementary School’s students are meeting Tennessee’s Benchmarks determined by the percent of students at the proficient or advanced levels. Bruce Elementary School has successfully met adequate yearly progress for four consecutive years. Based on promotion and attendance rates, Bruce Elementary School has maintained ninety-six percent for four consecutive years. The 2007 T.C.A.P. Writing Assessment data shows that the students’ writing skills, an average of 3.6 out of 6.0, are considered above average by state standards. Bruce Elementary School School Improvement Plan 36 Learning Needs According to the T.C.A.P. 3—8 Reporting Category Performance Proficient Report, critical learning needs have been identified in all categories: Content, Meaning, Vocabulary, Writing/Organization, Writing Process, Grammar/Conventions, Techniques and Skills. Bruce Elementary School students did not meet or exceed the state or system averages in grades three, four, and five. With a decrease of one percentage point in the advanced or proficient levels, the data indicates a downward slide. Conclusion After a thorough review and analysis, we discovered that all categories of Reading, Language Arts, and Writing are in need for grades three, four, and five. To address these categories (Content, Meaning, Vocabulary, Writing/Organization, Writing Process, Grammar/Conventions, Techniques and Skills), the school community has and will continue to participate in professional development that teaches effective instructional strategies and techniques for differentiating instruction. Best practices and research-based instructional strategies have been re-visited by all stakeholders. In addition, a school-wide writing plan, 6+1 Writing Traits, is in place throughout grades K-5. Mathematics (See charts in appendix –pages 158-162) In 2007, eighty percent of Bruce students were proficient or advanced in mathematics. This was a fourpercentage point decrease from the 2006 T.C.A.P. data; however, the school still met the state’s benchmark for ensuring adequate yearly progress (seventy-nine percent). Since 2003-2004, Mathematics proficient or advanced scores have increased by five percent. In the spring of 2007, three subgroups had enough members to count towards the school’s A.Y.P. status: Bruce Elementary School School Improvement Plan 37 Black, Economically Disadvantaged, Limited English Proficient. Based on this T.C.A.P. data, the subgroups break down as following: Proficient or Advanced White—seventy-eight percent, Hispanic—ninety-six percent, African-American—seventy-eight percent, Asian/Pacific Islander—eighty percent, Economically Disadvantaged—seventy-seven percent, Students with Disabilities—thirty-four percent, Limited English Proficiency—eighty-three percent. Only Subgroups Asian/Pacific Islander, Hispanic, and Limited English Proficiency met the federal benchmark for adequate yearly progress (eighty percent). The lowest subgroup in need of assistance is that of Students with Disabilities. Over the past four years, Bruce Elementary School’s Mathematics T.C.A.P. results show steady improvement. In 2004, seventy-five percent of Bruce Elementary School’s students were proficient or advanced in Reading/Language Arts. In 2005, seventy-six percent of students were proficient or advanced. In 2006, eighty-four percent of students were proficient or advanced. In 2007, the percentage of students who were proficient or advanced dropped four percentage points to eighty percent, but the school still met the state’s benchmark. All stakeholders have been made aware of the increase in Tennessee’s Benchmarks from now until 2010—eighty-six percent of students must become proficient or advanced to ensure Bruce Elementary School’s adequate yearly progress. This will be a six percent increase from where the scores are now. Learning Strengths Bruce Elementary School’s students are meeting Tennessee’s Benchmarks determined by the percent of students at the proficient or advanced levels. Bruce Elementary School has successfully met adequate yearly progress for four consecutive years. Based on promotion and attendance rates, Bruce Elementary School has maintained ninety-six percent for four consecutive years. Bruce Elementary School School Improvement Plan 38 Learning Needs According to the T.C.A.P. 3—8 Reporting Category Performance Proficient Report, critical learning needs have been identified in all categories: Number Sense/Theory, Computation, Algebraic Thinking, Real-World Problem Solving, Data Analysis and Probability, Measurement, Geometry. Bruce Elementary School students did not meet or exceed the state or system averages in grades three, four, and five. With a decrease of four percentage points in the advanced or proficient levels, the data indicates a downward slide. Conclusion After a thorough review and analysis, we discovered that all categories of Mathematics are in need for grades three, four, and five. To address these categories (Number Sense/Theory, Computation, Algebraic Thinking, Real-World Problem Solving, Data Analysis and Probability, Measurement, Geometry), the school community has and will continue to participate in professional development that teaches effective, hands-on instructional strategies and techniques for differentiating instruction. Best practices and research-based instructional strategies have been re-visited by all stakeholders. In addition, school-wide intervention plans—America’s Choice, Stanford Mathematics--have been instituted throughout grades K-5. Additional support has been given to mathematics by the way of a full school-wide adoption of the Calendar Math program, which covers fifty percent of Tennessee’s student performance indicators. Each teacher was trained to implement Calendar Math in addition to the current mathematics series. Other professional development activities have been utilized to provide additional resources in mathematics. Bruce Elementary School School Improvement Plan 39 Growth Differences Between Subgroups MathematicsThe subgroup White maintained seventy-eight percent proficiency or advanced levels from 2006 to 2007. All other subgroups dropped in percentage points from spring 2006 T.C.A.P. to the spring 2007 T.C.A.P. The Hispanic subgroup dropped one percentage point from ninety-seven to ninety-six percent proficient or advanced. The Black subgroup dropped from eighty-two percent to seventy-eight percent proficient or advanced. The Asian/Pacific Islander subgroup dropped from ninety-three percent to eighty percent proficient or advanced. The Economically Disadvantaged subgroup dropped from eighty-four percent to seventy-seven percent proficient or advanced. The Students with Disabilities subgroup dropped from sixtythree percent to thirty-four percent proficient or advanced. The Limited English Proficient subgroup dropped from ninety-three percent to eighty-three percent proficient or advanced. While all of these percentage decreases are cause for alarm, the Students with Disabilities dropped over fifty percent of their original 2006 score. This subgroup had not met the federal benchmark for 2007 and it became a focus for the 2007-2008 school year. The range between all the subgroups, excluding Students with Disabilities, was that of eightytwo percent proficient or advanced. Reading/Language ArtsThe subgroup Hispanic increased their proficient or advanced levels from the spring 2006 T.C.A.P. to the spring 2007 T.C.A.P. by five percentage points. This group went from eighty-six percent proficient or advanced to ninety-one percent. This was the highest percentage gain from 2006 to 2007. All other subgroups dropped in percentage points from spring 2006 T.C.A.P. to the spring 2007 T.C.A.P. The White subgroup dropped four percentage points from eighty-six to eighty-two percent proficient or advanced. The Black subgroup dropped from eighty-six percent to eighty-three percent proficient or advanced. The Bruce Elementary School School Improvement Plan 40 Asian/Pacific Islander subgroup dropped from eighty-nine percent to seventy-eight percent proficient or advanced. The Economically Disadvantaged subgroup dropped from eighty-four percent to eighty-two percent proficient or advanced. The Students with Disabilities subgroup dropped from sixty-four percent to fifty-three percent proficient or advanced. The Limited English Proficient subgroup dropped from eightytwo percent to seventy-nine percent proficient or advanced. While all of these percentage decreases are cause for alarm, the school’s stakeholders recognize the importance of continuously using effective, researchbased instructional strategies to close the achievement gap. The range between all of the subgroups from the spring 2007 data in Reading and Language Arts was seventy-eight percent proficient or advanced. Voyager Passport Voyager Intervention program is implemented school wide for students at risk or your struggling students. At the beginning of the school year, all students are administered either the Voyager or D.I.B.E.L.S. baseline test. Students are identified as struggling, emerging or on track. Data from this test, as well as the Scott Foresman grade level pre-test and teacher observation are used to identify at-risk students. These students are placed in the Voyager intervention program. The Voyager students receive daily intervention of approximately 30 minutes. Current 2007 data identifies the following intervention groups in Fall 2007. Students who are assessed at the intensive level receive daily intervention support by the teacher and/or ParaProfessional. In Kindergarten, twenty-two percent of students have been identified as struggling, thirty-six percent have been identified as emerging, and forty-two percent have been identified as on-track or proficient. In first grade, eighteen percent of students have been identified as struggling, forty-nine percent have been identified as emerging, and thirty-three percent have been identified as on-track or proficient. In second grade, thirtyfive percent of students have been identified as struggling, thirty-two percent have been identified as emerging, and thirty-three percent have been identified as on-track or proficient. In third grade, twenty-five percent of students have been identified as struggling, twenty-nine percent have been identified as emerging, and forty-six percent have been identified as on-track or proficient. In fourth grade, twenty-four percent of students have been identified as struggling, twenty-two percent have been identified as emerging, and fiftyBruce Elementary School School Improvement Plan 41 four percent have been identified as on-track or proficient. In fifth grade, twelve percent of students have been identified as struggling, eighteen percent have been identified as emerging, and seventy percent have been identified as on-track or proficient. D.I.B.E.L.S. The Dynamic Indicators of Basic Early Literacy Skills (D.I.B.E.L.S.) are a set of standardized, individually administered measures of early literacy development. They are designed to be short (one minute) fluency measures used to regularly monitor the development of pre-reading and early reading skills. The measures were developed upon the essential early literacy domains discussed in both the National Reading Panel (2000) and National Research Council (1998) reports to assess student development of phonological awareness, alphabetic understanding, and automaticity and fluency with the code. Each measure has been thoroughly researched and demonstrated to be reliable and valid indicators of early literacy development and predictive of later reading proficiency to aid in the early identification of students who are not progressing as expected. The kindergarten and first grade classes administer the D.I.B.E.L.S. assessment three times per year. This data is used to evaluate individual student development as well as provide grade-level feedback toward validated instructional objectives. Just as with Voyager, students are identified as Struggling, Emerging or On Track. Struggling students and some emerging students are identified and placed in our Voyager intervention program during school. 5th Grade Writing Assessment Fifth grade students are given a standardized TCAP writing assessment in February of each school year. The papers are sent off and scored. Papers are scored according to a writing rubric ranging from a score of 0 to 6. A score of 6 represents outstanding, 5 is strong, 4 is competent, 3 is limited, 2 is flawed, 1 is deficient and a score of 0 means the paper could not be scored. Our average score was 3.6. Bruce has implemented a Bruce Elementary School School Improvement Plan 42 school-wide writing plan (6+1 Writing Traits) and more intensive intervention program for students who score below 4 point proficiency rating. Formative Assessment Data Memphis City Schools implements the Renaissance Learning Formative Assessment. The formative assessment provides instant feedback to teachers about their students’ performance on state performance indicator questions. The assessment is given four times a year to grades three through five. The data compares class data with school and system data. By reviewing the results and collaborating in grade level teams, teachers can share their expertise on strategies used in their classrooms with other colleagues. The data is used to identify areas of need by specific students and by S.P.I.'s. The data becomes a valuable source for differentiating instruction. The data is used to drive instruction and focus on deficit S.P.I.'s. When comparing our data with the data from the system, our students seem to be average. Grade-level teams work together to target their deficiencies and create “Hot Lists” to focus in on the areas of need. Attendance Rate (See chart in appendix page 157) The state’s goal for attendance is 93%. The attendance rate for Bruce Elementary for 2006-07 was 95.7%, which exceeds the state’s standard for making Adequate Yearly Progress and meets Memphis City Schools’ attendance standard. According to current attendance data for 2007, our attendance has been at 98.5% for the first twenty-day attendance period, 96.5% for the second twenty days, 96.5% for the third twenty days, 95.8% for the fourth twenty days, 95.2% for the fifth twenty days, 95.4% for the sixth twenty days, and 95.3% for the seventh twenty days period We will continue to implement strategies to encourage good health and regular attendance through the last day of school in May. Good attendance is maintained through encouraging teachers, motivated parents, and dedicated students. Attendance initiatives are in place. Perfect attendance and/or only one absence are celebrated school-wide every reporting period. Teachers post classroom attendance daily. Bruce Elementary School School Improvement Plan 43 1.6: Report Card Data Disaggregation (Rubric Indicator 1.6) Report Card Data Disaggregation Bruce Elementary School has been in “Good Standing” for four consecutive years. According to the State Report Cards for the years 2005, 2006 and 2007, Bruce Elementary made D’s for Academic Achievement in Math. Bruce has maintained a D average in Reading for the years 2005, 2006 and 2007. The 3-year average is below the state average in all subject areas. From 2005 to 2007, Social Studies three-year average is that of a D. Science continuously lags behind with a three-year average of an F. All students met the Federal Benchmarks in mathematics, reading/language arts, attendance and adequate yearly progress. Subgroups African American, Economically Disadvantaged, and Limited English Proficient made A.Y.P. Subgroups Asian/Pacific Islander, Hispanic, Native American, White, and Students with Disabilities had fewer than forty-five members. 1.7: Narrative Synthesis of All Data (Begins on Next Page) (Rubric Indicator 1.7) Narrative Synthesis of Data Bruce Elementary School School Improvement Plan 44 Narrative Synthesis of Data Needs: We can conclude after our in-depth analysis of the data available that even though we have made adequate yearly progress toward the state’s N.C.L.B. goals, our scores are decreasing. Minimal gains have been made along with significant losses. Increasing mathematics and reading/language arts proficiency and advanced levels are critical to helping students succeed. It is apparent that we must decrease the number of students scoring at non-proficient levels. The current instructional strategies and programs used for the math and literacy blocks must be reviewed and evaluated to help close the achievement gaps. Strengths: Bruce Elementary School follows the Memphis City Schools’ Curriculum. The Memphis City Schools’ Curriculum correlates to the State’s standards. Each curriculum guide presents a detailed description of specific content that is taught at each grade level and outlines the sequence for presentation. The Tennessee Blueprint for Learning provides a framework of the state’s performance indicators and accomplishments. All lesson plans are written using both the MCS Curriculum and the Tennessee Blueprint for Learning. Assessment results are analyzed to determine the necessary monitoring and adjustment of programs and processes used at Bruce Elementary School. Grade-level Professional Learning Teams meet weekly to analyze data and plan instruction. During these common planning times, teams re-visit Bruce Elementary School’s School Improvement Plan, disaggregate data by various subgroups, and map the curriculum using the State’s Performance Indicators and the Memphis City School’s curriculum. Teachers meet weekly with the Principal or P.D.S.C.C. to analyze data and plan for differentiated instruction. The targeted S.P.I.'s are used to drive instruction. This allows for instructional planning that builds upon the student strengths and provides remediation for indicated weaknesses. Cross grade-level curriculum mapping takes place during Wednesday professional development meetings. These forums allow for teachers to continuously monitor and adjust the processes and programs used for instruction. Grade Chairpersons submit weekly agendas/notes to document the Professional Learning Team process. The school administration reviews these notes to monitor and adjust as needed. Plans for instruction are reviewed weekly by the school’s administration to ensure alignment and coordination with State standards. Feedback is articulated to teachers on a regular basis via school Bruce Elementary School School Improvement Plan 45 Narrative Synthesis of Data notes, conferences, and Professional Learning Team meetings. After looking at specific grade level performance data and the reporting category strengths and weaknesses for each grade, it is evident that we need to develop vertical teams in the content areas. Collaboration with vertical teams will help identify areas in which we can focus more intensive instruction and develop consistent expectations school wide. All areas will definitely benefit from vertical teaming. Parents are informed of programs and processes in place for curriculum analysis and support via the school’s website, Lesson Line, parent meetings, and notes home. Parents are encouraged to use the school’s Parent Resource Room to view the high quality curriculum and provide feedback. The school has a data display prominent for all who enter. It includes data from all programs along with attendance. An improvement is noted in the alignment between assessments and grade level expectations for student achievement. Bruce Elementary School currently utilizes a variety of scientifically based, researched assessment tools in order to have a reliable, valid and bias free measurement of student performance. These tools are state mandated, district supported and one hundred percent of our students are tested. This data is used daily to analyze student performance. These measurements allow the classroom teacher to evaluate teaching methods and make adjustments that will meet the individual needs of each student and ensure improved student performance. Assessment systems in addition to T.C.A.P. include: D.I.B.E.L.S., Voyager, weekly classroom assessments, Reading Baseline Assessment, Six Weeks Reading and Math Unit Skills Tests, Renaissance Formative Assessments. Summary: With all of the safety nets and support processes in place, our scores in reading/language arts and mathematics have decreased. All subgroups have decreased their percentages in the advanced and proficient levels. These losses are the focus of this year’s School Improvement Plan. Bruce Elementary School School Improvement Plan 46 Narrative Synthesis of Data NOTES Bruce Elementary School School Improvement Plan 47 1.8: Prioritized List of Goal Targets (Rubric Indicator 1.8) Prioritized List of Goal Targets 2007—2010 Tennessee’s Benchmarks for Reading/Language Arts and Mathematics Determined by the percent of students at the proficient or advanced levels Reading Target--89% Mathematics Target--86% Attendance Target--93% Goal I: Increase Reading Achievement – The percentage of all students performing at the proficient level in the total school score will increase by six percent in order to achieve N.C.L.B. Benchmarks. Goal II: Increase Math Achievement - The percentage of all students performing at the proficient level in the total school score will increase six percent in order to achieve N.C.L.B. Benchmarks. Goal III: Increase Parental Involvement- The percentage of parents attending and participating in events and programs held at the school will increase by at least 10%. Goal IV: Increase the Proficiency Percentages of these Subgroups - The percentage of students in the subgroup Students with Disabilities and Limited English Proficient will increase to within 5% of the total school’s proficiency percentage. Bruce Elementary School School Improvement Plan 48 Component Two Beliefs, Common Mission, And Shared Vision Bruce Elementary School School Improvement Plan 49 Component 2 – Beliefs, Common Mission and Shared Vision 2.1: Beliefs, Common Mission and Shared Vision Bruce Elementary School’s stakeholders communicate a vision, statement of beliefs, and mission that provides a focus for improving the performance of the both the students and school as a whole. Bruce Elementary School builds understanding of its mission, vision, and beliefs among ALL stakeholders. They are revised annually at the school’s final Site-Based Leadership Council Meeting. The stakeholders ensure that these items reflect the most current research and best practices. A final consensus is gathered and these are put in place for the upcoming school year. The mission, vision, and beliefs are the driving force behind the goals for the school improvement plan. They are the guide to improving teaching, learning, and the operation of the school. These items are posted throughout the school, but most importantly in the school’s front foyer. In addition to this area, they can also be found in the school’s handbook, website, main office, and Parent Resource Room. The Collaborative Process The Beliefs, Mission, and Vision Committee met and addressed these guiding questions: Where are we now? What do we believe? What is our school’s direction/ultimate goal? Where is our school headed? What are we doing for students? What are our expectations for the future? After much discussion and collaboration, the committee reviewed the existing beliefs, mission, and vision. It was determined that the committee must re-visit and update these to ensure continuous student success. The committee met and planned three times prior to receiving faculty input. After additional discussions and minor revisions, the belief, mission, and vision statements were presented to the Site-based Leadership Council for students, staff, parents, and community members’ input and approval. The final versions can be found on the school’s website, posted throughout the school, and in the main office. Bruce Elementary School School Improvement Plan 50 Beliefs We believe that students’ learning skills develop and mature from consistent decision-making, critical thinking, and interpersonal experiences. We believe that all school stakeholders should set and maintain high expectations for students. We believe that teachers deserve high-quality, professional development activities to learn current research-based instructional strategies. We believe that students must receive on-going formal and informal assessments to help drive instruction and eliminate achievement gaps. We believe that parents, staff/faculty, students, and community members are vital to educational success and must work, plan, and make decisions together to ensure student success. We believe that a safe, inviting, effective school environment is conducive to learning and has a positive effect on the lives of students. We believe that we can identify and address individual students’ needs. We believe that each student is a unique person, with dignity and worth, and has the ability to learn. We believe in proficiency for all students. We believe in academic excellence! Bruce Elementary School School Improvement Plan 51 Common Mission Bruce Elementary School’s stakeholders are committed to providing an enriched learning environment in which all students gain the academic skills and social foundation to become independent learners, critical thinkers, productive citizens, and positive contributors to their community and society. Shared Vision It is the vision of Bruce Elementary School to successfully prepare all students to become productive citizens in the 21st century. In pursuit of the vision, Bruce Elementary School is committed to the following: Creating a safe, nurturing, challenging learning environment that fosters academic excellence and risktaking Establishing a home-school-community partnership that works cooperatively and collaboratively and shares the same goal: student success Using research-based instructional strategies to meet the needs of individual learners and address various learning modalities Educating all students to read with comprehension, write clearly, and compute accurately Educating all students to find and use information, think critically, reason, solve problems, and make informed choices Educating all students to read on or above grade-level Providing opportunities for students to become technologically literate, using a wide array of technology, to access information and solve problems Bruce Elementary School School Improvement Plan 52 Maintaining high expectations and standards for all students Nurturing the abilities of all learners Participating in regular, high-quality professional development opportunities that reflect on successful teaching practices Teaching students the importance of respecting themselves and others Assessing, monitoring, and adjusting current teaching practices and assessment tools Empowering students to be responsible for their own learning and actions Implementing school-wide reform strategies that are based on scientific research Bruce Elementary School School Improvement Plan 53 Component Three Curricular, Instructional, Assessment, and Organizational Effectiveness Bruce Elementary School School Improvement Plan 54 3.1 a: Curricular Practices (Rubric Indicators 3.1 and 3.2) Current Curricular Practices Evidence of Practice Standards Curriculum Benchmarks -School-wide use of state approved standards -Adopted by MCS district and correlates with state’s benchmarks and standards -Staff training is standard practice -Bi-monthly staff development supports staff knowledge in the appropriate use of the standards -Standards are identified in curriculum guides and lesson plans -Standards based model for literacy and mathematics -Curriculum is prioritized and mapped by grade level -TN Blueprint for learning ensures correlation between daily instruction and state assessed skills -S.P.I.’s are noted and drive instruction -Students receive explicit/ effective instruction in Reading, Language Arts, Math Social Studies, and Science daily -Literacy & Math blocks are observed daily. 90 uninterrupted minutes for literacy and 60 minutes for math -School-wide student achievement benchmarks are established yearly -Baseline assessments assess state performance indicators -Baseline data is gathered using a variety of assessments in Literacy and Math -Data is used to prioritize performance objectives -Best practices are utilized to ensure state objectives are met Bruce Elementary School School Improvement Plan Formative Assessment -Formative assessments are given throughout instruction -Results are used to plan instructional objectives and create focused skill lessons -Data is used to target student needing support -Data is used for grouping students Support for Curriculum and Instruction - Support enhances the quality of curriculum and instruction -Teachers actively participate in school/ district level professional development to increase knowledge and mastery of best practices -Technology is used to enhance and support classroom instruction -Intervention is provided for literacy and math before and during the school day -Responsive Classroom/ Morning Meeting -Raising the Bar Mentoring Program Monitoring Materials Monitoring enhances the quality of curriculum and instruction by focusing on the curriculum and objectives -Grade level monitoring forms are used to track literacy and math skills -Struggling students are identified -Progress monitoring is collected to ensure progress/ effectiveness of intervention strategies -Teaching and learning materials are correlated to the state standards and distributed to the instructional staff -A variety of instructional guides for lesson planning are used which identify TN S.P.I.’s: Blueprint for Learning, Learning Village, Houghton Mifflin planning software, Scott Foresman planning software Communication -A shared vision and school focus of grade level expectations is communicated to stakeholders through a variety of media formats -Grade level curriculum meetings are held each semester -School website -Parent/teacher conferences -Support team meetings -Written progress reports -Parent/Teacher Contact logs -Student Teacher Academic Report, STAR -School/district parent workshops -Individual TCAP 55 Is the Yes current practice researchbased? Is it a Yes principle & practice of highperforming schools? Has the Effective current practice been effective or ineffective? -Lesson Plans -A.Y.P. Data What data -Professional source(s) Learning do you Community have that minutes support -Staff your Development answer? surveys Bruce Elementary School School Improvement Plan -Title I material purchases support the curriculum, school focus, and action plan performance report Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Effective Effective Effective Effective Effective Effective Effective -A.Y.P. Data StudentTeacher Academic Reports -Progress Reports -Unit Skills Tests -Teacher/ Principal/ P.D.S.C.C. classroom observations and feedback -S.P.I. tracking forms -Baseline -T.C.A.P. -A.Y.P. data -Renaissance Formative Assessments -Unit Skills in Reading, Writing & Math -Teacher evaluations and observations -P.L.C. agendas & minutes -I.E.P.’s -Peer observations -Differentiated -D.I.B.E.L.S -Voyager -Reading, Writing, & Math Unit Skills -Assessment data -Correlation between objectives and material use -Teacher observation and feedback -Student use and -Climate -Renaissance Formative Assessments -Student Progress Reports surveys, all stakeholders -Data/ A.Y.P. postings -Written notification -Student Handbook -Parent 56 -Feedback from Professional Development Specialist -A.Y.P. Data, 80% proficient in Math 83% proficient in Reading Evidence of effectiveness or ineffectiveness Evidence of equitable school support for -Common planning time -Grade Level P.L.C.’s -Weekly Bruce Elementary School School Improvement Plan -Grade-level data notebooks -Monitoring instruments math and literacy tests -Kindergarten Readiness Inventory -Voyager Passport -D.I.B.E.L.S. -Stanford Math -T.C.A.P. data -Increased promotion rate -Fewer referrals -Renaissance Formative Assessment results -D.I.B.E.L.S. results -Unit skills tests reflect mastery & nonmastery of identified S.P.I.’s -Student growth in mastered grade level S.P.I.’s from fall to spring -District pacing & curriculum guides -Common planning -Benchmark tests monitor student progress (Voyager, -D.I.B.E.L.S. Benchmark 2 &3 -Ways to Assess, Math -TCAP data -Promotion rate -Increased student mastery of skills - Alignment of skill to instruction to assessment -District formative assessments grades 3-5 instruction -Lesson plans -Student Progress Reports -AYP data -Monthly mentoring logs -Teacher evaluations, -Intervention pre/post assessments -Equity in grade level expectations -Early intervention for struggling learners - Progress noted in # of standards met -Fewer referrals - S.T.A.R. Reports -Increase in promotion rate -Increase in the number of students proficient and advanced (including special education) -Parent curriculum meetings -After school tutoring Observations -Grade level P.L.C. minutes, motivation -Student progress evaluations -Community involvement - Leadership Council -Adopter Participation -Family Calendar -Student reciting of school motto -All classrooms equipped with necessary materials for effective instruction -Gains in the number of students moving to proficiency and advanced -Promotion rate -District , state, and federal monetary support - Climate Survey responses -Parent Response to newsletters, meetings, and flyers -Leadership Council Meeting agenda/min utes -Title I Budget requireme nt for materials -PhoneLink for mass communicat ion -Student Government/ Ownership 57 this practice professional development -Agendas, minutes -P.L.C.’s -District, onsite support and professional development D.I.B.E.L.S, Unit Skills, formative) in grades K – 5 and special education -Voyager progress monitoring K-5 -Continue to analyze assessment scores to make adjustments -Increase planning of strategies to meet individual needs of students -Maintain high expectations -Continue to monitor data -Increase the use of differentiated instruction -Continue to provide feedback to students and parents -Monitor alignment of instruction and assessment -D.I.B.E.L.S. K, 1 -Common Planning Time -P.L.C. meetings -Special Education students tested on grade level -Support team meetings -Parent/ Teacher conferences -Progress Reports -Raising the Bar Mentoring Training agendas -Continue time for common planning by grade level for P.L.C.’s -Continue reading and math interventions -Continue the use of research-based best practices - Increase differentiated instructional -Continue to monitor data and adjust instructional practices -Increase the communicat ion between regular, E.S.L., and special education teachers in order to unify grade level -Classroom observations -Grade level data notebooks purchased to be a part of SIP action plan -Materials are provided for grades K – 5, and Spec. Ed. -District, state, and federal monetary support -School website -Monthly newsletters -Data, parent info., school focus boards displayed throughout school -Continue to purchase materials/ technology that will support standards based instruction -Continue all student, parent and community communicati ons -Increase all stakeholders participation in school focus: P.T.O. School Leadership Council. -Spec. Ed teacher attendance at gr. level mtgs. Next Steps -Continue identification of state standards for focused instruction in all subject areas -Continue professional development focusing on the use of standards to drive instruction and differentiated instructional strategies that ensure the mastery of grade level expectations Bruce Elementary School School Improvement Plan -Continue to monitor the instructional pace at grade level P.L.C.’s -Increase dialogue between grade levels concerning entering/ exiting performance expectations -Continue professional dev. 58 -Continue to offer more instructional suggestions and material in Math to prevent losing gains in that area Bruce Elementary School School Improvement Plan for ‘best practices’ in delivery and assessment of curriculum use -Continue using funds to provide supplemental materials -Continue support-team meetings and parent conferences -Secure updated technology in order to utilize all instructional tools -Interventions expectations -Continue to monitor all academic and nonacademic data for SIP 59 3.1.b: Curriculum Gap Analysis Curriculum Gap Analysis The Current Use of Time, Money, Personnel, and Other Resources State and district guidelines mandate the course offerings at Bruce Elementary. The curriculum is guided by the Blueprint for Learning: A Teacher’s Guide to the Tennessee Curriculum which outlines the Student Performance Indicators, S.P.I.’s, organized by grade level and subject area state accomplishments. The state and local standards are consistent. The Memphis City Schools’ curriculum guides provide the scope, pacing, and sequence of the content areas. These guides are the foundation for teaching the core curriculum and standards. All teachers have their own copy of the Tennessee Blueprint for Learning. All teachers have internet access to the Memphis City School’s curriculum guides and Learning Village’s lesson plans. All teaching and learning materials that are adopted or purchased for the instructional staff, must be approved to ensure correlation with the state standards. Time Utilization All teachers attend district and on-site professional development focused on the content and use of the curriculum. This takes place during the summer months as well as throughout the school year. At the beginning of each school year, the curriculum is prioritized and mapped. Using the spring T.C.A.P., D.I.B.E.L.S., classroom data, and Voyager data helps to identify troublesome S.P.I.’s and students who are not meeting proficiency standards. Each grade level is provided a weekly common planning time to facilitate P.L.C.’s. During this time, teachers, along with the principal and/or P.D.S.C.C., have the opportunity to analyze data and plan S.P.I. focused, differentiated instruction. As well, teachers collaborate on grade level pacing and curriculum expectations and the use of “Best Practices.” This provides a weekly support system for enhancing the quality or curriculum and instruction. Parents and school stakeholders are also encouraged to view the school’s curriculum via the website or on Curriculum night allowing them the Bruce Elementary School School Improvement Plan 60 opportunity to provide feedback and help monitor the quality of the curriculum. This also provides the school and community with the school’s expectations of students, by grade level. The scheduling of classes includes all content areas. Bruce Elementary School’s Leadership Team has implemented grade appropriate cohesive standards based models for math and literacy. Teachers use the Lesson Design for Learning, posted in every classroom, as their instructional guide. A school wide, K – 5, ninety-minute literacy block is observed daily. An additional thirty minutes is devoted to language arts. A thirty-minute block is devoted to the Voyager Intervention Program that helps the tier three at-risk students. A sixty to seventy minute block for math is also observed. Math and literacy interventions take place ranging from thirty minutes to one hour during the school day for a targeted group of students. Extended day after school tutoring is available to students in grades 2-5, from November to March. Support classes are scheduled in forty-five minute blocks. These classes are provided for all students, K – 5; and include: Orff Music, Physical Education, Art, and Library. Grade level P.L.C.’s take place during student support classes. Students in grades three through five are administered Renaissance Place’s Formative Assessment three times per year. This assessment has been aligned with the Memphis City Schools' and Tennessee’s benchmarks. Curriculum specialists at the board continuously work to correlate the assessments to the scope, sequence, curriculum, and benchmarks. Teachers are able to retrieve data instantaneously to identify troublesome S.P.I.’s and target areas of students’ weakness and growth. Teachers use the current reading series Scott Foresman’s Reading Street during their ninety-minute, uninterrupted literacy instructional block. The series encompasses all of the reading skills including basic sight words, tested objectives, grammar, writing, phonics, fluency, reading, reading comprehension skills, and spelling. Leveled readers and phonics books are used to individualize instruction. The Reading Street curriculum has been designed to target specific skills weekly. Remediation and/or enrichment are taught after the fifth week. Unit skills tests are given every reporting period to assess learning. The research-based Houghton Mifflin Math series provides academic instruction in graphs, shapes, geometry, measurement, estimation, computation, place value, fractions, word problems, number operations, money, patterns, time, and numeration. The Calendar Math component encompasses patterns Bruce Elementary School School Improvement Plan 61 number series, graphing, time, money, number operations, word problems, temperature, and fractions. Math is also taught during an uninterrupted instructional block of sixty to seventy minutes. Budget Utilization Funding for Bruce Elementary School comes primarily from Site-Based and Title I budgets. The Site-Based budget is determined by student enrollment and the Title I budget is allocated by the economically disadvantaged percentage. The Site-Based budget is utilized to purchase instructional materials, furniture, computers, equipment and supplies. Each teacher received an additional $400 from the state for the purchase of materials to support the curriculum. Title I funding resources enable Bruce to provide additional personnel, materials, supplies, and to meet the professional development needs of the staff. Human Resources All Bruce Elementary School teachers are highly qualified by the standards set forth by the 2001 No Child Left Behind Act. Four teachers and the principal are Memphis Literacy Academy Laureates. They have received intensive reading instruction training and help share the professional development responsibilities at the school. Four teachers have become certified “Raise the Bar” teacher mentors. The faculty at Bruce consists of twenty-two regular education teachers, four support class teachers, one special education teacher, two E.S.L. teachers, one part-time C.L.U.E. teacher, one part-time strings teacher, one part-time speech teacher, one Professional Development School Compliance Coach, one Professional School Counselor, and one part-time Orff music teacher. There are seven part-time educational assistants assigned to certificated personnel. Certificated personnel are responsible for the instruction and assessment of all students. The Pre-K classes have two full time assistants. The Guidance Counselor, School Psychologist, Social Worker, and staff offer support to families in securing services that support basic and educational needs. Character education, safety education, anger management, no bullying programs, and college and career awareness are all a part of this program. The Professional Development School Compliance Coach, P.D.S.C.C., provides professional development for instructors in the use of data analysis and curriculum Bruce Elementary School School Improvement Plan 62 instruction. District level support for curriculum is provided by the Standards Curriculum and Assessment Department, Careers and Technology, Exceptional Children, Professional Development Specialists, and Staff Development Coordinators, Other Resources Adopters reinforce and enrich school curriculum through time, financial donations, and learning opportunities. Student Fee Waiver funds supplement instructional materials and learning opportunities. OPTIMAL UTILIZATION OF RESOURCES “What Ought to Be”: Time, Money, Personnel, and other Resources Teachers are receiving adequate and an equitable amount of curriculum support. Funds and resources are targeted to assist teachers to meet the needs of their students. This is evidenced by the school’s adequate yearly progress status of “Good Standing.” Time Utilization Additional time is needed to utilize all materials that support the curriculum. Additional time is needed for special educators and support teachers to attend grade level P.L.C.’s on a consistent basis. Not enough time is devoted to science and social studies. Budget Utilization Additional funds are needed to update computer hardware to successfully implement Stanford E.P.G.Y.math and other computer-based interventions. District stipends are needed for teacher attendance at after-school and summer professional development. Mobile computer lab is needed to allow all students access and successful integration of computer-assisted instruction. Bruce Elementary School School Improvement Plan 63 Human Resources Additional classroom paraprofessionals are needed to assist in the equity of curriculum delivery. Additional certificated personnel are needed to facilitate inclusion. An additional classroom teacher is needed to reduce third grade classroom size. A dedicated science lab teacher and computer teacher would be beneficial. Other Resources Updated computers and teacher workstations are needed to support instruction. Sites such as Net Trekker and United Streaming build on instruction, but are hard to use due to outdated hardware. Cable in the classroom would allow access to the district’s cable channel. This channel offers a myriad of professional development segments and educational videos and series that support/enhance the curriculum. Equity and Adequacy Are we providing equity and adequacy to all of our teachers? A professional development needs survey is administered annually to the faculty and staff. To provide equity and adequacy to all teachers, everyone is afforded the opportunity to receive support in their area of need. This might be done on campus, at the Teaching and Learning Academy, or even at another school. The district provides curriculum materials to all teachers systematically on-line. Bruce Elementary School School Improvement Plan 64 Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? Funds and resources are given to teachers to effectively meet the needs of all teachers. Title 1 funds are allocated for instructional supplies and professional development needs. Any additional resources are allocated based on equity and need. Teachers also seek out grants when needed. Based on the data, are we accurately meeting the needs of all students in our school? Based on A.Y.P. data, Bruce Elementary School has met the state’s benchmarks for proficiency in reading and mathematics; however, there has been a decline in all subgroups’ proficient levels indicating a need for improvement. Bruce Elementary School School Improvement Plan 65 3.2: Curricular Process (Rubric Indicator 3.2) Bruce Elementary School School Improvement Plan 66 What are our major strengths and how do we know? The following strengths were analyzed in component 3.1a: The Tennessee Blueprint for Learning curriculum used correlates to state standards and benchmarks and is used district wide. This is evident in the targeted S.P.I.’s being taught and assessed. It is also evident in the number of transient students that are able to continue progress on grade level expectations. The instructional staff utilizes the Memphis City Schools pacing guides, curriculum guides, state S.P.I.’s, and assessment data to meet grade level proficiencies. This is evident in the agendas of weekly P.L.C’s, lesson plans, formal/informal observations, promotion rate, student achievement, and T.C.A.P. data. The school’s high quality curriculum enables students to problem solve, make decisions, and set goals. This is evident in integration of subject matter, maintenance of high expectations, and inclusion of higher order thinking skills. Use of research-based instructional practices allow for the support and monitoring of curriculum. All stakeholders are invited to view the curriculum and provide feedback. Grade level data, A.Y.P.data, as well as student achievement data indicate that planning for instruction is an area of strength. There is a commitment to engage in professional development that enhances the manipulation of the curriculum and supplemental materials. Bruce Elementary School’s P.D.S.C.C. frequently collaborates with the P.D.S.C.C.’s from Berclair, LaRose, Charjean, and Sherwood Elementary schools (all high performing schools) to determine if current practices and principles utilized by instructional staff are effective. This collaborative team works together to help ensure academic success for all students. What are our major challenges and how do we know? Bruce Elementary School School Improvement Plan 67 The following challenges were noted in the gap analysis, 3.1b: Additional time is needed to implement and utilize all curriculum resources and district mandated initiatives. Evidence for this challenge is found in professional development evaluations, surveys, P.L.C. minutes and classroom observations. The need for updated technology. Outdated computers will not accommodate software and web-based programs provided to support the curriculum. How will we address our challenges? The following strategies may be used to address the curricular challenges of time, personnel, and technology: Teachers and staff need to continue with professional development opportunities that will help them better assist the students. Science and Social Studies should be integrated throughout the content areas, not just taught in isolation. Teachers need to adhere more closely to and focus on state assessed skills. Professional Learning Communities will be dedicated to data analysis, differentiating instruction, and ways to prevent “time off task” in order to help close the achievement gaps amongst all of the students. Funds may be budgeted to provide an increase in paraprofessionals and certificated personnel. Additional volunteers may be used for tutoring and small group instruction. Funds may be budgeted to purchase updated technology. Bruce Elementary School School Improvement Plan 68 3.3.a: Instructional Practices (Rubric Indicators 3.3 and 3.4) Current Instructional Practices Evidence of Practice Bruce Elementary School School Improvement Plan Standards Alignment -Instruction is aligned with standards based curriculum -Standards are identified in all curriculum -Lesson Plans -Teachers post standards and S.P.I.’s Assessment Alignment Data-Driven Instruction Assessments -Data is coincide with curriculum taught -Focused S.P.I.’s are assessed on each grade level continuously used to facilitate differentiated instruction -Intervention strategies are used for targeted groups -Weekly grade level meetings are held to determine instructional needs and strategies High Quality Learning Environments Research Based Instructional Strategies -Students are engaged in higher order thinking skills -Concept mapping is used in PreK-5 in all content areas -Project Description Forms identify levels of thinking for student work -Systematic, explicit, and engaging instruction is practiced by all teachers -Schedules are designed for optimal learning including a reading and math block with workstations -Concept Mapping -Ticket to Read software for grades K-5 -Calendar math Classroom Organization and Management -School wide and classroom practices are consistent -Learning stations and classroom libraries are used -Cooperative grouping -Posted rules, consequences and rewards -Integrated word walls -School wide behavior plan Differentiated Instruction -Multiple opportunities for additional assistance to improve learning are provided -After school tutoring -Voyager Passport reading intervention -Math intervention, web based, and paper/pencil -Support Team and I.E.P. meetings -S.T.A.R. Differentiated Instruction -Instruction supports varied learning styles and needs -Lesson planning -P.L.C. minutes -Formal and informal observations -Inclusion, mainstreaming -I.E.P.’s to tailor instruction -Small group instruction -C.L.U.E -Resource -E.S.L. Guided Reading Groups 69 Is the current practice research-based? Yes Yes Yes Yes Yes Yes Yes Yes Is it a principle & practice of highperforming schools? Has the current practice been effective or ineffective? Yes Yes Yes Yes Yes Yes Yes Yes Effective Effective Effective Effective Effective Effective Effective Effective -Lesson Plans -Posted S.P.I.’s in classrooms -A.Y.P. data -Formative -S.P.I. tracking sheets -Identified S.P.I.’s -Formative -P.L.C. minutes -Student work/hall -Assessment display and -Project benchmark description reports forms -Grade level -Lesson data plans notebooks, -Classroom monitoring observations - Assessment forms results -Classroom -Decreased number of discipline referrals -Classroom observation -Increased time on task and focused instruction -STAR folders - Voyager Passport and Progress Monitoring - D.I.B.E.L.S. -I.E.P. goals -STAR folders -Voyager and -100% of teachers are trained to analyze data and modify instruction -Increase in number of students mastering grade level -Increase in number of students mastering grade level expectations expectations -Increase in number of -Increase in number of What data source(s) do you have that support your answer? Evidence of effectiveness or ineffectiveness Bruce Elementary School School Improvement Plan Assessments -T.C.A.P. Assessments -D.I.B.E.L.S. -T.V.A.A.S. -A.Y.P. data -Promotion rate -Increase in students performing proficient and above -Formative Assessment scores -100% of teachers use word walls and concept mapping to support effective instruction observations -Lesson plans -Classroom organization -Classroom schedules -P.L.C. minutes -Assessment results -Assessments -Pre/Post Assessment for after school tutoring -I.E.P., Support Team meeting minutes -80% of students were proficient in Math -83% of students were D.I.B.E.L.S. reading intervention -Support team meeting minutes -Stanford Math Intervention -100% of faculty actively participates in professional development emphasizing 70 students scoring proficient and above Evidence of equitable school support for this practice -All teachers utilize Learning Village database -All teachers utilize the Blueprint for Learning -All teachers participate in weekly P.L.C.’s and faculty meetings -All students in grades 3–5, including special education, are assessed for mastery of unit S.P.I.’s through Formative Assessment tests - All students K1, are given a D.I.B.E.L.S. benchmark test three times a year -Baseline assessment tests are given -Bruce Elementary uses S.P.I.’s tracking sheets to monitor K-5 Bruce Elementary School School Improvement Plan -All teachers participate in Data Analysis professional development sessions -All teachers are provided with data notebooks -Weekly P.L.C. meetings are held to identify strengths and challenges of all students -Extensive professional -Professional Development development and access to lesson plans via Learning Village that include multiple objectives and teaching strategies are provided for all teachers. has been provided for this practice -All teachers have received the necessary materials to fully implement these practices -Professional Development, peer observations, and walkthrough's are provided to increase staff knowledge of ‘best practices’ students scoring proficient and above -All teachers receive professional development training on the implementation of learning stations -All teachers received classroom proficient in Reading differentiated instruction -Students are provided with tutoring -The learning opportunities during and after the school day -Students are mainstreamed into appropriate instructional environment is arranged to support small group instruction -Materials are made available to all classes to support individual student needs. settings training and -Title I and materials Fee Waiver -Forms funds are outlining used to expectations enhance are given to instruction teachers prior school-wide management to observations and walkthrough's -Administrative staff attends all I.E.P. and support team meetings -All students in K-1 are assessed 71 mastery of unit S.P.I.’s or accomplishments with D.I.B.E.L.S. -All Students are benchmarked in Voyager Passport -Continue P.L.C. support -Continue to focus on standards driven instruction -Continuous professional Next Steps development -Continue to use assessment data to modify instruction -Continue to align assessment and instruction -Continuous professional development -Continue to use data to move students from low to middle, and middle to high achievers -Continuous professional -Continue to implement ‘best practices’ in classroom instruction -Continue to maintain high development for all learning by providing professional expectations development addressing higher levels of Bloom’s Taxonomy Bruce Elementary School School Improvement Plan -Continue to implement effective instructional practices that allow students to be actively engaged in the learning process -Continue professional development which supports effective researchbased strategies -Continue introduction and use of high quality learning stations -Continuous professional development -Continue tutoring and intervention strategies -Allocate funding for additional assistants -Increase aid from adopters and community resources for tutoring -Continuous professional -Continue to use data to tailor instruction to address student needs -Provide support for development expectations instructional resource teachers in order to align instruction with grade level -Continuous professional development 72 3.3 b : Instructional Gap Analysis Instructional Gap Analysis The Current Use of: TIME, MONEY, PERSONNEL and OTHER RESOURCES Teachers use research-based instructional strategies that are often implemented district wide such as intensive vocabulary instruction, differentiated instruction, and concept mapping. Instruction is aligned with federal, state, and district standards. The instructional process is completely data driven. Teachers use the standards based curriculum and only high quality assessments. Students are actively engaged in high quality learning environments as supported by higher level thinking skills. Time Allocation All teachers attend district and on-site professional development for training in the use of research-based and data-driven instruction. This professional development takes place in the summer, during in-service, during regularly scheduled sessions with our school’s Professional Development School Compliance Coach, and at weekly Professional Learning Communities throughout the school year. The principal attends the annual summer Principal’s Academy and module trainings throughout the school year. Parents are encouraged to attend on-site professional development sessions and also attend the district’s parent meetings/trainings. The special skills teachers have monthly professional development sessions sponsored by the Board of Education. Para Professionals are asked to participate in the school’s professional development sessions and strongly encouraged to pursue higher education opportunities. Each grade level is provided with common planning time on a weekly basis in order to facilitate Professional Learning Communities. During this time, teachers analyze data and plan for focused instruction using differentiated instructional strategies. They ensure that they are utilizing a wide range of research based, student centered strategies. Teachers help one another with Bruce Elementary School School Improvement Plan 73 their classroom management and organizational techniques. These best practices are also shared during Professional Development Wednesdays at the school. As well, teachers collaborate on the use of research based instructional strategies and ‘best practices’. The scheduling of classes includes instruction in all content areas. Explicit instruction ensures the effectiveness of time on task. Instructional delivery times are adhered to and are of the utmost importance. A school-wide ninety minute uninterrupted instruction for literacy is practiced daily. This takes place at the beginning of every school day following sustained silent reading. Literacy activities include a variety of workstations, whole group instruction, small group instruction, and guided reading. A sixty to seventy minute block for math is also observed. Support classes are in forty-five minute blocks. These classes are provided for all students, K-5; instructional support classes consist of: Library, P.E., Music, and Art. Bruce Elementary School’s staff offers timely additional assistance to students who are experiencing difficulty. Math and literacy interventions take place ranging from twenty to thirty minutes to one hour of the school day for a targeted group of students. Voyager Passport, and Stanford E.P.G.Y. are used to target the tier two and tier three students. Volunteers from the school’s adopters tutor at-risk students daily. The E.S.L. teachers offer after-school homework help to those English Language Learners that need extra assistance. A volunteer from Multi-National Ministries provides an intense, additional reading tutor session to E.L.L. students who are struggling. Extended day after school tutoring is offered to students in grades two through five for additional reading and math interventions. The Special Education teacher uses inclusion to help address the needs of students with disabilities. Budget Allocation Funding for Bruce Elementary School comes primarily from the Site-Based and Title I budgets. The SiteBased budget is determined by student enrollment and the Title I budget is allocated by the educationally disadvantaged percentage. The Site-Based budget is utilized to purchase instructional materials, furniture, computers, equipment and supplies. This budget is generally consumed by the district’s new textbook adoption. Each teacher received an additional $400 from the state for the purchase of materials to support instruction. The BEP 2.0 allocation was $200. Title I funding resources enable the school to provide additional personnel, materials, supplies, parent involvement, and to meet the professional development needs of the staff. The district supports an extended day after school tutoring program. The program includes Bruce Elementary School School Improvement Plan 74 students that are at-risk and need intensive support on targeted S.P.I.’s. This after school program provides students with additional assistance to improve learning beyond the realm of the classroom. Title 1 funds the Voyager Passport program. The program provides students with an additional plan for assistance. The E.S.L. office funds two of the school’s E.S.L. teachers to work with students that have diverse cultural and language backgrounds in an after school program. Human Resources All Bruce Elementary School teachers are highly qualified by the standards set forth by the 2001 No Child Left Behind Act. Four teachers are Memphis Literacy Academy Laureates as is the school’s principal. They have all received intensive reading instruction training and help share the professional development responsibilities at the school. Four teachers have become certified “Raise the Bar” teacher mentors. The faculty at Bruce consists of twenty-two regular education teachers, four support class teachers, one special education teacher, two E.S.L. teachers, one part-time C.L.U.E. teacher, one part-time school nurse, one parttime strings teacher, one part-time speech teacher, one Instructional Facilitator, one Professional School Counselor, and one part-time Orff music teacher. There are five full and part-time paraprofessionals assigned to certificated personnel. These certificated personnel are responsible for the instruction and assessment of all students. The Guidance Counselor, School Psychologist, Social Worker, and staff offer support to families in securing services that support basic and educational needs. Character education, safety education, anger management, no bullying programs, and college and career awareness are all a part of this program. The Professional Development School Compliance Coach, P.D.S.C.C., provides professional development for instructors in the use of data analysis, curriculum instruction and planning. District level support for curriculum is provided by the Standards Curriculum and Assessment Department, Careers and Technology, Exceptional Children, Professional Development Specialists, and Staff Development Coordinators. Other Resources Adopters reinforce and enrich school curriculum through time, financial donations, and learning opportunities. Student Fee Waiver funds supplement instructional materials and learning opportunities. Bruce Elementary School School Improvement Plan 75 OPTIMAL UTILIZATION OF RESOURCES “What Ought to Be”: Time, Money, Personnel, and other Resources Teachers are receiving adequate and an equitable amount of instructional support. Ample funds and resources are allocated to assist teachers to meet the needs of their students. This is evidenced by the school’s adequate yearly progress status of “Good Standing.” A decline in proficiency levels was noted across all subgroups intensifying the need for good first teaching and the differentiation of instruction. Time Utilization Additional time is needed to utilize all materials that support the instruction. Additional time is needed for special educators and support teachers to attend grade level P.L.C.’s on a consistent basis. Not enough time is devoted to science and social studies. More time must be devoted to the students with disabilities, economically disadvantaged, and English Language Learners subgroups. Budget Utilization Additional funds are needed to update computer hardware to successfully implement Stanford E.P.G.Y. and other computer-based interventions. District stipends are needed for teacher attendance at after-school and summer professional development. A mobile computer lab is needed to allow all students access and successful integration of computer-assisted instruction. Human Resources Additional classroom Para Professionals are needed to assist in the equity of instructional delivery. Additional certificated personnel are needed to facilitate inclusion. An additional classroom teacher is needed to reduce third grade classroom size. A dedicated science lab teacher and computer teacher would be Bruce Elementary School School Improvement Plan 76 beneficial. Other Resources Updated computers and teacher workstations are needed to support instruction. Sites such as Net Trekker and United Streaming build on instruction, but are hard to use due to outdated hardware. Cable in the classroom would allow access to the district’s cable channel. This channel offers a myriad of professional development segments and educational videos and series that support/enhance instruction. Additional books and book containers are needed to help support classroom libraries and the separation of books via genre. This exposes children to a variety of literature resources that support instruction. Equity and Adequacy Are we providing equity and adequacy to all of our teachers? A professional development needs survey is administered annually to the faculty and staff. To provide equity and adequacy to all teachers, everyone is afforded the opportunity to receive support in their area of need. This might be done on campus, at the Teaching and Learning Academy, or even at another school. The district provides on going, research based professional development to all P.D.S.C.C.’s and principals. They, in turn, share this information 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? Funds and resources are given to teachers to effectively meet the needs of all teachers. Title 1 funds are allocated for instructional supplies and professional development needs. Any additional resources are allocated based on equity and need. Teachers also seek out grants when needed. Bruce Elementary School School Improvement Plan 77 Based on the data, are we accurately meeting the needs of all students in our school? Based on A.Y.P. data, Bruce Elementary School has met the state’s benchmarks for proficiency in reading and mathematics; however, there has been a decline in all subgroups’ proficient levels indicating a need for improvement. Bruce Elementary School School Improvement Plan 78 3.4: Instructional Process (Rubric Indicator 3.4) Bruce Elementary School School Improvement Plan 79 What Are Our Major Strengths and How Do We Know? The following strengths were analyzed in component 3.3 : Teachers use proven research-based instructional practices that are data driven. Lessons are designed to actively engage all students in the learning process and encourage them to take ownership of their learning. Classroom instruction is aligned with the standards based curriculum and assessments. Lessons are designed to meet the assessed T.C.A.P. objectives based on the Tennessee Blueprint for Learning. The school has a formalized process to align instructional practices with the curriculum and demonstrates results through systematic and sustainable implementation throughout the school. This process is motivated by data analysis that facilitates data driven instruction. Differentiated instructional methods are utilized to meet the individual learning styles and abilities of students needs. The instructional staff utilizes the Memphis City Schools pacing guides, curriculum guides, state S.P.I.’s, and assessment data to meet grade level proficiencies. This is evident in the agendas of weekly P.L.C’s, lesson plans, formal/informal observations, promotion rate, student achievement, and T.C.A.P. data. The school’s high quality curriculum enables students to problem solve, make decisions, and set goals. This is evident in integration of subject matter, maintenance of high expectations, and inclusion of higher order thinking skills. Use of research-based instructional practices allow for the support and monitoring of curriculum. All stakeholders are invited to view the curriculum and provide feedback. Grade level data, A.Y.P.data, as well as student achievement data indicate that planning for instruction is an area of strength. There is a commitment to engage in professional development that enhances the manipulation of the curriculum and supplemental materials. The school provides and fully supports continual job-embedded learning opportunities for all staff to improve their effectiveness; including both professional and support staff. Bruce Elementary School’s P.D.S.C.C. frequently collaborates with the P.D.S.C.C.’s from Berclair, LaRose, Charjean, and Sherwood Elementary schools (all high performing schools) to determine if current practices and principles utilized by instructional staff are effective. This collaborative team works together to help ensure academic success for all students. Bruce Elementary School School Improvement Plan 80 What Are Our Major Challenges and How Do We Know? The following challenges were noted in the gap analysis, 3.3: A great challenge is finding the time to implement and utilize all instructional resources and district mandated initiatives. Evidence for this challenge is found in professional development evaluations, surveys, P.L.C. minutes, teacher feedback, T.C.A.P. data, and classroom observations. All subgroups decreased their number of students who scored in the proficient or advanced levels. Time constraints inhibit teachers from being able to plan and produce high quality lessons based on a regular, thorough analysis of data. More training is needed to support the implementation of differentiated instruction and small group instruction as evidence in declining T.C.A.P. scores. There is a great need for updated technology. Outdated computers will not accommodate software and web-based programs provided to support instruction. We need additional personnel to assist in effectively differentiating instruction. This is evident in the annual assessment of I.E.P.’s and through the growth differences between high, middle, and low achievers. Science and Social Studies are not given adequate amounts of instructional time. Bruce Elementary School School Improvement Plan 81 How Will We Address Our Challenges? The following strategies may be used to address the instructional challenges of time, technology, and personnel: We will continue data analysis and application of best practices in order to meet the challenging and changing needs of our students. The Professional Development School Compliance Coach will continue to provide professional development focusing on data monitoring and differentiated instruction which support student learning. We will invite professional development specialists to assist with overcoming our challenges. Upcoming professional development will include strategies on the integration of science and social studies throughout reading and mathematics. We will continue to focus on the assessed S.P.I.’s to maximize instructional time and effectiveness. We will identify where time is being lost during the instructional day. Funds may be budgeted to provide an increase in Para Professionals and certificated personnel. Additional volunteers may be used for tutoring and small group instruction. Funds may be budgeted to purchase updated technology. Bruce Elementary School School Improvement Plan 82 3.5.a: Assessment Practices (Rubric Indicators 3.5 and 3.6) Current Assessment Practices Scott Foresman Reading Unit Tests Curriculum Guides T.C.A.P. Writing Individual reports Is the current practice research-based? Yes Yes Yes T.C.A.P. School wide reports, individual reports, A.Y.P. data Yes Is it a principle & practice of highperforming schools? Has the current practice been effective or ineffective? What data source(s) do you have that support your answer? Yes Yes Yes Yes Yes Unit Test Scores T.C.A.P. writing scores Average score 3.6 out of 6—a “B” Evidence of Practice Met the state’s Evidence of effectiveness benchmark of 83% in or ineffectiveness reading Bruce Elementary School School Improvement Plan Accelerated Reader Formative Assessments D.I.B.E.L.S. Student Teacher Academic Reports Diagnostic Reports Stanford Math E.P.G.Y. School usage reports Summary of results in reading, math, and language arts Benchmark Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Summary reports T.C.A.P. scores Comparisons Scores to school and district Met the Met the Met the state’s state’s state’s benchmarks benchmarks benchmark of 83% in of 83% in of 83% in reading reading reading and 80% in and 80% in S.T.A.R. diagnostic reports Met the state’s mathematics mathematics mathematics Placement tests, students reports, reading logs Met the state’s benchmark of 83% in reading and progress monitoring scores Individual growth summaries Students’ reports benchmarks show of 83% in overall reading growth and 80% in since 83 E.P.G.Y.’s implementation. Evidence of equitable school support for this practice Next Steps Bruce Elementary School School Improvement Plan Grade level meetings Continue to implement Grade level meetings Continue to implement Grade level meetings Continue to implement Grade level meetings Continue to implement Grade level meetings Continue to implement Grade level meetings Continue to implement Grade level meetings Continue to implement Grade level meetings Continue to implement 84 3.5 b: Assessment Gap Analysis Assessment Gap Analysis The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES All students, every subgroup, are given a variety of assessments relative to student achievement and are aligned with the state’s standards based curriculum. In addition to the district wide assessments, teachers are given the opportunity to make assessment decisions that improve student learning. Time Allocation All teachers attend district and on-site professional development for training in the use of research-based, highquality assessments and data results. This professional development takes place in the summer, during in-service, and at weekly Professional Learning Communities throughout the year. Each grade level is provided with common planning time on a weekly basis in order to facilitate P.L.C’s. During this time, teachers analyze data and plan for focused instruction to meet the individual needs for student achievement. Teachers collaborate on the use of research based assessment strategies and ‘best practices’. Kindergarten Readiness Inventory, the D.S.C., is administered at the beginning of the school year. The data from this test enables kindergarten teachers to identify students’ strengths and weaknesses from the start. Baseline assessments are used in grades one through five to identify student needs at the beginning of the school year. Star Early Literacy is given to students in grades k, 1, and 2 to determine grade level equivalencies. Star placement tests are given to students in grades three, four, and five. Renaissance Formative assessments for reading, language arts, and math are administered three times a year to students in grades three through five and are directly correlated with the state’s performance indicators. Tier three students receive intensive small group instruction using the Voyager program. Students were identified using Voyager’s placement test. Once identified, students receive regular progress monitoring every two weeks. This data is entered into the computer via the Voyager website and is used to determine growth. The Stanford Math E.P.G.Y. program is used for the Tier two students who need an extra push to reach the proficient or advanced levels. This web-based program continuously assesses students’ math skills and determines strengths and weaknesses. Unit Skills tests in reading, writing, and math provide an array of classroom assessments that support instruction. The tests are designed to assess student progress at the end of each six weeks and aid instructional planning. T.C.A.P., a statewide mandated tool, is administered in the spring of each year to all students in grades two through five. Special education and support team meetings use a variety of benchmark and intelligence testing throughout the year. D.I.B.E.L.S. assessment tests are given three times per year to kindergarten and first grade students. (Fall, Winter, and Spring). The state’s E.L.D.A. test is administered to all English as a Second Language students. This data identifies the progress of this group of students and determines their needs. A S.T.A.R. folder (Student Teacher Academic Report) is created for all struggling students. Teachers identify the areas that need strengthening and the programs that are put in place to support these needs. The S.T.A.R. folders are updated regularly and reviewed by parents three times per year. Teachers also utilize a variety of teacher made assessments. Performance assessments, portfolios, teacher-created tests, ExamView tests, and rubrics are just a few examples of what is used to ensure quality instruction and optimal academic progress. Budget Allocation On site professional development and technical support for assessment use and data analysis is funded through the Title I school budget. Materials that provide preparation for, and a review of testing skills, such as COACH and Test Ready, are purchased with the Title I school budget. The site-based budget is used to purchase materials needed for a wide range of testing tools and to produce data for analysis. The district funds the use of Formative Assessments in grades three through five. This includes Accel scantron machines, test booklets, and scoring cards. The district funds testing supplies for T.C.A.P. Human Resources All Bruce Elementary School teachers are highly qualified by the standards set forth by the 2001 No Child Left Behind Act. Four teachers are Memphis Literacy Academy Laureates. They have received intensive reading instruction training and help share the professional development responsibilities at the school. Four teachers have become certified “Raise the Bar” teacher mentors. The faculty at Bruce consists of twenty-two regular education teachers, four support class teachers, one special education teacher, two E.S.L. teachers, one part-time C.L.U.E. Bruce Elementary School School Improvement Plan 86 teacher, one part-time school nurse, one part-time strings teacher, one part-time speech teacher, one Instructional Facilitator, one Professional School Counselor, and one part-time Orff music teacher. There are five full and parttime paraprofessionals assigned to certificated personnel. These certificated personnel are responsible for the instruction and assessment of all students. The Guidance Counselor, School Psychologist, Social Worker, and staff offer support to families in securing services that support basic and educational needs The Professional Development School Compliance Coach, P.D.S.C.C., provides professional development for teachers in the use of data analysis, curriculum instruction and planning. All teachers have data folders that are compiled throughout the year and are used to differentiate instruction. District level support for assessment is provided by the Memphis City School’s Research and Evaluation Department, Professional Development Specialists, Math specialists, and Staff Development Coordinators. The principal and P.D.S.C.C. regularly observe classrooms to provide feedback on teachers’ instructional practices. During Professional Learning Communities, the principal and P.D.S.C.C. ensure that appropriate assessments are used to guide decisions relative to student achievement. The Professional Development Specialist assigned to Bruce Elementary School visits bi-monthly to help support with classroom observations. The Voyager representative visits monthly to help monitor the Voyager program. Other Resources Community volunteers, Para Professionals, and support staff members tutor students who are in need of assistance. The E.S.L. teachers work with English as a Second Language students after school to reinforce skills taught that day. Parents, Grandparents, and community volunteers serve as proctors for the T.C.A.P. All assessment results are sent home regularly to families in a language they can understand. A Guide to Undertanding the T.C.A.P. is given to all parents. The Bruce Elementary School website provides a plethora of school information for including the most recent assessment data and school profile. The school’s data wall is continuously updated to communicate with students, parents, and other school stakeholders information regarding student learning. Newsletters, phone calls, announcements, and notes home are translated for parents who first language is not English. Translators are used during all school functions. Bruce Elementary School School Improvement Plan 87 OPTIMAL UTILIZATION OF RESOURCES “What Ought to Be”: Time, Money, Personnel, and other Resources Time Utilization Additional time is needed to move lower achieving students to proficient and advanced levels before the spring 2008 T.C.A.P. More time must be devoted to professional development in the appropriate use of assessments. Budget Utilization Additional funds are needed to update computer hardware and support printing. Many of the district programs are on-line and can generate a variety of assessment data for teachers to print. Human Resources Additional classroom Para Professionals are needed to assist in the equity of instructional delivery, computer assisted instruction, and small group instruction. An additional psychologist and social worker are needed to expedite the referral process. A science lab teacher would be truly beneficial to the instructional process. Bruce Elementary School School Improvement Plan 88 Other Resources Additional scantrons, printers, reams of paper, and computers are needed in the classrooms to support assessment data analysis and generation of reports. Equity and Adequacy Are we providing equity and adequacy to all of our teachers? A professional development needs survey is administered annually to the faculty and staff. To provide equity and adequacy to all teachers, everyone is afforded the opportunity to receive support in their area of need. This might be done on campus, at the Teaching and Learning Academy, or even at another school. The district provides assessment materials to all teachers ensuring effectiveness. Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? Funds and resources are given to teachers to effectively meet the needs of all teachers. Title 1 funds are allocated for instructional supplies and professional development needs. Any additional resources are allocated based on equity and need. Teachers also seek out grants when needed. Bruce Elementary School School Improvement Plan 89 Based on the data, are we accurately meeting the needs of all students in our school? Based on A.Y.P. data, Bruce Elementary School has met the state’s benchmarks for proficiency in reading and mathematics; however, there has been a decline in all subgroups’ proficient levels indicating a need for improvement. Teachers will be given an evaluation to judge the effectiveness and provide feedback of their current assessment practices, not including the district wide assessments. Bruce Elementary School School Improvement Plan 90 3.6.: Assessment Process (Rubric Indicator 3.6) What are Our Major Strengths and How Do We Know? The following strengths were noted in the analysis of assessment: Bruce Elementary School’s instructional staff is given a great amount of assessment tools from the district/state: T.C.A.P., T.C.A.P. Writing Assessment, D.I.B.E.L.S., Voyager Passport, Stanford Math E.P.G.Y., Renaissance’s Formative Assessment, S.T.A.R., E.L.D.A. These assessments enable the data-driven instructional process. The Office of Research and Evaluation provides individual school data on a continuous basis. Teachers are given measures to be included in assessment decisions to improve student learning. What are Our Major Challenges and How Do We Know? The following challenges were noted in the analysis of assessment: We do not have adequate amounts of time to devote to the analysis of data. Teachers need to reflect upon their current instructional and assessment practices and address their effectiveness. Even though our students met the state’s benchmarks for adequate yearly progress, the number of students in the proficient and advanced levels has decreased. This decrease has affected all subgroups. Bruce Elementary School School Improvement Plan 91 How Will We Address Our Challenges? The following strategies may be used to address the curricular challenges of time, personnel, and technology: More time will be devoted to the thorough analysis of data during faculty meetings. Teachers will be given assistance with the generating of reports. Para Professionals will be trained with retrieving reports. More professional development will be provided to support teachers with this task. Jason Ogle from the Office of Research and Development will be invited back again to help disaggregate T.C.A.P. data. Professional Learning Communities will spend more time looking at data and reviewing current curricular processes and assessments. More computers and printers will be provided in the classrooms. Bruce Elementary School School Improvement Plan 92 3.7 a: Organizational Practices (Rubric Indicators 3.7and 3.8) Current Organizational Practices Evidence of Practice Professional Learning Communities Family Engagement Plan Agendas and minutes from the meetings Signed documents; discussion at parent conferences Site Based Leadership Team Minutes, agendas, sign in sheets, attendance records Professional Development Parents and Community -Agenda, sign in sheets, minutes -Professional -Parent meetings Learning Community notes and agendas (Title 1, SiteBased, I.E.P., conferences, professional development, open house, math/literacy nights, P.T.O.) -Extended Learning opportunities for children -Support team meetings -Parent resource room -Educational Opportunities HomeSchool Compacts Title 1 HomeSchool Compacts signed by the teacher, principal, student, and parent Diverse Learning Community -Instruction is differentiated to meet the needs of all students -Programs and practices are designed for all students, all subgroups -I.E.P.’s allow for modifications and inclusion -E.S.L. program assists the English Language Learners -C.L.U.E. program works with gifted learners Is the current practice research-based? Yes Yes Yes Yes Yes Yes Yes Is it a principle & practice of high-performing schools? Yes Yes Yes Yes Yes Yes Yes Has the current practice been effective or ineffective? Effective Effective Effective Effective Effective Effective Effective Adequate Yearly Progress Data Conference notes/ agendas Adequate Yearly Progress Data Classroom Observations Conference notes/ agendas -P.L.C. notes, agendas -Teachers’ data folders School has met the state’s benchmarks in reading and mathematics School has met the state’s benchmarks in reading and mathematics -Title 1 HomeSchool Compacts signed by the teacher, principal, -School Report Card -All subgroups are included in the instructional What data source(s) do you have that support your answer? Evidence of effectiveness or ineffectiveness Evidence of equitable school support for this practice -Parent feeback, surveys -Minutes from meetings School has School has School has School has -School has met the met the met the met the met the state’s state’s state’s state’s state’s benchmarks benchmarks benchmarks benchmarks benchmarks in reading in reading in reading in reading in reading and and and and and mathematics mathematics mathematics mathematics mathematics - Increase in parent and community involvement Agenda and The plan is Minutes, -Agendas, The school minutes reviewed agendas, minutes, utilizes from and updated sign in sign-in these to meetings annually by sheets, sheets inform -All staff the school’s attendance parents and members stakeholders records community: participate in monthly district level Bruce Elementary School School Improvement Plan 94 professional development -Lesson plans reflect implemntation of acquired knowledge Continue to implement Next Step Bruce Elementary School School Improvement Plan Continue to implement Continue to implement Continue to plan P.D. that supports the school’s focus calendars, website, newsletters, agenda books, school report card -Parent Link -Family Engagement Plan -Continue to implement -Continue to inform parents student progress and needs student, and parent - The compacts are reviewed and updated annually by the school’s stakeholders program -P.L.C. notes reflect data analysis of all subgroups Continue to implement Continue to implement 95 CURRENT ORGANIZATIONAL PRACTICES The vision and purpose of Bruce Elementary are aligned to current research and best practices to facilitate the focus on improving student learning. The beliefs, mission, and shared vision define the purpose and direction of the school. The leadership ensures that goals are established which support the school vision. These goals guide teaching, learning, and the overall climate of the school. The organizational practices and processes promote quality instruction by fostering an academic and safe learning environment. School policies, procedures, and organization ensure equity of learning opportunities via a proactive approach. Issues that might impede the instructional process are addressed prior to their inception. This eliminates instructional and learning time off-task. The school’s leadership employs effective decision-making and extends the school community through collaborative networks and improvement. The teacher turnover rate at Bruce Elementary School is less than one percent. If a teacher does decide to leave, it is usually due to retirement. This, in and of itself, speaks volumes for the Bruce Elementary School faculty, staff, and school community. In an attempt to attract only high quality, highly qualified teachers, Bruce School’s principal regularly attends the Memphis City School’s Job Fair to interview teachers. The school’s website is continuously updated with pertinent information showcasing our school’s successes. The school report card is disseminated throughout the community making all aware of the school’s strengths and weaknesses. Bruce Elementary School’s staff assists students that are transitioning into elementary and middle school. The school hosts its annual “Daycare Day” where local and surrounding Headstart programs and daycares bring their students to Bruce for a visit. The directors meet with the Pre-K and Kindergarten teachers to answer any curriculum questions or discuss how they can better prepare their children for the transition. Helpful handouts along with the report card are given to the visitors. Bellevue Middle School works with Bruce staff, fifth grade students, and parents regarding the transition to middle school. Students visit Bellevue for various programs, and spend a day shadowing their middle school mentor. Middle school students come and give talks to students about their own middle school experiences. Both principals participate in parent meetings to inform parents of goals and expectations. Both schools’ counselors ensure that students come prepared for learning and the middle school challenges. Bruce Elementary School School Improvement Plan 96 3.7 b: Organizational Gap Analysis Organizational Gap Analysis The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES Time Allocation Weekly common planning time is used to facilitate Professional Learning Communities. Time spent in P.L.C.’s is spent analyzing data, reviewing the curriculum, and researching the use of ‘best practices’. Time is spent in communicating the school mission and vision through the use of student handbook, website, morning announcements, parent meetings, newsletters, and school wide postings. Organization includes a ninety-minute uninterrupted literacy block and sixty to seventy-five minute math blocks. Daily intervention is scheduled for a minimum of thirty minutes. Time is allocated for professional development offerings for all stakeholders. Time is allocated for parental and community extended learning through support meetings, conferences, and workshops. Budget Allocation Primary funding for Bruce is provided by the Site-Based and Title I budget. Continuous, on-site professional development opportunities for staff, parent and community are funded through the Title I budget. District opportunities are available as well. The Bruce Elementary School’s School Improvement Plans drives how Title 1 funds are spent. Parental involvement funds are used to publish monthly newsletters, provide educational materials, support professional development, and update technology in the Parent Resource Room. District funds are used to support the extended day tutorial program and E.S.L.’s after-school Homework Help. Title 1 funds support the reading and math interventions practices during the school day. Bruce Elementary School School Improvement Plan 97 Human Resources The leadership of Bruce is responsible for fostering and evaluating practices and procedures that support the school vision and meet state and federal compliance. Both the Principal and the Professional Development School Compliance Coach provide continuous professional development in the use of ‘best practices’ that support the school vision. The Bruce faculty is responsible for implementing the practices and procedures that support that school vision and extend learning to all stakeholders. Leadership and staff members are responsible for maintaining an environment that is equitable and conducive to student learning. Para Professionals, parents, and community volunteers assist in maintaining a safe and orderly environment, and offer increased equity in student learning through small group tutoring. Other Resources Adopters provide tutoring learning opportunities and materials that support the school’s vision. Procedures are in place to ensure timely and efficient distribution of materials to the Bruce Elementary School faculty/staff. OPTIMAL UTILIZATION OF RESOURCES “What Ought to Be”: Time, Money, Personnel, and other Resources Time Utilization Additional time is needed to implement intervention strategies. Additional time is needed to solicit community support. Support teachers need to have time to meet with homeroom teachers, especially E.S.L. teachers, Resource and Speech teachers. Cross grade-level planning would truly be beneficial to the planning and organizational process. Teachers could identify the overlaps and spend more instructional time on new skills. Data analysis should begin prior to the start of school or be dedicated to during in-service days. Bruce Elementary School School Improvement Plan 98 Budget Utilization Funds are needed to hire additional Para Professional to support student learning. Additional funds are needed to support cultural awareness and extend learning to students, parents and community. More funds need to be allocated to support technology. Human Resources Additional classroom Para Professionals are needed to assist in the equity of instructional delivery and small group tutoring. A Science Lab teacher would truly be an asset to the school. Other Resources Additional community volunteers are needed to maximize the effectiveness of the current school program. Equity and Adequacy Are we providing equity and adequacy to all of our teachers? To provide equity and adequacy to all teachers, everyone is afforded the opportunity to receive support in their area of need. All homeroom teachers are given the same, adequate amount of time for planning and Professional development. Support teachers are given adequate amount of time for planning and professional development. With their staggered schedules, it is challenging to afford them opportunities to meet with homeroom teachers. Bruce Elementary School School Improvement Plan 99 Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? Funds and resources are given to teachers to effectively meet the needs of all teachers. Title 1 funds are allocated for instructional supplies and professional development needs. Any additional resources are allocated based on equity and need. Teachers also seek out grants when needed. Based on the data, are we accurately meeting the needs of all students in our school? Based on A.Y.P. data, Bruce Elementary School has met the state’s benchmarks for proficiency in reading and mathematics; however, there has been a decline in all subgroups’ proficient levels indicating a need for improvement. Teachers will be given an evaluation to judge the effectiveness and provide feedback of the current organizational practices. The school’s staff works diligently ensuring that school stakeholders receive timely information regarding student progress. Bruce Elementary School School Improvement Plan 100 3.8: Organizational Process (Rubric Indicator 3.8) What are Our Major Strengths and How Do We Know? The following strengths were noted in the analysis of organizational practices 3.7a: Bruce Elementary has effective leadership and a dedicated staff. This is evident by the school’s A.Y.P. status of “Good Standing.” The school focus is directly related to the vision, mission, and beliefs. This is supported by school climate, academic achievement, community involvement, and survey analysis. Bruce Elementary School is an environment of equity with strong professional development, data-driven action plans, data-driven lesson plans, and research-based practices. This is evident in the daily operation of the school. Organizational practices support an aligned and balanced curriculum. This is evident in the scheduling of classes, focused S.P.I. instruction, and research-based ‘best practices’. Professional development is continual and intentional. This is evident in support provided at weekly P.L.C.’s, school-wide in-service meetings, mentoring, and district offerings. All P.L.C. minutes/notes are submitted weekly along with evaluations of professional development. The daily school climate is one that fosters learning. This is evident in the observation of student and staff interaction. Relationships are built with school stakeholders through collaboration and effective, timely communication. Our school’s Parent Room houses many helpful resources for parents, including two computers. The sign-in notebook for the room reflects the increased usage of it. Translators are available at parent meetings and conferences. Some teachers on staff speak Spanish, Vietnamese, and Arabic and are asked to translate as the need arises. Items sent home are translated in a language that parents can understand and is free of educational jargon. Many of Bruce School’s current organizational practices are directly aligned to the principles and practices of high performing schools. These include the school’s Family Engagement Plan, Home-School Compact, Professional Learning Communities, continuous professional development, and identification of diverse learning communities. Bruce Elementary School School Improvement Plan 101 What are Our Major Challenges and How Do We Know? The following challenges were noted in the analysis of organizational practices 3.7b: Additional time is needed to fully master the implementation of ‘best practices’. This is evident in the fast pacing of curriculum competing with the application of new instructional strategies. Additional time is needed to solicit consistent parental and community support. This is evident in the sporadic involvement of parents and community. Additional time is needed to enable support teachers to meet and plan with homeroom teachers. More time is needed to enable cross grade-level planning to eliminate overlaps. Data analysis must begin prior to the start of school. This is often impeded due to the slow reporting of the T.C.A.P. data from the state. How Will We Address Our Challenges? The following strategies may be used to address the organizational challenges found in 3.7 a, b: Evaluate the effectiveness of strategies that address varied learning styles and focus on those with the greatest impact. Continue to offer opportunities for parental and community support for learning. Additional adopters may be acquired for an increased variety of resources. Provide incentives to teachers to come work prior to the start of the school year. Bruce Elementary School School Improvement Plan 102 Component Four Action Plan Development Bruce Elementary School School Improvement Plan 103 Component 4 – Action Plan Development 4.1: Goals Prioritized List of Goal Targets 2007—2010 Tennessee’s Benchmarks for Reading/Language Arts and Mathematics Determined by the percent of students at the proficient or advanced levels Reading Target--89% Mathematics Target--86% Attendance Target--93% Spring 2007 Bruce Elementary School’s T.C.A.P. Scores: Reading Target--83% Mathematics Target--80% Attendance Target--96% Goal I: Increase Reading Achievement – The percentage of all students performing at the proficient level in the total school score will increase by six percent in order to achieve N.C.L.B. Benchmarks. Goal II: Increase Math Achievement - The percentage of all students performing at the proficient level in the total school score will increase six percent in order to achieve N.C.L.B. Benchmarks. Goal III: Increase Parental Involvement- The percentage of parents attending and participating in events and programs held at the school will increase from five percent to at least ten percent. Goal IV: Increase the Proficiency Percentages of these Subgroups - The percentage of students in the subgroup Students with Disabilities and Limited English Proficient will increase to within five percent of the total school’s proficiency percentage. Bruce Elementary School School Improvement Plan 104 Prioritized List of Goal Targets Notes The School Improvement Plan’s committee members used a comprehensive planning process to guarantee the plan’s effectiveness. The process included drafting a timeline, roles, and responsibilities. Committee members met to establish specific criteria for the plan. Draft plans were reviewed, suggestions were considered, and revisions were made. The leadership committee reviewed each action plan to ensure that they were consistent with the school’s profile, beliefs, vision, and mission, and linked to Memphis City School’s system wide plan. The Bruce Elementary faculty and staff have developed action plans, with reasonable timelines, to address each of our target area goals for student learning that have been identified as priorities for our School Improvement Plan: reading, math, parental involvement, subgroups Students with Disabilities and English Language Learners. These areas were identified as needing assistance based on the analysis of T.C.A.P. data. The plan’s major core stems from the belief that the overall achievement level of ALL students must be improved and achievement gaps eliminated. The reading, math, and subgroups’ goals will be measured by the achievement of Average Yearly Progress (A.Y.P.). The goal of increasing parent involvement will be measured by the increase in attendance at the school. It is imperative to build and strengthen the family partnerships to support academic and character development of all students. Parents and caregivers are vital to student success. This plan addresses the need to focus on student performance within grade level expectations and the development of literacy skills, higher-level thinking skills, reasoning, and problem solving strategies. The plan also provides for the maintenance of a high attendance rate and test participation rate. The school’s goal targets match data priorities for Bruce Elementary School and address the goals of No Child Left Behind (N.C.L.B.) in ensuring that all students in all schools are academically proficient in math, reading, and language arts by the year 2014. According to N.C.L.B., K-8 schools will meet federal benchmarks if success is demonstrated in all of the subgroups with regard to the following: ninety-five percent participation rate on all state Bruce Elementary School School Improvement Plan 105 assessments; required proficiency in math as determined by T.C.A.P. achievement tests; required proficiency in reading/language arts as determined by T.C.A.P. achievement and writing assessments; ninety three percent attendance rate for each school year. State/Federal/Local Programs 2007-2008: All State/Federal/Local Educational Programs Consolidated within Bruce Elementary School’s Plan1. Title I, Part A (a poverty based formula to allocate funds to offset the effects of poverty…) 2. Title II, Part A (improving teacher quality…) 3. Title II, Part D (improving student academic achievement through the use of technology…) 4. Title III (the English Language Acquisition, Language Enhancement, and Academic Achievement…) 5. Title IV (Safe and Drug-Free Schools and Communities Act…) 6. Title V, Part A (Innovative Program Grants that assist with local education reform…) 7. Title X (The Homeless Children and Youth Program providing direct resources and educational…) Report of Assessment Results: The Office of Research, Evaluation and Assessment provides individual student academic assessment results to parents for the following assessments: T.C.A.P. T.C.A.P. Competency T.C.A.P. Writing Assessment School Climate and S.A.C.S. Surveys Gateway Exams (n/a) English 9 End-of-Course Test (n/a) Bruce Elementary School School Improvement Plan 106 Bruce Elementary School provides individual student assessment results to parents for the following assessments: End-of Six Weeks Renaissance Place Math, Language Arts, and Reading Formative Assessments—grades 3, 4, 5 Renaissance Place Web-based On-line Accelerated Reader Bi-Monthly Teacher-made Progress Reports Scott-Foresman Baseline, Unit, and End-of-Year Tests Report Cards T.C.A.P. (Tennessee Comprehensive Assessment Program) T.C.A.P. Writing Test (Grade 5) Student-Teacher Academic Reports (S.T.A.R. plans) Voyager Intervention Program D.I.B.E.L.S E.L.D.A. (English Language Learners) Individualized Education Plans, annual monitoring/review Brigance Pre-K Screening Assessment Developing Skills Checklist (Kindergarten screening) Middle-of-Reporting Period Progress Reports for All Students (Chancery) Peabody Picture Vocabulary Tests (Pre-K) Bruce Elementary School School Improvement Plan 107 GOAL 1 – Action Plan Development 4.1 (Rubric Indicator 4.1) Goal Which need(s) does this Goal address? Increase Reading Achievement: The percentage of all students performing at the proficient level in the total school score will increase by six percent in order to achieve No Child Left Behind Benchmarks. No Child Left Behind Act – Tennessee’s Targets for Reading/Language Arts and Writing for the school year 200708 is to have 89% of students at the proficient or above levels. The need to meet the diverse needs of all students, increase human resources and maximize time for intervention strategies. Reading How is this Goal linked to the system’s Five-Year Plan? ACTION STEPS – 4.2 – (Rubric Indicator 4.2) Action Step 1. Daily-The teaching and administrative staff will further implement research based instructional practices that develop and enhance literacy skills: comprehension (the reason for reading), reciprocal teaching, question-answer relationships, integrated word walls, literacy block, literacy work stations, Voyager Passport intervention, D.I.B.E.L.S., Ticket to Read, Accelerated Reader, tutoring, differentiated instruction, explicit Bruce Elementary School School Improvement Plan This goal is linked to the following goals of the Memphis City School’s Master Plan: Accelerate the academic performance of all students. Create a school community that is sensitive and responsive to the needs of an increasingly diverse population. Build and strengthen family and community partnerships to support the academic and character development of all students. IMPLEMENTATION PLAN – 4.3 – (Rubric Indicator 4.3) Timeline Person(s) Responsible Required Resources August 2007 to May 2009 -Teachers -Principal -PDSCC -Guidance Counselor Daily -Para Professionals -Literacy work stations -Voyager/ D.I.B.E.L.S materials -Community volunteers for tutoring -Scott Foresman Fiction and Non-fiction Leveled Projected Cost(s) & Funding Sources - Title I Budget $1,000 -Site Based Budget $1,000 -Professional development provided by principal and PDSCC (Trained by the Memphis City School’s P.D. Evaluation Strategy -Evidence of integration of subject matter, integrated word walls -Evidence of the Eight Super Strategies: Activate and use prior knowledge, create and use graphic organizers, use Performance Results / Outcomes -Increased use of differentiated instruction -Increased literacy skills -Increased time on task -Increased community and family involvement -Progress will be communicated 108 writing instruction, cross-curricular science and social studies integration, and after school tutoring. Action Step 2. Monthly-After identifying the diverse needs of the instructional staff, administrators, and parents via surveys, the administrative team will provide on-going, high quality professional development on research-based strategies and interventions that target literacy skills. Included will be: grade level planning, vertical planning teams, data analysis, Balanced Literacy, Thinking Maps, Voyager, D.I.B.E.L.S., 6+1 Writing Traits, computer assisted instruction that addresses the varied Bruce Elementary School School Improvement Plan readers -Computers July 2007 to July 2009 Monthly -Principal -PDSCC -Grade Chairpersons -Literacy work stations -Technology -P.D. evaluations -Planning meeting minutes -Intervention materials -Academic data Specialists). text structure, monitor comprehension and fix up strategies, visualization, generate questions, answer questions, and summarize text. -Student involvement in literacy stations -S.T.A.R. reports -Assessment data -Ninety minute, uninterrupted literacy instruction - District P.D. -P.D. evaluations requires no -Planning team additional minutes funding -S.P.I. mastery -District funds -Common Voyager/ Characteristic D.I.B.E.L.S. Checklist for High Quality Classrooms via progress monitoring/ reports and data wall -S.P.I. focused instruction -Differentiated instruction -Increased literacy skill proficiency -Data driven instruction -Progress will be communicated via progress monitoring/ reports and data 109 needs of stakeholders, parent workshops, and differentiated instruction. Action Step 3. Student progress will be monitored and assessed through the following: -grade-level monitoring form for reading, writing and intervention progress -Baseline Reading tests -Renaissance Formative Assessments -Authentic Assessments -Six Weeks Reading Unit Skills Tests -D.I.B.E.L.S. (K & 1) -Voyager Passport (K – 5) -S.T.A.R. reports -Grade level parent meetings -Progress reports -Report Cards -Curriculum Night -Parent Reports -Student Centered Classrooms -Project-based learning -Hands-on Activities wall. -August baselines -weekly assessments of skills taught -Six weeks Unit tests and monitoring form -Renaissance Formative Assessments, October, January, April -Voyager and D.I.B.E.L.S -Teachers -PDSCC -Principal -Reading Intervention Monitoring form -Formative Assessments -Assessment data -Teacher created assessments -Six weeks unit skills tests -Voyager/ D.I.B.E.L.S. benchmarks S.T.A.R. folders -S.P.I. tracking forms -TN Blueprint for Learning BEP 2.0 funds -Monitoring form $200 per -S.T.A.R. folders teacher -Formative assessment results -Intervention reports -S.P.I. tracking form -Fluency -Earlier intervention -Increase in S.P.I. mastery -Increase in proficiency -Increase in parental awareness of literacy focus -Progress will be communicated via progress monitoring/ reports and data wall. Benchmarking 3 times yearly, progress Bruce Elementary School School Improvement Plan 110 monitoring every 10 days 4. Monthly-Students in grades K – 5 will write to a school-wide prompt each month. Action Step September 2007 to May 2009 -PDSCC -Teachers -Principal -Pearson curriculum guide -Monitoring form -Writing rubric No additional funding required -Monitoring form used to track student progress -Writing samples scored to the TN rubric -Teachers -Principal -PDSCC -Write Trait Kits -Teachers’ Guides -Purchased in January of 2008 using Title 1 funds $2,500 -Formative Assessment Writing Assessment -Trait Writing Rubrics Monthly 5. 6+1 Writing Traits: Daily-Teachers will implement the core concepts of this writing program throughout classroom instruction. Action Step Bruce Elementary School School Improvement Plan January 2008 to May 2009 Daily -Increase in student writing abilities -Increased proficiency and above on T.C.A.P. Writing Assessment -Progress will be communicated via progress monitoring/ reports. -Proficient student writing skills that incorporate the six writing traits -Increase in scores on T.C.A.P. Writing Assessment -Progress will be communicated via progress monitoring and reports. 111 6. In an annual professional development workshop, teachers will reflect upon their Diversity Awareness and Gender Equitable Instructional Practices. August 2007 2008 2009 Annually Action Step Bruce Elementary School School Improvement Plan -All teachers -Principal -PDSCC -Guidance Counselor -Diversity Specialist -Professional development on gender inequities and diversity provided by principal, PDSCC, and Diversity Specialist -Bruce School’s Gender Equity PowerPoint presentation -No cost -Disaggregated T.C.A.P. data -School Climate Surveys results -Culturally diverse honors programs -Teachers will use their knowledge of gender equity when planning for and delivering instruction. -Evidence to support this awareness will be reflected in weekly lesson plans. -The school community will be sensitive and responsive to the needs of an increasingly diverse population. 112 GOAL 2 – Action Plan Development 4.1 (Rubric Indicator 4.1) Goal Which need(s) does this Goal address? Increase Math Achievement: The percentage of all students performing at the proficient level in the total school score will increase by six percent in order to achieve N.C.L.B. Benchmarks. No Child Left Behind Act – Tennessee’s Targets for Mathematics for the school year 2007-08 is to have 86% of students at the proficient or above levels. It meets the need for improvement of student achievement in Mathematics, increasing time-on-task, and the need for upgraded technology. Mathematics How is this Goal linked to the system’s Five-Year Plan? ACTION STEPS – 4.2 – (Rubric Indicator 4.2) This goal is linked to the following goals of the Memphis City School’s Master Plan: Accelerate the academic performance of all students. Create a school community that is sensitive and responsive to the needs of an increasingly diverse population. Build and strengthen family and community partnerships to support the academic and character development of all students. IMPLEMENTATION PLAN – 4.3 – (Rubric Indicator 4.3) Timeline Action Step 1. Weekly-The administrative team will provide on-going, high quality professional development on researchbased strategies and interventions that target math skills. Included will be grade level planning meetings to support the development of new strategies, parent workshops, Formative Assessment data analysis, intervention strategies, math workstations, differentiated instruction, Bruce Elementary School School Improvement Plan July 2007 To July 2009 Weekly Person(s) Responsible Required Resources -Principal, -PDSCC -District Math Leaders -Grade Chairpersons -Teachers -Updated technology to support intervention strategies -Professional Development provided by PDSCC and principal -Formative Projected Cost(s) & Funding Sources -District funding for additional computers, printers $20,000 -Title I funds P.D. budget $6,500 Evaluation Strategy -P.D. evaluations -Grade-level and vertical team planning minutes -S.P.I. mastery Performance Results / Outcomes -S.P.I. focused instruction -Differentiated instruction -Increased math proficiency skills -Progress will be communicated via progress monitoring/ reports, P.L.C. 113 and Stanford Math E.P.G.Y. Action Step Action Step 2. Daily-Teachers and students will engage in remedial and enrichment activities that will supplement the math program. -After-School tutoring program -T.C.A.P. practice skills books - S.P.I. focused instruction - Stanford Math E.P.G.Y. - Math work stations -Tutoring -Teacher generated T.C.A.P. practice -Computer Assisted Instruction 3.Daily-Student progress will be monitored and assessed through the following: Bruce Elementary School School Improvement Plan August 2007 to May 2009 Daily -Teachers -Principal -PDSCC -Tutors -Para Professionals August 2007 to -Teachers -PDSCC -Principal Assessment -Academic data -Learning Village - Math curriculum -Learning Village -Computers and headphones -T.C.A.P. preparation -tutors -Math stations -Houghton Mifflin Textbooks -Manipulatives -Math S.P.I. monitoring form minutes, and P.D. evaluations -After School Tutoring -Title 1 $1,000 for test prep materials -Title 1 $5,000 for additional technology -N.C.L.B. $20,000 EPGY -Student involvement in math work stations -S.T.A.R. reports -Assessment data -T.C.A.P. scores -Increased use of differentiated instruction -Increased math skill proficiency -Increased time on task -Increased time for intervention -Increased knowledge of computation, problem solving, geometry, algebraic thinking, and spatial reasoning. -Progress will be communicated via progress monitoring/ reports and data wall. -$1200 Title I funds for Parental -Monitoring form -S.T.A.R. folders -Formative -Earlier intervention -Increase in S.P.I. 114 -Grade level monitoring form for S.P.I. mastery -Baseline Math tests -Renaissance Formative Assessments -Authentic Assessments -Six Weeks Math Unit Skills Tests -S.T.A.R. report -Curriculum Night -Progress reports -Report Cards -Teacher observations -Performance assessments -Project-based Learning -Hands-on Activites Action Step 4. Daily-Students and instructional staff will integrate math concepts throughout the core curriculum that will assist students to: -apply problem solving and higherorder thinking skills in all school activities -enhance the ability to solve real world problems using a variety of strategies -utilize computer skills to assist in problem solving -use explicit vocabulary to enhance math related vocabulary and concepts -engage in daily T.C.A.P. format practice Bruce Elementary School School Improvement Plan May 2009 -Parents -Formative Assessments -Assessment data -Teacher created assessments -Six weeks unit skills tests -S.T.A.R. folders -Parent flyers, agendas, signins, calendars -Blueprint for Learning Involvement -BEP 2.0 funds $200 per teacher assessment results -Intervention reports -S.P.I. tracking form mastery -Increased proficiency levels -Increased parental awareness of math focus -Progress will be communicated via progress monitoring and reports -Teachers -Principal -PDSCC No additional resources required No additional funding required -Teacher assessments -Classroom observations -Evidence of integration of subject matter in work displays and authentic assessments -Earlier intervention -Increase in S.P.I. mastery in all subject matter -Increase in proficiency levels -Increase in use of higher order thinking skills -Progress will be communicated via progress monitoring and reports Ongoing August 2007 to May 2009 Daily 115 --increase knowledge of computation, problem solving, geometry, algebraic thinking, and spatial reasoning 6. In an annual professional development workshop, teachers will reflect upon their Diversity Awareness and Gender Equitable Instructional Practices. August 2007 2008 2009 Annually Action Step Bruce Elementary School School Improvement Plan -All teachers -Principal -PDSCC -Guidance Counselor -Diversity Specialist -Professional development on gender inequities and diversity provided by PDSCC and principal. -Bruce School’s Gender Equity PowerPoint presentation -No cost -Disaggregated T.C.A.P. data -School Climate Surveys results -Culturally diverse honors programs -Teachers will use their knowledge of gender equity and diversity when planning for and delivering instruction. -Evidence to support this awareness will be reflected in weekly lesson plans. -The school community will be sensitive and responsive to the needs of an increasingly diverse population. 116 GOAL 3 – Action Plan Development 4.1 (Rubric Indicator 4.1) Goal Which need(s) does this Goal address? Increase Parental Involvement: The percentage of parents attending and participating in events and programs held at the school will increase from five percent to at least ten percent. No Child Left Behind Act- It ensures that parents have the information they need to make well-informed choices for their children, more effectively share responsibility with their children’s schools, and help those schools develop effective and successful academic programs. Family Engagement How is this Goal linked to the system’s Five-Year Plan? ACTION STEPS – 4.2 – (Rubric Indicator 4.2) Action Step 1. Monthly-The school will provide effective, constant communication between the home, school, and community will lead to increased attendance at programs and events that are designed to recognize student achievement including: Honors Programs, Back to School Week, Promotion Ceremony, Open House, and Parent/Teacher conferences. All communication(s) will be in a language that is understood and free of Bruce Elementary School School Improvement Plan This goal is linked to the following goals of the Memphis City School’s Master Plan: Accelerate the academic performance of all students. Create a school community that is sensitive and responsive to the needs of an increasingly diverse population. Build and strengthen family and community partnerships to support the academic and character development of all students. IMPLEMENTATION PLAN – 4.3 – (Rubric Indicator 4.3) Timeline Person(s) Responsible August 2007 to May 2009 - Principal - School Counselor - Teachers - Parents Monthly Required Resources - Invitations, flyers, calendars -Parent Link -School website Projected Cost(s) & Funding Sources - Title 1 budget: Parent Involvement $1,500 Evaluation Strategy - Sign-in sheets -Surveys -Evaluations Performance Results / Outcomes - There will be a minimum ten percent increase in the attendance rate by parents at these events. -Progress will be measured by increased attendance and favorable responses on the 117 educational jargon. Action Step Action Step 2. Monthly-Through a warm, inviting school atmosphere, parents will increase attendance at and participation in interactive events including: Field Day, Field Trips, Reading Night, Family Math and Science Night, Curriculum Night, Back to School Week, school volunteer, Watch D.O.G.S., Safety Patrol, Readers in the Classroom, and Grandparent’s Luncheon. 3. Monthly-Providing an atmosphere that is conducive to learning, parents will increase attendance at student performances and events including: Holiday programs, computer training, Spring Extravaganza, Black History, Spelling Bee, Oral Interpretation, AllCity, and Open House. Bruce Elementary School School Improvement Plan August 2007 to May 2009 - Principal - Teachers - Parents and caregivers - Art supplies - Refreshments - Invitations flyers, calendars - Field event equipment and supplies -Parent Link -School website - Title I funds - Sign-in sheets $500 for -Surveys refreshments -Evaluations August 2007 to May 2009 - Principal - Teachers - Parents and caregivers - Title I funds $500 for refreshments and resources for parents Monthly - Guidance Counselor - Invitations, flyers, calendars - Work Station supplies - Refreshments -Parent Link -School website Monthly - Sign-in sheets -Surveys -Evaluations school’s climate survey. - There will be a minimum ten percent increase in the attendance rate by parents at these events. -Progress will be measured by increased attendance and favorable responses on the school’s climate survey. - There will be a minimum ten percent increase in the attendance rate by parents at these events. -Progress will be measured by increased attendance and favorable responses on the school’s climate survey. 118 Action Step Action Step 4. Monthly-Providing flexible scheduling, parents will increase attendance at events and programs that are designed to provide useful information including: Parent/Teacher conferences, Open House, Curriculum Night, Coffee Talks, MCS Reads, Parent Meetings with the Center for Parent Involvement, Professional Development opportunities, Back to School Week, Readers in the Classrooms, Parent Resource Room, Annual No Child Left Behind Meeting, and Grade Level Meetings. 5. The Parents, Teachers, and Administrative staff will establish and support an active Parent Teacher Organization to increase family engagement. The organization will function with by-laws, officers, and regular meetings. This organization will be in addition to the school’s Site Based Council and will be open to members of the school, families, and community members. Bruce Elementary School School Improvement Plan August 2007 to May 2009 Monthly August 2007 to May 2009 Monthly - Principal - Teachers - Parents and caregivers - PDSCC -Guidance Counselor - Invitations, flyers, calendars - Curriculum information materials - Instructional materials for work stations -Parent Link -School website - Title I funds for refreshments and supplies $2000 - Sign-in sheets -Surveys -Evaluations -Principal -Teachers - P.T.O. Officers -Parents and caregivers - Invitations, flyers, calendars - Meeting minutes and agendas -Parent Link -School website - No additional funding required -Dues: $5.00 per family - Sign-in sheets -Surveys -Evaluations - There will be a minimum ten percent increase in the attendance rate by parents at these events. -Progress will be measured by increased attendance and favorable responses on the school’s climate survey. - Parents and caregivers of students will be actively involved in the programs sponsored by the P.T.O. -Progress will be measured by increased attendance and favorable responses on the school’s climate survey. 119 GOAL 4 – Action Plan Development 4.1 (Rubric Indicator 4.1) Goal Which need(s) does this Goal address? Increase the Proficiency Percentages of these Subgroups: The percentage of students in the subgroups Students with Disabilities and Limited English Proficient will increase to within five percent of the total school’s proficiency percentage. No Child Left Behind Act- It ensures that parents have the information they need to make well-informed choices for their children, more effectively share responsibility with their children’s schools, and help those schools develop effective and successful academic programs. Students with Disabilities, Limited English Proficient How is this Goal linked to the system’s Five-Year Plan? ACTION STEPS – 4.2 – (Rubric Indicator 4.2) This goal is linked to the following goals of the Memphis City School’s Master Plan: Accelerate the academic performance of all students. Create a school community that is sensitive and responsive to the needs of an increasingly diverse population. Build and strengthen family and community partnerships to support the academic and character development of all students. IMPLEMENTATION PLAN – 4.3 – (Rubric Indicator 4.3) Timeline Action Step 1. Daily-Teachers will use inclusive practices for Students with Disabilities and English Language Learners that incorporate recommended and exemplary practice approaches, which include those that support social interactions with typically developing age peers and functional instructional objectives. All will be developed with input from the families, teachers, and the interdisciplinary team of service Bruce Elementary School School Improvement Plan August 2007 To May 2009 Daily Person(s) Responsible Required Resources -Special Education Teacher -Classroom Memphis City School’s curriculum/ Learning Village Teachers -Guidance Counselor -Principal -Special Education Supervisor Projected Cost(s) & Funding Sources -District Funded, $600 for ELL -District funded, $300 Special Ed -Professional development no cost Evaluation Strategy -T.C.A.P. -Progress Reports -Weekly classroom assessments -I.E.P. meetings -Classroom observations -Report Cards -Disaggregated T.C.A.P. data Performance Results / Outcomes -Proficiency levels of the Students with Disabilities subgroup will increase as a result of their participation in the regular classroom. -Progress will be 120 providers. -E.S.L. teachers August 2007 to May 2009 Action Step 2. Daily- Students vary in their academic abilities, learning styles, personalities, interests, background knowledge, experiences, and levels of motivation for learning. To maximize learning for all students, teachers will differentiate instruction using best teaching practices and instructional strategies. This instructional concept will create different pathways that respond to the needs of the diverse learners. Bruce Elementary School School Improvement Plan Daily -All teachers -PDSCC -Principal communicated via progress monitoring and reports. -English as a Second Language Curriculum -Memphis City School’s Curriculum /Learning Village -Leveled Readers -Flexible grouping -District Funded -On-going, high quality professional development for staff provided by principal and PDSCC -Title 1 budget $6,500 -I.E.P. Meetings -E.L.D.A. results (English Language Development Assessment) -Weekly classroom assessments -Daily classroom observations -Disaggregated T.C.A.P. data -Proficiency levels of students will increase as a result of their receiving differentiated instruction, a scientifically research-based strategy for school-wide reform. -Progress will be communicated via progress monitoring and reports. 121 August 2007 to May 2009 Daily Action Step 3. Daily-Limited English Proficient students will participate in the English as a Second Language Pull-Out Program, E.S.L. Homework Help After-School Program, and receive tutoring by Multi-National Ministries and Bi-Lingual Mentors; Action Step 4. Daily- All Students in Subgroups Limited English Proficient and Students with Disabilities will receive Math, Reading, and Language Arts Bruce Elementary School School Improvement Plan August 2007 to May -Scott -E.S.L. Foresman Teachers Reading -Principal Series -E.S.L. -On Our Way Supervisor to English -Community E.S.L. volunteers textbooks and resources -Sing, Spell, Read, and Write -Classroom teachers -PDSCC -Principal -Scott Foresman leveled readers -District Funded, $600 ELL -District Funded -Title 1 Funds $2,000 -E.L.D.A. results -I.D.E.A. Proficiency test results -Progress reports -Report Cards -Weekly classroom assessments -Daily classroom observations -Fluency -Ticket to Read tickets -Growth in webbased instructional programs -Disaggregated T.C.A.P. data -E.L.D.A. results -K.T.E.A.II test results -Assessment -Students will increase their oral and written language skills. -Proficiency levels of the Limited English Proficient subgroup will increase. -Students will increase fluency, accuracy, and comprehension. -Progress will be communicated via progress monitoring/ reports and data wall. -Students will demonstrate ability to solve real-world 122 early intervention. 2009 Daily Bruce Elementary School School Improvement Plan -Guidance Counselor -E.S.L. On Our Way -Community leveled volunteers readers -E.S.L. -Computers Teachers -Practice -Resource workbooks Teacher -D.I.B.E.L.S. in grades K, 1 -Ticket to Read -Accelerated Reader -Stanford Math E.P.G.Y Folder -Progress reports -Report Cards -Weekly classroom assessments -Daily classroom observations -Fluency -Ticket to Read tickets -Growth in webbased instructional programs -Disaggregated T.C.A.P. data problems using a variety of strategies. --Students will increase fluency, accuracy, and comprehension. -Students will effectively demonstrate computation, problem solving, geometry, algebraic thinking, and spatial reasoning skills. -Progress will be communicated via progress monitoring/ reports and data wall. 123 Component Five The School Improvement Plan and Evaluation Process Bruce Elementary School School Improvement Plan 124 Component 5 – The School Improvement Plan and Process Evaluation 5.1: Process Evaluation (Rubric Indicator 5.1) Overview: The S.I.P. Committee set the course of action to move forward achieving the ultimate conclusion: academic achievement for all. The committee for Component Five, with additional staff and community representatives, plans to monitor, evaluate, review, and adjust the Action Plans that have been created for Bruce Elementary. It is imperative that this committee ensures that the Action Plans continue to support the school vision and are executed and modified to meet the educational and social needs of our students. The S.I.P. Committee plans to review its course of action and determine the plan’s strengths and weaknesses as the year progresses. Evidence of Collaborative Process What evidence do we have that shows that a collaborative process was used throughout the entire planning process? Collaboration, the act of working together, is the key component to ensure students’ success at Bruce Elementary School. Administrators, teachers, staff, students, parents, and community members are vital to the decisionmaking process. Measures are taken to include teachers in decisions regarding assessment results. Decisions are made in accordance with the views of all stakeholders. All stakeholders are regularly given opportunities to provide input and receive feedback. Because the school prides itself on becoming an effective “Professional Learning Community,” all stakeholders are valued and deeply appreciated. The T.S.I.P.P. process meets the federal, regional, and state requirements in one plan. The S.I.P. leadership team has worked diligently with all subcommittees to ensure the production of an accurate document. The Component Five Committee worked collectively to ensure that the evaluation process involved all faculty, staff, and stakeholders. Members of this committee worked collaboratively to gather data from each component. Evidence Evidence of Collaborative Process of the on-going collaborative process is found in S.I.P. committee minutes, Site-Based Council agendas/minutes, school climate surveys, school website, monthly calendars, and parent/community meetings. Course of Action The faculty analyzed the school vision for alignment with school focus and student need. The co-chairs and principal met to discuss direction and ‘next steps’. Chairpersons and team members were assigned to each of the components. The leadership team facilitated the assignment of standards to correlating S.I.P. components. Committee chairpersons led their teams through an analysis of the assigned standard, noting the degree of functionality and focus questions. In order to facilitate collaborative work, the Principal allotted time at P.L.C.’s, school wide professional development, and weekly faculty meetings for the analysis of S.I.P. documentation. Stakeholder surveys were conducted in the spring of 2007 and September in order to obtain recent feedback. Committees met continually to review, edit, revise, and evaluate the effectiveness of the data presented. Key to all meetings was the evidence of adherence to each standard and S.I.P. component. Revisions of the S.I.P. were made and presented by chairpersons for faculty and stakeholder review and acceptance. Professional development has been provided for the use of the new T.S.I.P.P. template and corresponding rubrics. Committees continue to evaluate S.I.P. components for needed revisions. This process should be completed in April 2008 prior to state submittal. Bruce Elementary School School Improvement Plan 126 Evidence of Alignment of Data and Goals What evidence do we have that proves alignment between our data and our goals? Bruce Elementary School utilizes a plethora of assessments to address areas of need for students. The goals and focus for the current school year were derived from current, 3 year, academic and non-academic data. Component One allows for the thorough analysis and presentation of this data. This component reflects an accurate and succinct profile of the students and community served by our school. Collection and careful analysis of pertinent information plays a critical role in determining the effectiveness of the existing programs and services. This data analysis assists the teams in planning and sustaining school improvement initiatives on behalf of student learning. During Professional Learning Communities weekly meetings, grade-levels analyze classroom data and determine students’ strengths and weaknesses. Flexible grouping in classrooms allows for continuous monitoring and adjusting of students’ needs. Lesson plans are written based on disaggregated data. During Staff Development Wednesdays, the faculty analyzes data by grade-level and school-wide. Professional development is planned based on identified faculty, staff, and parents’ needs. These meetings allow for collaboration and implementation of scientifically based instructional strategies and best practices. During monthly Site-Based Leadership Council meetings, data is presented and shared with all of the stakeholders (parents, faculty, staff, community members, students, administrators). Feedback and suggestions are encouraged. The analyzed data is used to establish goals for improvement. Bruce Elementary School School Improvement Plan 127 Evidence of Alignment of Data and Goals Multiple sources of data align with our school goals. The following research-based instruments are used to assess student performance: T.C.A.P. data, T.V.A.A.S., subgroups Scott Foresman Reading Benchmark Tests Student Report Cards Quarterly Formative Assessments Teacher-made Assessments E.L.D.A.—English Language Development Association I.P.T. Proficiency Test I.D.E.A. Accelerated Reader Stanford Math, E.P.G.Y. S.T.A.R. Reports Voyager Benchmark Test D.I.B.E.L.S. Star Reading Diagnostic Test--RenPlace School Report Card Attendance data Community demographics School Climate surveys S.A.C.S. Surveys Individualized Education Plans Bruce Elementary School School Improvement Plan 128 Evidence of Alignment of Data and Goals The following goal targets match data priorities for Bruce Elementary School and address the goals of No Child Left Behind (N.C.L.B.) in ensuring that all students in all schools are academically proficient in math, reading, and language arts by the year 2014. K-8 schools will meet federal benchmarks if success is demonstrated in all of the subgroups: 95% participation rate on all state assessments Required proficiency in math as determined by T.C.A.P. achievement tests Required proficiency in reading/language arts as determined by T.C.A.P. achievement tests and writing assessments 93% attendance rate for the school year Bruce Elementary School School Improvement Plan 129 Evidence of Communication with All Stakeholders What evidence do we have of our communication of the T.S.I.P.P. to all stakeholders? The leadership of Bruce Elementary successfully establishes and communicates a shared purpose and focus for student achievement. All stakeholders, including support staff, teachers, students, adopters, parents and community representatives are involved in the development and evaluation of the T.S.I.P.P. document, Family Engagement Plan, and Home-School Compact. This is evident in committee formations, leadership council members, and meeting minutes. The mission, vision, school focus, and A.Y.P. data is posted throughout the school. The vision statement is included in school publications. All stakeholders are notified of the school’s A.Y.P. status and priority goals. This is evidenced by the Title I annual meeting, school calendar, student handbook, school postings, school website, district publications, and news media. Evaluations, surveys, and Coffee Talks are continually used to update stakeholder awareness and promote support for the goals of T.S.I.P.P. This opportunity for feedback increases communication with stakeholders and allows insight into the effectiveness of the school focus. The stakeholders of Bruce Elementary School believe that parents, families, and community members are a vital link to the educational well being of our children. All must work together cooperatively to achieve the highest student achievement. As a result, a Family Engagement Plan and a Home School Compact have been devised annually to serve as our school’s plan for involvement and support. Both were written with input from all stakeholders. These “breathing” documents ensure that stakeholders have opportunities to participate in planning, designing, and implementing the No Child Left Behind program. These documents can be found on the school website, in the student handbook, posted in the school, and have been distributed within the school community. Bruce Elementary School School Improvement Plan 130 Evidence of Communication with All Stakeholders To better serve the needs of Bruce Elementary School’s diverse population, all reports of individual assessment results are provided to parents in a language they can understand. Be it free from “educational jargon” or translated into one of four different languages (English, Spanish, Vietnamese, or Arabic) represented within our school population, all items sent from Bruce School are carefully written. Three faculty members and a Bilingual Mentor assist with written and oral translations. A monthly calendar provides pertinent, helpful information. A newly developed Parent-Teacher Organization serves as a collaborative body. The Site-based Council also serves as a forum for collaboration. Parents are invited to participate in the school’s professional development, and can collaborate with one another in the school’s Parent Resource Room. This room houses computers and a phone for parent use. Parents can review the school’s high-quality curriculum and use the parent suggestion box. A bulletin board for parents contains information about the most recent parent meetings and other school information. Parent conferences are scheduled bi-annually and as needed. Parents are encouraged to observe the instructional program. The school’s adopters work with the school regularly and serve on the T.S.I.P.P. Committees. The University of Tennessee, Memphis Leadership Foundation, Rhodes College, and Multi-National Ministries are community organizations that work regularly with Bruce Elementary School. Bruce Elementary School has one principal. The principal evaluates teachers through formal and informal observations. All observations allow for the principal and teacher to collaborate on instructional strengths and weaknesses. Teachers regularly provide input to the principal via Staff Development Wednesdays, Weekly Professional Learning Community grade-level meetings, and Site-Based Council Leadership meetings. The principal maintains an open-door policy for faculty, staff, and parents. Parents can meet with the principal without an appointment before or after school, and as needed. A parent suggestion box is used to assist with parent concerns. A response is guaranteed within forty-eight hours. The Bruce Elementary School website has a link for parents and community members to access the principal’s web e-mail address. The website is regularly updated to provide all stakeholders with the most current information about school activities, programs, Bruce Elementary School School Improvement Plan 131 Evidence of Communication with All Stakeholders important dates, professional development, No Child Left Behind, continuing education, and educational resources. This is also a venue for attracting high quality, highly qualified personnel. Bruce Elementary School faculty and staff members, also known as “Team Members”, have numerous opportunities to collaborate. New teachers and teachers new to Bruce Elementary School are provided with certified “Raise the Bar” teacher mentors. Classified personnel are designated a “buddy” to assist with their needs. A Faculty/Staff handbook is updated annually. A system is in place to support non-highly qualified personnel gain certification. On-going professional development opportunities are designed to meet the needs of all. Faculty and staff members are encouraged to attend local, state, and national professional development and “share” with Team Members their newfound knowledge. Weekly Professional Learning Community grade-level meetings establish networks that build capacity for student learning. Leadership opportunities are available to all staff and faculty members. They can become the Grade Chairperson who facilitates the Professional Learning Community meetings and reports to the principal. Another opportunity is to become a Memphis Education Association representative. Lead faculty members guide the School Improvement Team and SACS committee Team. Other opportunities for faculty and staff include school committees, United Way representatives, new teachers mentors, Site-based Council membership, lead teachers, Curriculum Support Team membership, and staff development presenters. Teachers collaborate with parents via monthly progress reports, Student-Teacher Academic Reports, e-mail, phone messages, parent conferences, lesson line, and report cards. Students’ input is valued at Bruce Elementary School. Students are given leadership opportunities via the Sitebase Council and Student Council. Students are a part of the Bruce Elementary School’s School Improvement Plan. Students’ feedback is crucial when making decisions about programs and arts events. Students’ input is needed to add resources to the school’s website. A student handbook, code of conduct, and textbook rules are guidelines that students agree to honor during the school year. Students and their parents are given access to multiple support mechanisms. These mechanisms include: small group or individual counseling sessions, I.E.P. Team meetings, School Support Team meetings, and S.A.R.T. Team meetings. Bruce Elementary School School Improvement Plan 132 Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals What evidence do we have that shows our beliefs, shared vision and mission in Component Two align with our goals in Component Four? At Bruce Elementary School we believe that we are “Inspiring Learners for Life.” All stakeholders strive to instill in students a purpose and love for learning. This is evidenced in our goals that ALL children will become proficient or advanced according to N.C.L.B. Guidelines. Bruce Elementary School’s stakeholders communicate a vision, statement of beliefs, and mission that provides a focus for improving the performance of the both the students and school as a whole. Bruce Elementary School builds understanding of its mission, vision, and beliefs among ALL stakeholders. They are revised annually at the school’s final Site-Based Leadership Council Meeting. The stakeholders ensure that these items reflect the most current research and best practices. A final consensus is gathered and these are put in place for the upcoming school year. The mission, vision, and beliefs are the driving force behind the goals for the school improvement plan. They are the guide to improving teaching, learning, and the operation of the school. These items are posted throughout the school, but most importantly in the school’s front foyer. In addition to this area, they can also be found in the school’s handbook, website, main office, and Parent Resource Room. The Collaborative Process The Beliefs, Mission, and Vision Committee met and addressed these guiding questions: Where are we now? What do we believe? What is our school’s direction/ultimate goal? Where is our school headed? What are we doing for students? What are our expectations for the future? After much discussion and collaboration, the committee reviewed the existing beliefs, mission, and vision. It was determined that the committee must re-visit and update these to ensure continuous student success. The committee met and planned three times prior to receiving faculty input. After additional discussions and minor revisions, the belief, mission, and vision Bruce Elementary School School Improvement Plan 133 Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals statements were presented to the Site-based Leadership Council for students, staff, parents, and community members’ input and approval. The final versions can be found on the school’s website, posted throughout the school, and in the main office. All stakeholders, including support staff, teachers, students, adopters, parents and community representatives are involved in a collaborative effort to develop beliefs, a vision and a mission that are aligned with the school focus and targeted goals. The goals are directly correlated to the vision and purpose of the school in meeting the educational and social needs of our students. This purpose is focused on continually improving student achievement. The goals are analyzed for evidence of achievement. The Bruce faculty and staff have developed action plans to address each of our target area goals for student learning that have been identified as priorities for our School Improvement Plan: reading, math, and attendance. All goals are measured by the state’s benchmarks for Adequate Yearly Progress (A.Y.P.). The plan addresses the need to focus on student performance within grade level expectations and the development of literacy skills, higher-level thinking skills, reasoning, and problem solving strategies. The plan also provides for the maintenance of a high attendance rate and test participation rate. The leadership committee reviewed each action plan to ensure that plans were consistent with the school’s profile, beliefs, vision, and mission. Bruce Elementary School School Improvement Plan 134 Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization What evidence do we have that shows our action steps in Component Four align with our analyses of the areas of curriculum, instruction, assessment and organization in Component Three? The school’s leadership evaluates school effectiveness and student performance in order to make decisions that reflect the focus of the school for student learning. Continuous school improvement and enhanced student achievement are the primary goals of the school. Thorough analysis of academic and non-academic data provides a base for the formation and revision of action plans. The school has a formalized process to align instructional practices with the curriculum, and demonstrates results through systemic and sustainable implementation throughout the school. The action steps contained in component four are directly aligned with the areas of curriculum, instruction, assessment and organization. Specific strengths and needs for optimal performance were detailed in the gap analyses. These needs are addressed through action steps to ensure target goals are reached. Reading, writing, language arts, mathematics, parent involvement, and subgroups Students with Disabilities/Limited English Proficient were all targeted as needing assistance. The action steps support the school and system goals for the increased use of research-based, ‘best practices’ which support student achievement. The action steps in component four are characterized by the following: Evidence of alignment to identified needs due to direct correlation to data analysis Direct link to student behavior evident in strategies and outcomes Professional development for all stakeholders, technological use, parental involvement, and included in steps for each goal Needs identified in gap analyses are addressed in the goal action steps Student centered, teacher-centered, and school organization centered plans are identified Bruce Elementary School School Improvement Plan 135 Suggestions for the Process What suggestions do we have for improving our planning process? Improvements for the planning process have been noted and addressed during the current revision of the T.S.I.P.P. document. Data includes academic and non-academic data, as well as the implementation of ‘best practices’ for data-driven instruction and assessment. Improvements which facilitated ease in revising the new T.S.I.P.P. document include: Workable timelines A.Y.P./school data housed in one notebook S.P.I. tracking forms Data analysis of all subgroups Monitoring instruments for literacy and math Clear interpretation of data results Positive, supportive committee interaction Classroom walk-through, observation charts Additional district-level support Professional development for beginning teachers on the S.I.P. process Continue to collect and analyze multiple data sources Frequent professional development on how to use and analyze data; how data drives instruction Bruce Elementary School School Improvement Plan 136 Suggestions for the Process Additional Suggestions/Notes Bruce Elementary School School Improvement Plan 137 5.2: Implementation Evaluation (Rubric Indicator 5.2) Evidence of Implementation What is our plan to begin implementation of the action steps? “Formative Assessment is evaluation designed and used to improve student performance by measuring frequent intervals during the learning process.” At Bruce Elementary School, data analysis drives instruction. Formal and Informal data are analyzed weekly to monitor student performance. T.C.A.P. data is analyzed and compared with prior data. Subgroup data is disaggregated. Subgroups needing assistance are identified and provided timely interventions. The Principal and P.D.S.C.C. regularly review on-line data from Formative Assessments, D.I.B.E.L.S., Stanford Math, and Voyager to ensure effective planning and instruction. Assessment InstrumentsThe following assessment instruments are used to evaluate progress, and at pre-determined intervals: 1. TCAP (April 2007—April 2008) 2. TCAP Writing Assessment, Grade Five (April 2007—April 2008) 3. Renaissance Place Formative Assessments (Quarterly) 4. D.I.B.E.L.S Benchmarks (Three Times Yearly) 5. Voyager Passport Progress Monitoring Data (Every Two Weeks) 6. Voyager Benchmark Test (Three Times Yearly) 7. Scott-Foresman Placement and End-of-Year Tests (Once Yearly) 8. Scott-Foresman Unit Skills Tests (Every Six Weeks) 9. Teacher Assignments: Homework, rubrics, teacher-made tests, performance assessments, daily quizzes/assignments (Reports to Parents Bi-monthly) 10. Individualized Education Plans for Special Education Students and English Language Learners Bruce Elementary School School Improvement Plan 138 (Updated Annually or as Needed) 11. Renaissance Place Web-based Accelerated Reader (Daily) 12. Stanford Math, E.P.G.Y. 13. Houghton Mifflin Unit Skills Tests (Every Six Weeks) Procedures Used to Analyze Formative Assessment DataDuring Professional Learning Communities weekly meetings, grade-levels analyze classroom data and determine students’ strengths and weaknesses. Flexible groupings in classrooms allows for continuous monitoring and adjusting of students’ needs. Lesson plans are written based on disaggregated data. Instruction is then differentiated to meet the needs of all learners. During Staff Development Wednesdays, the faculty analyzes data by grade-level and school-wide. Professional development is planned based on identified faculty, staff, and parents’ needs. These meetings allow for collaboration and implementation of scientifically based instructional strategies and best practices. During Site-Based Leadership Council meetings and parent meetings, data is presented and shared with all of the stakeholders (parents, faculty, staff, community members, students, administrators). Feedback and suggestions are encouraged. Intervention StrategiesAll students who have been targeted as needing additional, timely assistance are invited to attend the ExtendedDay program. Students in Kindergarten through Fifth Grades who have been identified as at-risk of success are included in the Voyager, Stanford Math, E.P.G.Y., and D.I.B.E.L.S. programs. These programs are in addition to regular instruction. Subgroups, such as Students with Disabilities and Limited English Proficient, receive assistance from support classes. All students needing assistance are given opportunities to receive individualized instruction, peer tutoring, and computer-assisted instruction. Bruce Elementary School School Improvement Plan 139 Long-Term Comparison PlanningT.C.A.P. Achievement Test data and T.C.A.P. Writing Test data from previous years will be compared to current data (2007-2008). This data will be beneficial in determining growth, strengths, as well as weaknesses. Once these have been determined, the stakeholders from Bruce Elementary School will create its annual School Improvement Plan. Course of Action: Planned and unplanned classroom observations by Principal and P.D.S.C.C. to ensure the use of research-based instructional strategies that address the S.I.P.’s goals Weekly Professional Learning Communities that review, monitor, and adjust the implementation of S.I.P. Professional development that supports and enhances teachers’ knowledge of ‘best practices.’ Thorough review of weekly lesson plans ensuring conformity to local and state standards and school goals Evidence of the Use of Data What is the plan for the use of data? We currently utilize a variety of research-based assessment tools in order to have a reliable, valid, and bias free measurement of the performance for each of our students. The assessments are state mandated and district supported. This data is used daily to analyze student performance. These measurements allow the classroom teacher to evaluate teaching methods and make adjustments that will meet the individual needs of each student and ensure improved student performance. Bruce Elementary School School Improvement Plan 140 Voyager, D.I.B.E.L.S., and Stanford Math assessments determine students’ instructional needs and provide instructional grouping suggestions in order to achieve optimal instruction, support, and practice. The data provides immediate, ongoing, and accurate analysis of student performance. Renaissance Formative assessment is administered quarterly to students in grades three through five. The results indicate which skills students have mastered and those skills that need to be revisited. The skills assessed are state mandated requirements for grade level proficiency. T.C.A.P. is a statewide mandated and district supported assessment tool. The results are used to determine whether the school has made Adequate Yearly Progress in the academic areas of reading, language arts, writing, and math. All students in grades two though five take the T.C.A.P. test at Bruce Elementary. Unit Skills tests in reading and math provide a wide array of formal tests and classroom assessments that support instruction. The tests are designed to assess student progress at the end of each six weeks and aid instructional planning. Standardized Reading and Math Practice Materials Accelerated Reader Houghton Mifflin Math Unit Skills Test, end of each reporting period Attendance Rate Reports -daily, weekly, 20 day period Bruce Behavior Plan Data Report – per 20 day period Data is analyzed and reviewed in leadership P.L.C.’s, at faculty meetings, and in grade-level P.L.C.'s. School data is compared to past performances, both state and local. To ensure efficacy, the national norms are also noted. Teachers meet weekly with the P.D.S.C.C. or Principal in grade level P.L.C.’s to plan for differentiated instruction. Data is collected on monitoring instruments. The targeted S.P.I.’s are used to drive instruction. At the end of the school year, teachers will meet with administrators individually to discuss T.V.A.A.S. reports and receive direct feedback. These methods allow for instructional planning to build upon the student strengths Bruce Elementary School School Improvement Plan 141 and provide remediation for indicated weaknesses. Funds for professional development and instructional materials are used to support the areas of need as indicated by the data analysis. Once the T.V.A.S.S. reports become available, the principal meets with each teacher to discuss the data. This feedback will help teachers decide on a course of action for professional development growth. Bruce Elementary School School Improvement Plan 142 5.3: Monitoring and Adjusting Evaluation (Rubric Indicator 5.3) Evidence of Monitoring Dates What are the calendar dates (Nov/Dec and May/June) when the School Leadership Team will meet to sustain the Tennessee School Improvement Planning Process? Identify the person(s) responsible for monitoring and the role they will play in the monitoring process. Action Plan Timeline Name/Position of Person Monitoring Strategy Responsible Review the new T.S.I.P.P. September 2007 Martha J. Tipton, Principal Agenda with its five components Rebecca Schaffer, S.I.P. Sign in sheets to all stakeholders Leadership Chairperson Evaluation feedback Form committees based on September 2007 Martha J. Tipton, Principal Agenda areas of strength; Select Rebecca Schaffer, S.I.P. Sign in sheets committee chairs based on Leadership Chairperson Evaluation feedback their organizational and Minutes communication skills along with strong leadership abilities Develop Timeline for September 2007—timeline Martha J. Tipton, Principal Agenda progress reports and Bi-monthly meetings for Rebecca Schaffer, S.I.P. Sign in sheets consensus meetings committee reports Leadership Chairperson Evaluation feedback S.I.P. Chairs Minutes Review and obtain December 2007 Martha J. Tipton, Principal Agenda school’s consensus on the Rebecca Schaffer, S.I.P. Sign in sheets quality of the S.I.P. Leadership Chairperson Evaluation feedback process/results; determine Minutes if adjustments need to be Bruce Elementary School School Improvement Plan 143 made based on summative data Celebrate the school’s successes at the Spring Extravaganza—All stakeholders invited Analyze data to develop school goals Bruce Elementary School School Improvement Plan May 2008 Martha J. Tipton, Principal Invitations Rebecca Schaffer, S.I.P. Sign in sheets Leadership Chairperson Annually Present through 2014 Martha J. Tipton, Principal Summative Assessments Rebecca Schaffer, S.I.P. Leadership Chairperson 144 The following table identifies projected test datesAssessment Kindergarten Projected Date for Administration Kindergarten Readiness Indicator (KRI) August 13 -17 D.I.B.E.L.S. Benchmark Assessments August 20 -29 January 7 – 24 April 16 – May 2 Unit Skills tests for Reading & Math Last week of each 6 weeks First Grade Reading & Math Baseline tests August 13 – 17 D.I.B.E.L.S. Benchmark Assessments August 20 – 29 January 7 – 24 April 16 – May 2 Unit Skills tests for Reading, Writing, & Math Grades 2 - 5 Reading & Math Baseline tests Bruce Elementary School School Improvement Plan Last week of each 6 weeks August 13 – 17 145 Voyager Benchmark Assessment August 13-29 January 7 – 24 April 16 – May 2 Unit Skills tests for Reading, Writing, & Math Last week of each six weeks MCS Formative Assessments (gr. 3-5) October 1-4 November 26-30 February 18-22 Formative Assessment Writing Asses. – Gr. 5 October 1-4 November 26-30 February 18-22 Voyager Passport Progress Monitoring, K -5 Every 10 days State Assessments TCAP Writing Assessments -5th gr. February 5 TCAP Achievement Test, gr. 2-5 April 14-18 Bruce Elementary School School Improvement Plan 146 Evidence of a Process for Monitoring Plan What will be the process that the School Leadership Team will use to review the analysis of the data from the assessments and determine if adjustments need to be made in our plan? The School Leadership Team will meet to sustain the Tennessee School Improvement Planning Process (TSIP). The following schedule is used to facilitate continual meetings. The Principal and S.I.P. Leadership Chair are responsible for communicating the time and location of the meetings. Bruce Elementary School Action Step (Strategies/Interventions) No Costs Timeline Engage the entire school in the process of self-assessment and continuous improvement on a regularly scheduled basis. August 2007 – January 2008 Develop and enact a process for documenting results of improvement efforts. August 2007 – September 2008 Bruce Elementary School School Improvement Plan Position/Person Responsible Monitoring Strategy Martha J. Tipton, Principal Rebecca Schaffer, S.I.P. Leadership Chair S.I.P. Committee Chairs Martha J. Tipton, Principal Rebecca Schaffer, S.I.P. Leadership Chair S.I.P. Committee Chairs Agenda Minutes Sign in sheet Evaluation Feedback Sign In Sheet Agenda Minutes Results Protocol Standards Assessment Tools for School Rubrics 147 Evaluation Feedback Update school demographics and contact information on a regular basis. August Martha J. Tipton, 2007 – Principal March 2008 Rebecca Schaffer, S.I.P. Leadership Chair S.I.P. Committee Chairs Administer the School Climate March 2008 Rebecca Schaffer, Survey to all school stakeholders P.D.S.C.C. Schedule Site Based Leadership August Charlotte Golden, Site Council Meetings 2007 Based Council Chair Meetings are held six times a year Updated Reports Updated contact information report Feedback from surveys Agenda Minutes Sign in sheet Evaluation Feedback Evidence of a Process for Adjusting Plan What will be the process that the School Leadership Team will use for adjusting our plan (person(s) responsible, timeline, actions steps, resources, evaluation strategies) when needed? “Summative Assessment is designed to present conclusions about the merit or worth of an object, event, or program and recommendations bout whether it should be retained, altered, or eliminated.” The Tennessee Comprehensive Assessment Program (T.C.A.P.) test is given annually each spring. This test measures students’ proficiency levels and growth from year-to-year. From the T.C.A.P. data analysis, a summative assessment is made and the School Improvement Plan is developed. All stakeholders are given the opportunity to re-visit school goals, beliefs, strategies and interventions during the School Improvement Plan process. Site- Based Leadership Council meetings are held six times per year and continuously address the Bruce Elementary School School Improvement Plan 148 S.I.P., re-visit goals, monitor and adjust, solicit input, and review the school’s progress. T.C.A.P. data indicates the current plan’s effectiveness in meeting the needs of individual learners. Bruce Elementary School’s T.S.I.P. Subcommittees meet once per reporting period to measure the effectiveness of the action plans. Professional Learning Communities re-visit action plans weekly to make adjustments to the action steps, if the data proscribes, and to ensure effective implementation. To measure student growth, data is analyzed prior to instruction. Data is disaggregated and students identified as at-risk of success. For the 2006-2007 school year, data indicated that the majority of students in subgroups, Students with Disabilities and English Language Learners, scored below proficient. Teachers ensure that these students receive timely interventions. All students, particularly the lowest-achieving ones, must demonstrate proficiency related to the State’s academic standards. The State’s benchmarks and Bruce Elementary School’s T.C.A.P. results are posted for all stakeholders to view via bulletin boards and website. Bruce Elementary School School Improvement Plan 149 Annual Summative Review PlanMilestone Dates Assessment Instruments February 6, 2008 T.C.A.P. Writing Grade Five April 14—18, 2008 T.C.A.P. Achievement Test Grades 2--6 Bruce Elementary School School Improvement Plan Data Analysis Procedures All teachers analyze and disaggregate data from T.C.A.P. Assessments. Subgroup data is analyzed and compared from previous years. Long-Term Comparisons Communication Plan of Goal Attainment to all Stakeholders At the beginning Individual student and end of each reports are sent school year, home to parents individual student after each data reports and assessment event. school assessment results are All stakeholders can analyzed, view data results via disaggregated, the Commercial and compared Appeal newspaper, from previous School Report Card, years. Teachers School are able to Improvement Plan, identify skills not School/State/ mastered, target MCS websites, students’ needs, N.C.L.B. Annual and identify Meeting, Parentproficiency Teacher Meetings/ levels. Teachers Conferences, Sitemaintain data based Leadership folders and Council Meetings, update regularly. notes home/community. 150 The leadership team reviews the assessment results and analyzes them in conjunction with the action steps. Decisions are made to determine effectiveness of the plan. Once the level of effectiveness is determined, practices are adjusted as follows: teacher professional development, research-based instructional practices, mentoring, student, and parent activities. Evaluation Steps: Faculty and staff surveys Grade Level Meetings/Professional Learning Communities Post-Conference Meetings with administrators to address instructional goals and teacher needs Summative assessments and evaluation of educational materials and resources The summative assessments that are utilized are listed below: T.C.A.P. Achievement Tests – Comparisons will be made in the movement of students from below proficient to proficient, and from proficient to advanced in Reading/Language Arts and Math. As well, objective strengths and weaknesses will be analyzed and compared to previous strengths and weaknesses. The analysis of Individual Student Data provides feedback on the performance of students and teachers for the year. Group Data Reports are used to determine high priority objective performance indicators at grade levels. Tennessee Value Added Assessment Scores – The T.V.A.A.S. scores will be used to determine the growth of students at varied achievement levels. This data will be used to track the pattern of academic gains of lower and middle-achieving students. T.C.A.P. Writing Assessment – Scores from fifth grade students will be compared to previous groups to determine trends and give indications of ways to improve writing across the grade levels Bruce Elementary School School Improvement Plan 151 The School Improvement Plan, in accordance with state recommendations, will be revised and adjusted according to testing results, changes in school goals, and instructional practices. Additional adjustments are based on a shift in demographics, changes in student needs and requirements of the S.I.P. team and building administrator. The Leadership Team plans to monitor, evaluate, review and adjust the action plans that have been created. Additionally, this committee will ensure that the action steps are executed and modified to meet the educational and social needs of our students. This committee will be responsible for the implementation and documentation of the School Improvement Plan. Members of the Site-Based Council Leadership Team: 1. 2. 3. 4. 5. 6. 7. 8. 9. Charlotte Golden, Chair, Parent Myra Terry, Teacher Loretta Farmer, Teacher Kathy Cohran, Teacher Darryl Henderson, Parent Marie Thomas, Parent Louis Cathey, School Secretary Clarice Harris, Community Representative Martha J. Tipton, Principal Bruce Elementary School School Improvement Plan 152 2007-2008 Site-Based Council Meeting Dates: 1. 2. 3. 4. 5. 6. September 10, 2007 November 5, 2007 February 4, 2008 March 3, 3008 April 7, 2008 May 5, 2008 Site-Based Leadership Council Chair, Charlotte Golden, sets meeting dates in August. Bruce Elementary School School Improvement Plan 153 Evidence of a Plan for Communicating to All Stakeholders The Leadership Team shares collected data with stakeholders concerning priority needs and strengths. Copies of meeting minutes and revisions will be made available for viewing. Communication Plan for All Stakeholders Stakeholders are represented on all subcommittees Members present and minutes from meetings are on file with P.D.S.C.C. Component presentations are made All stakeholders are notified of school status and priority goals (school, district, media) Monthly newsletters School Website Parent meetings held regularly Parent/Teacher Conferences are scheduled regularly and at the request of parents or teachers Stakeholders are in attendance at school events and tutoring programs (Title I, Open Houses, Family Nights) N.C.L.B./Title I Meetings and Workshops are held monthly Surveys are given to all stakeholders Parent/Student Teacher/ Compacts are completed for each student Student/Parent/Teacher Conferences Parent Link Site Based School Leadership Team School Report Card Bruce Elementary School School Improvement Plan 154 Plan for Feedback Evaluation feedback from parent and staff meetings/professional development S.I.P. reviewer comments and rubric ratings Stakeholders’ survey on the effectiveness and implementation of the S.I.P. Continuous monitoring and adjustments School Climate Surveys “This component describes the institutional process for the on-going evaluation of the overall Bruce School Improvement Plan.” Evaluation of the Bruce Elementary School’s School Improvement Plan and ProcessAt Bruce Elementary School, all stakeholders understand “why” we must evaluate. Every meeting, conference, professional development, and program is closed with an evaluation. Each spring students are formally evaluated. These evaluations are accountability tools to measure the quality of school processes and academic growth. Information is used to provide direction for school goals and future planning. The School Improvement Plan is communicated to all stakeholders via the school’s website, distribution of the plan, and community forums. Results are regularly communicated to all stakeholders regarding improved student learning via parent meetings, school’s website, and school handbooks. The School Improvement Plan is a plan of action. It is written, revised, monitored, and adjusted by the school’s stakeholders. The S.I.P. levels of implementation are regularly reviewed during grade-level Professional Learning Communities’ weekly meetings and professional development sessions. The principal reviews lesson plans to ensure alignment between the S.I.P. and instruction. Monitoring and adjusting takes place during SiteBruce Elementary School School Improvement Plan 155 based Leadership Council meetings, parent meetings, professional development sessions, and Professional Learning Communities’ weekly grade-level meetings. Both the S.I.P. plan and the process are evaluated. All stakeholders are debriefed on this year’s S.I.P. plan and process. The debriefing is an oral interview that elicits responses in regards to the current S.I.P. plan and the process leading up to it. Feedback is solicited at every parent meeting. Bruce Elementary School School Improvement Plan 156 Appendix Bruce Elementary School School Improvement Plan 157 Charts and Graphs Bruce Elementary School School Improvement Plan 158 QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture. Bruce Elementary School School Improvement Plan 159 QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture. Bruce Elementary School School Improvement Plan 160 QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture. Bruce Elementary School School Improvement Plan 161 QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture. Bruce Elementary School School Improvement Plan 162 QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture. Bruce Elementary School School Improvement Plan 163 Bruce Elementary School T.C.A.P. Data Analysis MATHEMATICS (Tennessee’s Benchmark through 2006-2007: 79%) (NEW—Tennessee’s Benchmark through 2007-2010: 86%) We MUST increase by 6% to meet A.Y.P. standards this year. 2006-2007 Proficient or Advanced Below Proficient 80% 20% 2005-2006 Proficient or Advanced Below Proficient 84 % 16% 2004-2005 Proficient or Advanced Below Proficient 76% 24% 2003-2004 Proficient or Advanced Below Proficient 75% 25% Bruce Elementary School School Improvement Plan 164 Bruce Elementary School TCAP Data Analysis READING/LANGUAGE ARTS (Tennessee’s Benchmark through 2006-2007: 83%) (New—Tennessee’s Benchmark through 2007-2010: 89%) We must increase by 6% to meet A.Y.P. standards this year. 2006-2007 Proficient of Advanced Below Proficient 83% 17% 2005-2006 Proficient or Advanced Below Proficient 84% 16% 2004-2005 Proficient or Advanced Below Proficient 83% 24% 2003-2004 Proficient or Advanced Below Proficient 76% 24% Bruce Elementary School School Improvement Plan 165 Title 1 Addendum No Child Left Behind Bruce Elementary School School Improvement Plan 166 Assurance Page I, Martha J. Tipton principal of Bruce Elementary School, give assurance that this Title I School-wide Plan was developed during a one-year period with parents and other members of the community. This plan is available to the local educational agency, parents, and the public. When appropriate there is a coordination with programs under Reading First, Early Reading First, Evan Start, Carl D. Perkins Vocational Act, and Head Start. High Priority Schools Only ____________________ School is on the “high priority” list. Therefore, I understand that I must spend not less than 10% of Title I funds for professional development. ____________________________________ ____________________ Principal’s Signature Date Bruce Elementary School School Improvement Plan 167 Bruce Elementary School Family Engagement Plan 2007-2008 Bruce Elementary School believes that parents/guardians are a vital link to the educational well being of our children. We believe that parents, teachers, administrators, and community members must have high expectations and work together for student achievement. Bruce Elementary School will ensure that its families have opportunities to participate in planning, designing, and implementing the No Child Left Behind Family Engagement program by doing the following: Bruce Elementary School School Improvement Plan 168 Major Activities 1. Bruce School’s Family Engagement Plan commits to involving families in policy development 2. Bruce School’s Family Engagement Plan incorporates family involvement in decision-making and governance 3. Annual No Child Left Behind meeting: explain Title 1 guidelines, curriculum, school’s AYP status and participation in Title 1, assessment measures/results, state standards, proficiency levels, Blue Ribbon Initiative, interventions, attendance/promotion/retention policies, parental rights 4. Two-way communication between families, teachers, school staff, administrators, and community 5. Bruce School shall provide full opportunities for the participation of parents with disabilities, parents of migratory children, and parents with limited English proficiency to the extent practicable 6. Professional Development Opportunities 7. Bruce School’s Family Engagement Plan pledges to increase family involvement Action Steps Continue on-site PreKindergarten Classes Bruce Elementary School School Improvement Plan Strategies 1. Develop jointly, review annually, determine strengths and weaknesses of the No Child Left Behind HomeSchool Compact, Family Engagement Plan, and School Improvement Plan 2. Provide regular opportunities for families to have input in the planning, review, and improvement of programs for family involvement via site-based meetings, parent meetings, suggestion box, monthly coffee talks, parent surveys 3. Invite families and offer annual meeting at flexible times (a.m./p.m.), with translators for parents with limited English proficiency 4. Continuously provide/explain information about students’ progress: flexibly-scheduled conferences, progress reports, assessment results, TCAP data (proficiency levels), report cards, notes/phone calls home, STAR plans (if applicable), intervention strategies, bimonthly papers sent home, e-mail, voice mail, lesson line, high-quality curriculum 5. Continuously provide information and school reports, in an understandable, uniform format, using translators as needed, such as monthly newsletters, calendars, school website, and postings in the N.C.L.B. Parent Resource Room 6. Invite parents/guardians to partake in Bruce School’s planned professional development via school calendar, website, and notes home. Send home Memphis City School’s professional development opportunities and post them in the NCLB Parent Resource Room 7. Family meetings shall be held regularly throughout the year at flexible times to accommodate the needs of all families. Parents are provided with opportunities to observe the instructional program, volunteer their services, and take a participatory role in school planning. Timeline Screenings begin in April 2007. Class Evaluation/Outcomes 1. Family and community members become stakeholders in the education process and are continuously aware of the responsibilities and expectations of the school 2. Implement/review School Climate surveys; Address/resolve issues between families and school within 48 hours 3. Provide Families with the knowledge of programs and effective strategies/activities to increase student proficiency levels 4. Families can address student’s areas of need and become involved in the academic experience 5. Delivery of services that supports and increases family involvement 6. Enable parents to better understand standards, academic content, and improve parenting skills knowledge; increased opportunities for parents to become learners 7. Maximize the possibility of parental attendance; ensure meaningful parental involvement Bruce Elementary School Pre-School Action Plan 2007-2008 Required Resources Person(s) Responsible Sign-up’s at registration; P.D.S.C.C. Pre-school posters; Pre-Kindergarten Parent Involvement Parents inquire as needed. 169 begins August 14, 2007. Screenings for the 20082009 school year will take place in April of 2008. Informational packets distributed to school and community each spring; Well-Child Health Screenings Pre-School Transition Information posted in Parent Resource Room, sent home, and on the school’s website Pre-school age children eligible to receive one book per month via Dolly Parton’s Imagination Library No Child Left Behind Annual Meeting January 2008 Tenn Care Recipients School Health Services Parent Authorization 2007-2008 School Year Website, Posters, Notes Home Sonja Rosenberg, Webmaster Parents inquire if additional information is needed. 2007-2008 School Year Imagination Library/Books from Birth Applications Professional School Counselor Parents are surveyed and indicate that books were received. Daycare/Pre-School Day: Take a tour and discover the wonders of Bruce Elementary School! Speak with teachers and see our school in action! May 2008 September 18, 2007 7:45 a.m. and 5:30 p.m. Teachers and Assistants B.O.E. Staff School website provides information regarding Pre-K class; Pre-Kindergarten Teachers Information/Applications NCLB Instructional Facilitator Principal Invitations to all surrounding NCLB Instructional daycares, Headstarts, Bruce Facilitator Elementary School Parents; Curriculum packets Pre-K and K teachers Parents attend meeting and receive information regarding Pre-K. Invitations are extended to the parents, teachers, and students of these entities. All are welcome to visit Bruce Elementary School to prepare for the home-to- school transition. Bruce Elementary School Professional Development 2007-2008 Bruce Elementary School School Improvement Plan 170 Professional Development Budget: $6,684.16 (No Child Left Behind Funds) $1,500.00 (Site-Based Funds) Overview of Professional Development Plan: Based on an extensive disaggregation of data and needs assessment surveys, Bruce Elementary School’s Professional Development Team identified and prioritized our students’ needs as follows: 1. Improve content area literacy skills/teaching strategies through Balanced Literacy instruction emphasizing shared/guided reading and writing. 2. Use assessment data to identify targeted skills, drive instruction, and decrease the achievement gap among subgroups, especially focusing on Students with Disabilities and Limited English Proficient. 3. Increase usage of informational texts to successfully transfer the skills and strategies learned in reading fiction to non-fiction and give a purpose for reading. 4. Improve Home-School-Community relationships. Content, Process, Context: The content of our Professional Development Plan addresses the needs of teachers, students, and parents. Teachers will continue to use their Thinking Maps notebooks. Professional Learning Communities will study: Comprehensive Literacy Plans, Teaching Reading Sourcebook, Classroom Instruction That Works, Teaching the Best Practices Way, SMART School Teams, 6+1 Writing Traits, The Skillful Teacher, Differentiated and Focused Instruction, and Balanced Literacy. To promote school-wide reform and ensure that students have access to effective, research-based instructional strategies, teachers receive on-going results-focused staff development. All teachers are provided numerous opportunities for professional development both by the Teaching and Learning Academy and at Bruce Elementary School. Wednesdays are reserved for staff development. To improve Reading and Language Arts instruction, the components of Balanced Literacy and the Comprehensive Literacy Plan are regularly re-examined in Professional Learning Teams. Bruce Cadre Team Leaders, the Instructional Facilitator, and Teacher Mentors coach teachers, collaborate, and model lessons to help elevate the quality instruction. Teachers become active learners and improve/increase knowledge of the content areas and research-based Bruce Elementary School School Improvement Plan 171 instructional strategies. Weekly grade level sessions are job-embedded resources for teachers to reflect upon and plan the integration of research-based instructional strategies. 2007 – 2008 Professional Development Plan Gu ide Bruce Elementary School School Improvement Plan 172 Memphis City Schools supports higher student achievement through implementation of research-based professional development that is aligned with No Child Left Behind requirements. School: Bruce Elementary School Academic Director: Kevin McCarthy P.D.S.C.C: Rebecca Schaffer Principal: Martha J. Tipton PD Budget: $6,400. Date: 2007-2008 Phone: (901) 416-4495 Your PDP is directly related to the Goals and Action Steps of your School Improvement Plan. The PDP goals, however, are not the same as the SIP goals. The PDP goals should identify skills and understandings that teachers will acquire in order to help students achieve the SIP goals. The PDP goals should address teachers’ learning. Include at least three PDP goals for your plan: Goal 1: To improve academic achievement, educators will receive on-going, results-focused professional development to enhance their understanding of data-driven, differentiated instruction and become a cohesive Professional Learning Community. Goal 2: To improve academic achievement and school-wide reform, educators will receive on-going, results-focused professional development to address the effective implementation of research-based instructional strategies. Goal 3: To increase levels of family engagement, teachers will receive on-going, results-focused professional development that provides an array of successful strategies to build and strengthen home-school relationships. Goal 4: To create and maintain a safe, orderly school environment that is conducive to learning. Professional Development Content (What will be learned as a result of the PD?) The content of the Professional Development Plan should address the needs of students, faculty and parents. The content should improve and increase teachers’ knowledge of the academic subject(s) that they teach and the pedagogical skills required to teach effectively. Professional development content should also include instruction in ways that school Bruce Elementary School School Improvement Plan 173 staff may work more effectively with parents. The content of your PDP should be directly related to your plan’s goals. Identify the content focus for your 2007 – 2008 PDP. The Teacher Evaluation and Professional Development Framework and Common Characteristics of High Quality Schools were tools or guides used to appropriately align Bruce Elementary School’s Professional Development with the essential educational needs of Bruce Elementary School’s educators. Content Standards: Quality, Good First Teaching—Staff development that improves the learning of all students deepens educators’ content knowledge; provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. 1. Content for P.D.P. Goal 1: Educators will prepare to meet the diverse needs of students depending on the readiness/needs, interests, and learning profiles of the students. Educators will plan instruction and student evaluation based on an in-depth understanding of the content, student needs, curriculum standards, and the community. 2. Content for P.D.P. Goal 2: Educators will learn the relevance and results of using research-based instructional strategies such as Thinking Maps, Differentiation of Instruction, SMART Goals, and Classroom Instruction That Works-Nine Instructional Strategies, and how to apply that research. 3. Content for P.D.P. Goal 3: Educators will learn/enhance skills to develop/strengthen significant relationships with the families of students. 4. Content for P.D.P. Goal 4: Educators and staff members will receive on-going professional development that strengthens their awareness of learning environments. Professional Development Process (How will learning occur?) In this section, describe the learning models that will be used to engage school staff in professional learning. All schools will implement Professional Learning Communities (PLC). As teachers work in P.L.C.'s, they may also incorporate other professional learning strategies such as Inquiry/Action Research Model, Process Model, and Training Model. Identify processes for your 2007 – 2008 PDP: Bruce Elementary School School Improvement Plan 174 At Bruce Elementary School, Professional Learning Communities are an integral part of the school’s Professional Development Plan/Process. The goal is to increase student achievement. All Professional Development sessions begin with a school-wide approach and then filter down to weekly grade-level study groups. A variety of learning models are utilized within the Professional Development learning sessions depending on the content/practicality/needs of educators. Coaching, Mentoring, Inquiry/Action Research, Process Model, and Training Model are a few of the models used to engage Bruce Elementary School’s educators in professional learning. Parents are invited to participate in Professional Development activities via notes home and the school’s website. Process Standards: Data Driven—Staff development that improves the learning of all students uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement. Professional Development Context (Under what conditions will learning occur?) The context defines the conditions of learning opportunities. It describes the school’s professional environment and culture. Examples of context principles for effective professional learning include: data-driven; results-focused; jobembedded and collaborative. The Bruce Elementary School faculty will use several effective processes to implement this Professional Development Plan. Context Standards: Resources—Staff development that improves the learning of all students requires resources to support adult learning and collaboration. Our learning environment is characterized by the following principles: Job-Embedded: Professional learning opportunities are included in the daily activities of the school. Results-Focused: Professional learning activities are designed to increase academic achievement. Collaboration: Professional Learning Communities, faculty meetings, mentoring, coaching and cluster meetings all provide opportunities for collaboration. Non-Threatening: Norms are determined prior to each meeting to set the tone. The final section of your 2006 – 2007 PDP provides an overview of all professional learning activities. District-required professional development or in-service dates are included. Insert any other dates that are planned for your school. Identify any external consultants that you plan to engage, along with expected outcomes for all sessions. Make Bruce Elementary School School Improvement Plan 175 projections on how your professional development budget will be spent for the school year. Remember to retain an evaluation summary for each session. 2007 – 2008 Professional Development Plan Overview Complete this form to provide projected summary information for your school’s professional development plan. Provide requested information for all sessions. Include the names of contracted external consultants as well as district staff who will present sessions. Each session should correspond with a SIP Goal. Insert dates that are not shown below. Submit the plan to your school’s Academic Superintendent and NCLB Supervisor. Overview of Professional Development Plan: Based on an extensive disaggregation of data and needs assessment surveys, Bruce Elementary School’s Professional Development Team identified and prioritized our students’ needs as follows: 1. Improve content area literacy skills/teaching strategies through Balanced Literacy and differentiated instruction with an emphasis on shared/guided reading, writing and computer skills. 2. Increase computational and problem-solving skills through the differentiation of instruction and computer-assisted instruction. 3. Increase usage of informational texts to successfully transfer the skills and strategies learned in reading fiction to non-fiction selections. 4. Improve Home-School-Community relationships. 5. Improve attendance. Additional Content, Process, Context: The content of our Professional Development Plan addresses the needs of teachers, students, and parents. Teachers will continue to use their Thinking Maps notebooks. Professional Learning Teams will study: Comprehensive Literacy Plans, Teaching Reading Sourcebook, Classroom Instruction That Works, SMART School Teams, Best Practices, Differentiated and Focused Instruction, and Bruce Elementary School 176 School Improvement Plan Balanced Literacy. To promote school-wide reform and ensure that students have access to effective, research-based instructional strategies, teachers receive on-going results-focused staff development. All teachers and Paraprofessionals are provided numerous opportunities for professional development both by the Teaching and Learning Academy and at Bruce Elementary School. Wednesdays are reserved for staff development. Teachers who attend Professional Development sessions outside of the school are required to return and share their newfound knowledge with the staff via Professional Learning Communities or Wednesday’s Professional Development days. To improve Reading and Language Arts instruction, the components of Balanced Literacy and the Comprehensive Literacy Plan are regularly re-examined in Professional Learning Teams. Bruce Cadre Team Leaders, the Professional Development School Compliance Coach, and Teacher Mentors coach teachers, collaborate with them, and model lessons to help elevate the quality of instruction. Teachers become active learners and improve/increase knowledge of the content areas and research-based instructional strategies. Weekly grade level sessions are job-embedded resources for teachers to reflect upon and plan the integration of research-based instructional strategies. Book Scaffolds continually take place throughout the year. Book Scaffolds: 6+1 Traits of Writing, Small Group Reading Instruction Marcia Tate Series, Power of Our Words School Improvement Plan Goals Goal #1: Reading/Language Arts--To increase the percentage of all students scoring in the proficient and advanced levels from 83% to 89% on the spring 2008 TCAP test Goal #2: Mathematics--To increase the percentage of all students scoring in the proficient and advanced levels from 80% to 86% on the spring 2008 TCAP test Goal #3: To increase the attendance percentage of all students from 95.9% to 96% for the 2007-2008 school year Date SIP Goal# Professional Learning Activity Presenter/ Consultant Expected Outcomes Professional Development Budget Balance $ 6,400. Bruce Elementary School School Improvement Plan 177 August 6 1, 2, 3 Using Data to Drive Instruction Thinking Maps (review) Lesson Design for Learning Reading Street Video Series Principal P.D.S.C.C. August 8 1, 2, 3 Disaggregating Data School Improvement Plan Thinking Maps (review) Principal P.D.S.C.C. August 9 1, 2, 3 Small Group Reading Instruction: A Differentiated Teaching Model for Struggling Readers (Book Jigsaw, Helpful Tools, and Video Series) Disaggregating Data School Improvement Plan Thinking Maps (review) Inclusion Small Group Reading Instruction: A Differentiated Teaching Model for Struggling Readers (Book Jigsaw, Helpful Tools, and Video Series) August 10 1, 2, 3 Bruce Elementary School School Improvement Plan Disaggregating Data School Improvement Plan Principal P.D.S.C.C. Grade Chairs Special Education Teacher Principal P.D.S.C.C. Teachers will: Understand the importance of using data to plan; Identify students in need of timely intervention; Implement flexible grouping; Use research-based instructional strategies daily; Learn about the new reading series; Teachers will learn strategies to meet the needs of diverse learners as students access content, process learning, and develop products. $6,400 -0 $6,400 Teachers will: Understand the importance of using data and Bruce Elementary School’s SIP to drive instruction; Gain the skills and knowledge necessary to differentiate instruction; Implement flexible grouping; Use research-based instructional strategies daily; Teachers will: Understand the importance $6,400 -0 $6,400 $2,584.89 (06-07 N.C.L.B. funds) $6,400. -0 $6,400 $6,400 -0 178 Thinking Maps (review) Grade Chairs Small Group Reading Instruction: A Differentiated Teaching Model for Struggling Readers (Book Jigsaw, Helpful Tools, and Video Series) September 10 1, 2, 3 Voyager Passport Training—Version 2 Voyager Representatives September 22 1, 2, 3 Learning Village N.C.L.B. Mandates Linda Eller P.D.S.C.C. October 8 1, 2, 3 Data Disaggregation—The Identification of Subgroups in Need of Intervention Marcia Tate Book Jigsaws-Series Asthma Awareness Character Education School-wide Discipline Plan Principal P.D.S.C.C. Grade Chairs School Nurse Counselor Jason Ogle November 27, 28 TLA Memphis City School’s Technology Conference P.D.S.C.C. Media Specialist Bruce Elementary School School Improvement Plan of using data and Bruce Elementary School’s SIP to drive instruction; Gain the skills and knowledge necessary to differentiate instruction; Implement flexible grouping; Use research-based instructional strategies daily; Teachers will learn the components of the new reading intervention program. Teachers will learn to access lesson plans on the new internet based program; Teachers will become aware of the changes and expectations of No Child Left Behind (now the Office of Federal Grants and Programs) Teachers will receive intervention ideas to target the subgroups in need; Marcia Tate book jigsaws begin today for faculty; Teachers will learn to identify students with asthma, receive asthma education/training P.D.S.C.C. and Media Specialist will learn to effectively integrate $6,400 $6,400 -0 $6,400 $6,400 -0 $6,400 $6,400 -0 $6,400 $6,400 -180. (substitutes) $6,220 179 February 18 1, 2, 3 School Improvement Plan Data Analysis Marcia Tate Jigsaws 6+1 Traits of Writing Principal P.D.S.C.C. Grade Chairs April (TBA) 1, 2, 3 English Language Learners’ Tennessee T.E.S.O.L. Conference E.L.L. Teachers May 27 1, 2, 3 Teachers’ Needs Assessment School Climate Review School Improvement Plan Data Analysis Principal P.D.S.C.C. Bruce Elementary School School Improvement Plan technology throughout the content areas; Better assist teachers struggling with time management and student computer usage; Update staff with the latest technology from MCS: Learning Village, United Streaming, Chancery, etc. Information will be shared with staff via Professional Learning Communities. Teachers will review the goals of the S.I.P. to ensure their alignment with academic progress; Data will be analyzed from Formative Assessment, Voyager and D.I.B.E.L.S, and unit tests to assist with flexible grouping and ensure goals are being met; Book jigsaws will continue; Teachers will enhance their knowledge of teaching the diverse learner and help the regular classroom teacher reach these students. The staff will reflect on the past school year and determine needs/strengths/ weaknesses; $6,220 -2,500 (books, charts, transparencies, and video series) $3,720 $3,720 -360 (substitutes) $3,360 $3,360 -0 $3,360 180 August--May 1, 2, 3 Marcia Tate Jigsaws 6+1 Traits of Writing The Power of Our Words: A book scaffold Professional Learning Communities Teachers will discover language that helps children learn; Teachers will learn how to use words, tone and pacing to help students strengthen academic skills, develop self-control, and build a deeper sense of belonging. $3,360 -1,000 (books) $2,260 Additional Professional Development opportunities become available throughout the school year. These include learning sessions for parents, faculty, Paraprofessionals, and staff. Bruce Elementary School’s Professional Development team decides if the session has merit and is applicable to the school’s S.I.P. The Team then seeks the approval from the No Child Left Behind Office. Professional Development Team Members: 1. 6. 2. 7. 3. 8. 4. 9. 5. 10. School-wide Instructional Programs Report-(reform strategies based on scientific research) Programs Renaissance Place Formative Bruce Elementary School School Improvement Plan Brief Description Reading, Language Arts, and Math Approximate Cost No cost to school 181 Assessments Voyager Passport Intervention Program D.I.B.E.L.S. (Dynamic Indicators of Basic Early Literacy Skills) Thinking Maps Renaissance Place Web-based Accelerated Reader Stanford Math, E.P.G.Y non-graded assessment for students in Grades 2—6. Tests are administered every reporting period. An intervention program for students in Grades K—5 that helps struggling readers. An assessment program for grades K and 1 that identifies needs and measures growth. Tools used to enhance learning throughout all content areas. A reading enrichment program that identifies students’ reading levels and assists with comprehension. A math computer based intervention program that assists the Tier 2 students No cost to school Site Based school budget $1.00 per student $143.00 total (approximate) Instructional Facilitator and two classroom teachers are qualified trainers. Staff development is ongoing. No cost to school No cost to school Coordination and Integration of Federal, State, and Local Services and Programs Free and Reduced Lunch Comprehensive Literacy Plan Bruce Elementary School School Improvement Plan 182 Fee Waiver Cadre Team Leaders Blue Ribbon Initiatives Federal Funds Code of Conduct Primary Home Language Surveys English as a Second Language Notification New Teacher Raise the Bar Mentoring Mendez Too Good for Violence/Drugs (Center for Safe and Drug Free Schools) Annual No Child Left Behind Parent Meetings Voyager Intervention Program Renaissance Place Web-based Accelerated Reader Renaissance Place Formative Assessments Smart $ Memphis Financial Fitness (Grades 1 and 4) Technical Assistance Judith Watkins, N.C.L.B. Supervisor Donna Davidson, Information Technology Fermetres Gray, Literacy Coach Jason Ogle, Research and Evaluation John Barker, Research and Evaluation Linda Eller, Learning Village Angel White, Stanford Math Susan Dold, D.I.B.E.L.S. Leslie Rhodes, Voyager Bruce Elementary School Intervention Plan Bruce Elementary School School Improvement Plan 183 2007-2008 Bruce Elementary School utilizes the following interventions to help those identified as at-risk of success: 1. Voyager Passport 2. D.I.B.E.L.S. 3. Web-based Accelerated Reader 4. Thinking Maps 5. Individualized Instruction 6. Tutoring—during and after school 7. Small, Flexible Grouping 8. Computer-assisted Instruction; Stanford Math 9. Extended-day Program 10.S.T.A.R. Plans 11.Houghton Mifflin Math Intervention Materials Bruce Elementary School Bruce Elementary School School Improvement Plan 184 Teacher Mentoring Program 2007-2008 Action Steps Prior to the opening of school, non-tenured teachers have one half day staff development driven by a non-tenured handbook which includes an emphasis on implementing the grade level curriculum, administration policies and procedures, all components of the evaluation process and any other policies and procedures necessary for effective teaching practices. All Wednesday faculty meetings have a curriculum and staff development focus. Weekly team meetings are held with a focus on effective teaching practices and strategies. “Raising the Bar” Mentoring Program: New Teachers will be mentored using the District Mentoring Program Timeline Start date: July 2007 End date: August 2008 Required Resources Non-Tenured Teacher Handbook MCS Curriculum Frameworks Person(s) Responsible Principal Professional Development School Compliance Coach (P.D.S.C.C.) MCS Evaluation Process Start date: August 2007 End date: May 2008 Start date: August 2006 End date: May 2007 MCS Curriculum Frameworks School Professional Development Plan Team Meeting Agendas Cluster Meeting Agendas Start date: August 2007 End date: May 2008 Substitute Pay for Teacher Mentor Principal Professional Learning Team P.D.S.C.C. Principal Grade Level Chairperson Cluster Meeting Chairperson P.D.S.C.C. Mentor Coordinator Teacher Mentor Bruce Elementary School No Child Left Behind Home-School Compact 2007-2008 Bruce Elementary School School Improvement Plan 185 Goal: Parents, school staff, and students will share the responsibility for improved student academic achievement via the jointly designed Home-School Compact Parent/Guardian Guarantee I have high expectations for my child. I will: see that my child attends school daily, on time, dressed in an approved school uniform, with all necessary tools for learning guarantee that my child has a set bedtime and eats breakfast to increase functioning levels support my child’s teacher with open lines of continuous communication assist my child with school assignments in a designated study area, monitor homework, and check for information sent home that needs to be returned develop a partnership with Bruce Elementary School to help my child achieve the state’s high standards teach my child to respect authority and the property of others support the Blue Ribbon Initiative Plan and the school’s efforts with discipline/promoting a safe, orderly environment regularly attend parent conferences, school meetings, and programs with opportunities to view/discuss curriculum, academic assessments, interventions, and proficiency levels volunteer at the school and in the classroom whenever feasible regularly read with and to my child, and provide opportunities to see me read ________________________Parent’s Signature Student Guarantee I have high expectations for myself. I will: o come to school daily, on time, will all necessary learning tools, dressed in an approved school uniform o obey school/classroom rules and honor the Blue Ribbon Initiative o show respect for authority, myself, my peers, and all adults o give all assignments my best effort, take home written notices, and return signed papers/report cards promptly o use my regular “study” area to complete all work, limit my television viewing, go to bed early, and eat breakfast to ensure my academic success o ask questions, participate/listen in class, take responsibility for my actions and grades, and allow others to learn o read to learn and read for fun _______________________Student’s Signature Teacher Guarantee I have high expectations for all of my students, parents and peers. I will: Bruce Elementary School School Improvement Plan 186 keep parents continuously informed about students’ progress, attendance, and behavior through report cards, progress reports, phone calls, assessment data, IEP’S, STAR plans, SART meetings, conferences, student work, newsletters, Home-School Compacts, and bi-monthly papers sent home consistently provide engaging homework assignments that reinforce classroom instruction determine students’ educational needs and levels of proficiency then adjust/differentiate instruction to accommodate areas of need promote a warm, safe, inviting classroom for parents and students engage students by using researched-based teaching strategies along with a high quality curriculum that exceeds the state’s standards provide opportunities to analyze the high quality curriculum, assessment measures, and interventions used at Bruce Elementary School continuously encourage and acknowledge students’ efforts read to my students and provide opportunities for them to read _______________________Teacher’s Signature School Guarantee We have high expectations for all students, faculty, staff, and parents. We will: ensure that students receive engaging, researched-based instruction using high quality curriculum that will increase levels of academic proficiency and exceed the state’s standards create a safe, inviting, school climate that promotes trust, respect, and is conducive to learning provide continuous two-way communication between families, teachers, school staff, and the community respond to parent suggestions and concerns within 48 hours of submittal (verbal, written, parent suggestion box, email) be available for parents without an appointment before and after school, by appointment during the school day, and monthly at “Coffee Talks” give parents reasonable access to school staff, opportunities to volunteer, and occasions to observe the instructional program invite family, faculty, and community members to acknowledge students’ successes through honors programs, parent meetings, family math and science nights, parent conferences, attendance incentives, Blue Ribbon Initiatives, MCS Insider, and newsletters/calendars sent home provide timely information to parents about Tennessee State Standards, high quality curriculum, assessment measures, data analysis, interventions, and proficiency expectations for students invite families to participate in the creation and review of the School Improvement Plan, Family Engagement Policy, and No Child Left Behind Home-School Compact through parent/site-based meetings encourage teachers, students, parents, and staff to strive toward high expectations academically, socially, and physically ______________________Principal’s Signature NCLB – Título I Pacto de Escuela-Padres Bruce Elementary School School Improvement Plan 187 Bruce Elementary School 581 South Bellevue Blvd. 2007-08 Año Escolar Misión El propósito de este Pacto de Escuela-Padres, escrito en la Sección 1118 de la Ley Publica 103-382, es para crear y promover el desarrollo social entre escuela-padres para ayudar a todos los estudiantes alcanzar los mandatos estantales. Los padres, los niños, y los maestros compartirán la responsabilidad de mejorar el rendimiento académico de los estudiantes. Dirección Padres y/o guardianes les pedimos aceptar la política de escuela-padre, como a si como esta involucrados en ayudar a la escuela asegurando una experiencia productiva para su hijo/a. Reglas de la Escuela Reglas del Director Yo: • tendré altas expectaciones de padres, estudiantes, y otros miembros del personal • desarrollaré una asociación con los padres para ayudar a los estudiantes alcanzar altos niveles estándares • proveeré a los padres frecuentemente los reportes del progreso, calificaciones, carpeta cada Martes de la semana, y deficiencias de cada 6 semanas • proveeré currículo e instrucción de alta calidad • proveeré un ambiente seguro conducido al aprendizaje • proveeré comunicación positiva entre maestros, padres, y estudiantes • proveeré oportunidades a los padres para que sean involucrados en la educación de sus hijos • animaré comunicación positiva entre casa y escuela • animaré a los maestros a proveer tareas que reesfuercen las instrucción en el salón de clases • proveeré conferencias padre-maestro dos veces al año para discutir el pacto de escuela-padre y como relacionar el desarrollo individual de cada estudiante __________________________________ Firma del Director/a Maestros Yo: • enseñaré conceptos pertinentes de grados a su hijo/a Bruce Elementary School School Improvement Plan 188 • proporcionaré comunicación constantemente a padres a través de noticieros, cartas, notas, teléfono, y correo electrónico • determinaré las necesidades de los estudiantes y ajustar la instrucción para acomedir esas necesidades • comunicaré con los padres/guardianes de la asistencia, logro, grados, o comportamiento • proporcionaré a los padres acceso razonable al personal, para ser voluntarios, participar y observar en el salón de clase • proporcionaré tareas pertinentes e interactivas • proporcionaré información a cerca del progreso de su hijo/a • haré un esfuerzo asertivo para integrar actividades especiales para hacer el aprendizaje más agradable • proporcionaré un currículo de alta calidad que permita a su hijo/a satisfacer las funciones estándares del estado • utilizaré a los padres voluntarios __________________________________ Firma del Maestro/a NCLB – Título I Pacto de Escuela-Padres Bruce Elementary School Reglas del Hogar Yo: • enseñaré a mi hijo/a a respetar a la autoridad y la propiedad de otros • enseñaré a mi hijo/a a no ser violento y resolver discusiones inteligente • desarrollaré una asociación con la escuela para ayudar a mi hijo/a a alcanzar altos estándares del estado • enseñaré habilidades sociales para promover interacciones positivas con todos • proporcionaré 30 minutos por día para tener un vínculo de comunicación mutua • proporcionaré un lugar y tiempo para completar todas las tareas, revisando para asegurarme que todas las tareas sean completadas diariamente • supervisaré el tiempo de televisión • aseguraré que mi hijo/a se duerma temprano y vaya a la escuela a tiempo • seré voluntario para ayudar en el salón de clase de mi hijo/a Bruce Elementary School School Improvement Plan 189 • participaré en actividades extracurriculares cuando sea necesario (excursiones, tutores, personas de recurso, etc.) • asistiré a conferencias de padres para discutir el pacto de escuela-padres relacionado con los logros de mi hijo/a • comunicaré con los maestro en una forma continua • revisaré con mi hijo/a regularmente sobre información de la escuela, leer, firmar, y devolver a la escuela • ayudaré a mi hijo/ con proyectos asignados • apoyaré los esfuerzos de las escuelas para mantener una disciplina apropiada __________________________________ Firma del Maestro/a Estudiante Yo: • trabajaré con esfuerzo para hacer los mejor que pueda en la escuela cada día • participaré en no-violencia y todo el tiempo resolver discusiones inteligentemente • completaré y regresaré todas mis tareas • cumpliré con las reglas de la escuela y el salón de clase • respetaré la autoridad y opiniones de otros • llevaré a la casa noticias escritas, papeles firmados, capeta de los martes, y calificaciones a tiempo y regresar cuando sea requerido • haré preguntas, participaré en clase, y escucharé atentamente • iré a la cama temprano para descansar __________________________________ Firma del Maestro/a Bruce Elementary School Plan de Compromiso de Padres de Familia (Family Engagement Plan) Bruce Elementary School School Improvement Plan 190 2007 - 2008 La Escuela Primaria Bruce cree que los padres / tutores legales forman una conexión vital para el bienestar educativo de nuestros hijos. Creemos que padres, maestros, administradores, y miembros de la comunidad tienen que tener expectativas altas y trabajar en conjunto para el rendimiento de los estudiantes. La escuela Primaria Bruce asegurará que sus familias tengan oportunidades para participar en la planificación, diseño, y ejecución del programa de compromiso de familias de “Que Ningún Niño Se quede Atrás” haciendo lo siguiente: -Continued on next page- Actividades Principales Bruce Elementary School School Improvement Plan Estrategias Evaluación / Resultados 191 1. El Plan de Compromiso de Familias de la escuela1.1Desarrollar en conjunto, repasar cada año determinar los puntos fuertes y 1. Familias y miembros de la comunidad se Bruce esta comprometido a involucrar a las familiaspuntos débiles del convenio del hogar / escuela de “Que Ningún Niño Se Quede convierten en accionistas en el proceso de en el desarrollo de política. Atrás”, el Plan de Compromiso de Familias, y el Plan de Mejoramiento de la educación y están siempre pendientes de las escuela. responsabilidades y expectativas de las escuelas. 2. 2. El Plan de Compromiso de Familias de Bruce incorpora la involucración de familias en las decisiones 2. y Proveer oportunidades regulares para que las familias contribuyen a la 2. 2. Poner en practica / repasar las encuestas del en la gobernación. planificación, repaso, y mejoramiento de programas para la involucración de ambiente escolar; dirigirse a resolver asuntos entre familias a través de reuniones en la escuela, reuniones de padres, sugerencias, familias y la escuela dentro de 48 horas. 3. La reunión anual de “Que Ningún Niño Se Quedecharlas cada mes, encuestas para padres. 3. 3. Proveer a las familias con conocimiento de los Atrás”: explicar las reglas de Título I, el plan de programas y estrategias / actividades eficaces para estudios, el estado de progreso anual (AYP) de la 3. Invitar a familias y organizar la reunión anual a horas flexibles (a.m., p.m.) aumentar los niveles de competencia de los escuela y participación en programas de Título I, con interpretes para padres con dominio limitado del inglés. estudiantes. medidas de evaluación / resultados, estándares del estado, niveles de competencia, la iniciativa de “Blue 4. Proporcionar / explicar continuamente datos acerca del progreso de los 4. 4. Las familias pueden dirigirse a áreas de Ribbon”, intervenciones, asistencia / promoción / estudiantes: conferencias con horario flexible, informes del progreso, resultados necesidad de los estudiantes e involucrarse en la políticas de retención, derechos de los padres de de evaluaciones, datos de TCAP (Niveles de competencia), boletas de experiencia académica. familia. calificaciones, recados / llamadas telefónicas, el reporte STAR (si aplicable), estrategias de intervención, tarea mandada a casa dos veces al mes, correo 5. 5. Entrega de servicios que apoyan y aumentan la 4. Comunicación de doble sentido entre familias, electrónico, mensajes telefónicos, lesson line, y un plan de estudios de alta participación de las familias maestros, personal de la escuela, administradores y la calidad. comunidad. 6. 6. Posibilitar a los padres a mejor entender los 5. Proporcionar continuamente datos e informes de la escuela en forma estándares, el contenido académico, y mejorar las 5. La escuela Bruce proporcionará oportunidades uniforme y comprensible, usando traductores cuando sea necesario, por habilidades / conocimientos de ser padres; completas para la participación de padres ejemplo, para boletines, calendarios, el sitio del Internet de la escuela, Oportunidades y aumentadas para que los padres discapacitados, padres de niños migratorios, y padres anuncios en el salón NCLB de Recursos Para Padres. también aprendan. con dominio limitado de inglés. 6. Invitar a los padres/tutores legales, a través del calendario de la escuela, el 7. 7. Maximizar las posibilidades de asistencia de 6. Oportunidades para el desarrollo profesional. sitio del Internet, y recados mandados a casa, a participar en el programa padres; Asegurar participación valiosa de padres de planeando del desarrollo profesional de la escuela Bruce. Mandar a casa familia. 7. El Plan de Compromiso de Familias promete anuncios de las oportunidades del desarrollo profesional de las escuelas de la aumentar la participación de familias. Ciudad de Memphis y anunciar las en el Salón NCLB de Recursos Para Padres. 7. Reuniones de las familias se organizarán regularmente durante el año a horas flexibles para acomodar las necesidades de todas las familias. Se proporciona a los padres oportunidades de observar el programa de enseñanza, participan de voluntario, y participar en la planificación de la escuela. Bruce Elementary School School Improvement Plan 192 Bruce Elementary School Strategies to Attract High, Quality, Highly Qualified Teachers 2007-2008 At Bruce Elementary School, we… 1. Support uncertified personnel in gaining certification 2. Establish collaboration with colleges and universities 3. Provide on-going, research-based professional development 4. Encourage local, state, and national professional development 5. Implement mentoring programs such as “Raise the Bar’ 6. Establish networks to build capacity for recruiting 7. Attract/recruit via Bruce Elementary School’s website, New Teacher Fair, and School Choice Fair 8. Showcase the zero percent (0)% yearly teacher turnover rate from year-to-year 9. Support and encourage the present faculty 10. Celebrate the school’s successes Bruce Elementary School School Improvement Plan 193 Written Notice to Parents of the School Improvement Status 2007-2008 Bruce Elementary School’s A.Y.P. Status based on Spring 2007 T.C.A.P. Scores: GOOD STANDING!!! This information was communicated to parents and community by: 1. School Website 2. Posted throughout the school 3. Title 1 Annual Parent Meetings 4. School Calendar 5. School Profile Bruce Elementary School School Improvement Plan 194 6. NCLB Parent Packets Bruce Elementary School School Improvement Plan 195
