School Improvement Plan
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Tennessee School Improvement Planning Process (TSIPP) Hickory Ridge Elementary School 2007-2008 Pamela McReynolds, Principal Jerry Hentz, Assistant Principal Memphis City Schools Mr. Dan Ward, Superintendent Tennessee School Improvement Planning Process (TSIPP) Hickory Ridge Elementary School Page 1 of 107 TSIPP Table of Contents Hickory Ridge Elementary School 2007-2008 Page Assurance Page 3 Component 1 A School Profile and Collaborative Process 4 Component 1 B Academic and Non-Academic Data Analysis/Synthesis 17 Component 2 Beliefs, Mission, and Vision 52 Component 3 Curriculum, Instruction, Assessment, and Organizational Effectiveness 55 Component 4 Action Plan Development 80 Component 5 The School Improvement Plan and Process Evaluation 96 Addendum NCLB Addendum A1 Hickory Ridge Elementary School Page 2 of 107 Tennessee School Improvement Planning Process (TSIPP) Assurances I certify that Hickory Ridge 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 Hickory Ridge Elementary School ______________________ Date Signed Page 3 of 107 Component 1a School Profile And Collaborative Process “Who are we?” Hickory Ridge Elementary School Page 4 of 107 Component 1a - School Profile and Collaborative Process Overview: In this component of the school improvement planning process, the development of an accurate and succinct profile of our students and community served by our school is addressed. Information was gathered and analyzed in a variety of areas, as the collection and careful analysis of pertinent information is a critical component in determining the effectiveness of the existing programs and services. The types of data collected assist in planning and sustaining school improvement initiatives on behalf of student learning. The data were collected, analyzed, communicated with school stakeholders, and used for school improvement planning. The Leadership Team provides guidance for the School Improvement process and five subcommittees. The following tables identify these five committees: 1.1: SIP Leadership Team Composition Leadership Chair? (Y/N) Position Pamela McReynolds Jerry Hentz Kimberly Chappell Theresa Johnson Toni McCray Angela Samuels Y N Y N Y Y Principal Assistant Principal PDSCC Kindergarten Teacher First Grade Teacher First Grade Teacher Component 5 Antionette Taylor Bavarian Coleman Lathres Rice Charnita Craft Vern Garrison Beryl Freeman Steve Freeman Marilyn Locke N N N N N Second Grade Teacher Third Grade Teacher Fourth Grade Teacher Fifth Grade Teacher Physical Education Teacher Guidance Counselor Component 3 ELL Teacher Teacher/MEA Rep. Component 5 Joseph Bell N Building Engineer Component 5 Deborah Smith-Barr James Griffin Donna Hall N N N Cafeteria Manager Community Member Parent Component 2 SIP Leadership Team Member Name Y N N Hickory Ridge Elementary School Name of Subcommittee(s) (when applicable) Component 3 Component 1 Component 1 Component 3 Component 4 Component 3 Component 1 Component 4 Component 2 Component 2 Component 5 Component 2 Component 2 Page 5 of 107 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 Kimberly Chappell Theresa Johnson Jennifer Hoak Marquita Mitchell Kristin Bannerman-Williams Stephanie Hudson Judy Kilmer Lathres Rice Sara Smith David Pace Willie Seals Brenda Davis Pamela McReynolds James Griffin Tori Rayford Chair PDSCC Kindergarten Teacher Kindergarten Teacher First Grade Teacher Second Grade Teacher Second Grade Teacher Third Grade Teacher Fourth Grade Teacher Fifth Grade Teacher Music Teacher Physical Education Teacher Paraprofessional Administrator Community Member Parent Component 1 Subcommittee has met to address critical components of the SIP and minutes are on file. YES Y N N N N N N N N N N N N N N NO Subcommittee 1 Chair Signature Subcommittee for COMPONENT 2 Beliefs, Mission and Vision Member Name Position Beryl Freeman Regina Fite Linda Brooks Kellie Compton Cassandra Hooks Loretha Jones Lutricia Gentry DeCedric Heard Vern Garrison Deborah Smith-Barr Donna Hall Rev. James Griffin Jerry Hentz Janice Franklin Chair Guidance Counselor Kindergarten Teacher First Grade Teacher Second Grade Teacher Second Grade Teacher Third Grade Teacher Fourth Grade Teacher Fifth Grade Teacher Physical Education Teacher Cafeteria Manager Parent Community Member Administrator Paraprofessional Component 2 Subcommittee has met to address critical components of the SIP and minutes are on file. YES Subcommittee 2 Chair Signature Hickory Ridge Elementary School Page 6 of 107 Y N N N N N N N N N N N N N NO Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and Organizational Effectiveness Member Name Position Toni McCray Esther Shelby Lea Leet Antionette Taylor Kimberly Allen Bavarian Holloway-Coleman Barbara Woodard Carolyn Young-Coe Reshoda Wiseman Deborah Bledsoe Pamela Holley Helen Delong Jerry Hentz Yolanda Cash Donna Hall Debbie Martin Pamela McReynolds First Grade Teacher Kindergarten Teacher First Grade Teacher Second Grade Teacher Third Grade Teacher Third Grade Teacher Fourth Grade Teacher Fourth Grade Teacher Fifth Grade Teacher Science Lab Teacher Speech Teacher Music Teacher Administrator Paraprofessional Parent Community Member Administrator Component 3 Subcommittee has met to address critical components of the SIP and minutes are on file. Subcommittee 3 Chair Signature Hickory Ridge Elementary School Page 7 of 107 YES Chair Y N N N N N N N N N N N N N N N N NO Subcommittee for COMPONENT 4 Action Plan Development Member Name Position Chair Angela Samuels First Grade Teacher Y Aleace Scott Katherine Russell Dessia Hobson Jeff Halford Joanne Jones Linda Jackson Charnita Craft Linda Webb Kathleen Bracho Carol Boscaccy Jerry Hentz Irma Binder Annette Bell Debbie Martin Kindergarten Teacher First Grade Teacher Second Grade Teacher Third Grade Teacher Third Grade Teacher Fourth Grade Teacher Fifth Grade Special Education Teacher ESL Teacher School Psychologist Administrator Paraprofessional Parent Community Member N N N N 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 Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation Member Name Position Chair Pamela McReynolds Ellen Bratcher Marilyn Locke Phyllis Cunningham Winona Omayes Angela Dixon Clifton Ghoston Janice Brockman Steven Freeman Sheila Smith-More Leigh Goodwin Joseph Bell Abigal Speaks Tori Rayford Robert Hatchett Administrator Kindergarten Teacher First Grade Teacher Second Grade Teacher Third Grade Teacher Fourth Grade Teacher Fifth Grade Teacher Library Media Specialist ESL Teacher CDC Special Education School Social Worker Building Engineer Paraprofessional Parent Community Member Component 5 Subcommittee has met to address critical components of the SIP and minutes are on file. Subcommittee 5 Chair Signature Hickory Ridge Elementary School Page 8 of 107 YES Y N N N N N N N N N N N N N N NO Component 1a - School Profile and Collaborative Process 1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis 1.3.1: Data Sources The learning needs and characteristics of the students, the school, and community were considered in planning the school improvement initiatives. The following data was collected and analyzed regarding the characteristics and specific demographics of all stakeholders. Data Source Relevant Findings Student Enrollment Student Attendance Lunch Eligibility 97.3% of the students receive free or reduced lunch Census Bureau Report (2000) for 38115 zip code 77.7% African-American 11.8% below poverty line Average household income – $35,000-$49,999 3.3% earn $100,000.00 or above Main occupations -Mgt./Professional Bachelors or higher: 23.10% Met AYP consistently in reading and math for 2005, 2006 and 2007. 7 Standards for School Accreditation 100% of staff agrees that teachers possess the needed skills to produce meaningful student learning 95.7% of staff agrees that Teachers at this school are confident that they can motivate students 95.7% of staff agrees that teachers at this school have what it takes to get children to learn 95.7% of staff agrees that teachers at this school believe that every child can learn 90.8% of parent respondents indicated that they always make sure that their child does his or her homework 82.0% of parent respondents indicated that the principal always sets a good example for students 80.8% of parent respondents indicated that the principal always cares about the students TCAP Tests/AYP Report SAR/SACS Memphis City Schools Climate Staff Survey Spring 2007 Results Memphis City Schools Climate Parent Survey Spring 2007 Results Increased by 4% from 2005/2006 to 2006/2007 Increased by 2% from 2006/2007 to 2007/2008 85% African-American, 13.4% Hispanic, 1.5% Caucasian, .01% Asian Exceeded district & state AYP goal by maintaining > or = 95% for the past 3 years Hickory Ridge Elementary School Page 9 of 107 Memphis City Schools Climate Student Survey Spring 2007 Results 2006/2007 Discipline Survey 93.1% of student respondents indicated that their teachers always work hard to let them learn 91.1% of student respondents indicated that their teachers are always doing a good job. 90.5% of student respondents indicated that the principal always wants to make things better at school 90.5% of student respondents indicated that they always expect to go to college. Most frequent behavior infractions fall under disruptive behavior (116 instances) Very few (<4) incidents of theft, threats against students and school personnel, assaults against school personnel and class cutting 1.3.2: School and Community Data Narrative and analysis of relevant school and community factors: School Characteristics Historical Characteristics Hickory Ridge Elementary was built in 2001 on 8.19 acres of land to relieve the crowded conditions of the schools in the area. The newly constructed school helped to relieve the following schools: Crump Elementary, Cromwell Elementary, Newberry Elementary, Evans Elementary, and Fox Meadows Elementary. Facilities Housed in this building are thirty-nine classrooms, a computer lab, a science lab, one vocal and instrumental music classroom, an ELL lab, a multipurpose room, cafeteria, an open courtyard inside the perimeter of the building, and one instructional resource room. The building contains offices for administration, secretarial staff, a guidance counselor, a Professional Development School Compliance Coach (PDSCC), a building engineer, a speech pathologist, and a school psychologist. There are also several conference rooms and work rooms available for teachers and assistants. The library and administrative offices are centrally located to provide easy access for students, teachers and parents. Internet research stations and a computer-based check in/checkout system are utilized in the library by students, parents, and faculty. The multipurpose room is used for physical education classes and includes a stage area for programs and performances. Length of the School Year The length of the school year is consistent with state and federal guidelines. There are 180 teaching days in the school year. There are an additional 10 days for administrative and professional development days. Hickory Ridge Elementary School Page 10 of 107 Length of School Day In accordance with the State of Tennessee and Memphis City Schools, Hickory Ridge Elementary operates 7 hours and 15 minutes per day. The teachers are required to arrive at 8:15 A.M., and they may leave at 3:30 P.M. Teachers have a minimum of 150 minutes a week to plan for instruction. Students begin their day at 8:30 A.M. and end at 3:15 P.M. Students may enter at 8:00 A.M. for free breakfast, regardless of family income. Hickory Ridge Curriculum District, state, and federal policies ensure equity of learning opportunities for all stakeholders of Hickory Ridge Elementary. Opportunities for equity of learning are evident in the following research-based “best practices”: Core subjects: reading, language arts, math, spelling, science, and social studies Support classes: science lab, PE, music, computer, and library skills Responsive classroom/morning meeting Literacy and math blocks and literacy and math stations Differentiated instruction/integrated technology McRel academic vocabulary Common Planning Time-Professional Learning Teams, PLTs/PLCs Assessments: Dynamic Indicators of Basic Early Literacy (DIBELS)- KK and 1st grades, Voyager VIP Benchmarks-2nd grade, and Formative Assessments-3rd-5th grades, STAR Early Literacy (KK) and STAR (1st-5th grades) Unit Tests Thinking Maps Research-based intervention strategies – Voyager Passport/Ticket to Read, Stanford University Math/Extended Day Tutoring Student Teacher Academic Reports (STAR), Support Team Meetings, IEP Meetings Character Education/ Second Step Violence Prevention Program Accelerated Reading Junior Achievement Newspaper Education Strings/Violin After school care for students Annual events include the Science Fair, and Spelling Bee Students benefit from these special programs and course offerings in addition to the basic curriculum. Special Education Classes The special education department at Hickory Ridge provides instructional resource, CLUE, one CDC class, occupational therapy, physical therapy, vision therapy, and speech therapy. Instructional resource is provided for students as a pull-out program and an emerging inclusion program. Students who attend instructional resource are provided additional help in reading, language arts, and math. The Creative Learning in a Unique Environment (CLUE) is provided for primary and intermediate students who qualify for the local or state gifted program and need an accelerated program. Speech, occupational, vision, and physical therapy are available for students who are eligible under the state criteria. All students in special education are served in the least restrictive environment in accordance with IDEA. Students who are limited English language learners (ELL) also receive additional support through the ELL program. Hickory Ridge Elementary School Page 11 of 107 Operating Budget and Per-Pupil Expenditures The total amount of the school’s operating budget for the 2007-2008 school year is $70,894.76. Of this total, $56,634.61 is allocated for instructional purposes and $14,260.15 for administrative expenses. The administrative expenses include $23,000.00 for professional development, $481.95 for property maintenance, and $2107.00 for travel. The Title I budget for 2007-2008 is $259,415.12. Of which, $248,647.51 is used for school-wide services, $7,000 is used for parental involvement, and $3,767.00 is used for professional development. Memphis City Schools spends $9,254 per pupil. Learning Environment/Safety Conditions Safety is one of the highest priorities for staff, students, and parents at Hickory Ridge. All faculty and staff wear identification badges. There is two-way radio communication among administration, staff, and all grade levels/patios. There is a telephone in each classroom. The school has regular fire, tornado, and earthquake drills as mandated by law. When visitors enter the building, they are required to go immediately to the office, sign in, and receive a visitor’s badge. Each teacher has an emergency handbook. The school has a No Bullying Program. All faculty and staff are required to participate in annual training on blood-borne pathogens, hazardous chemicals, sexual harassment, child abuse, and suicide prevention. The school utilizes a discipline plan that holds students to high levels of conduct, which contributes to a safe and orderly environment at Hickory Ridge. Discipline Referrals Parents are provided with a Code of Conduct Handbook and Parent/Student Handbook during registration. The district has implemented a district-wide discipline plan for all schools. Hickory Ridge has implemented a school-wide discipline plan called “The Big Four” –Be Respectful of Authority, Respectful of Property, Respect of Personal Space and Feelings, and Be Respectful of the Right to Learn. Intervention and positive behavior support are in place to help govern student behavior in the school. The school’s disciplinary infractions for the 2006-2007 school year are: Infraction Number of Occurrences Assault Against a student Assault against School personnel Bullying, Intimidate, Harassment Class Cutting Disruptive behavior Fighting Immoral/Disreputable Conduct Insolent/Insubordination Misconduct Profanity Theft Threats against students Threats against school personnel Weapons Total 6 2 6 1 116 77 17 15 36 10 2 3 1 3 295 Hickory Ridge Elementary School Page 12 of 107 Awards Hickory Ridge has one National Board Certified teacher. The Shelby County Science Fair recognized several grades, groups, and individual students with special awards for excellence in science. Staff Characteristics The administrative staff consists of a Principal, Assistant Principal and a Professional Development School Compliance Coach (PDSCC). The principal maintains staffing according to the Memphis City Schools requirements and hires teachers who share in the vision and mission of the school. At Hickory Ridge, there are thirty-nine full time classroom teachers, 2 full time ESL teachers and 1instructional resource teacher. The support staff is comprised of: a librarian, 1.5 music teachers, 1.5 P.E. teachers, 1 science lab teacher, 1 computer lab teacher, a guidance counselor, a speech therapist, a part-time special needs nurse, a part-time school nurse, and an in-school suspension facilitator. The school is also assigned an occupational therapist, a physical therapist, a speech therapist, a social worker, and a school psychologist. –Six paraprofessionals are assigned to regular and exceptional classrooms for student support. One paraprofessional serves as the after school care coordinator. All faculty members have Bachelors’ Degrees and Tennessee State Teaching Certificates. In addition, 59 percent of the faculty has Master’s or Doctoral Degrees. Professional staff members: # Staff Members Black Amer. White Amer. Hispanic Other Avg. Years Service Bachelor’s Degrees Masters, Masters +45 National Board Certified 49 69% 30% 1% 0% 15 100% 59% 1 Highly Qualified Status of Certificated Professionals 48 members of the Hickory Ridge teaching staff have met the NCLB requirements for being ‘highly qualified’ 1 member, hired by the district as a CDC instructor, will become ‘highly qualified’ in 2009 by completing educational coursework Highly Qualified Status of Paraprofessionals 6 paraprofessionals serve regular and exceptional students under the supervision of a certificated professional All paraprofessionals have met the NCLB requirements for being ‘highly qualified’ Five teachers on our staff have completed the “Raising the Bar” mentor training. Mentoring is provided for new staff members or those who are assigned to new grade levels. Certificated personnel are evaluated using the Tennessee Framework for Evaluation. The evaluation process includes a self-evaluation component, lesson reflection, and a future growth plan to address areas to strengthen. Hickory Ridge Elementary School Page 13 of 107 Student Characteristics Student Population Data The total enrollment in grades K – 5 for the 2007-2008 school year is 824 students. Transportation is provided for two special education students. Transportation (One bus) is also provided for students who reside 2.0 miles from the school. Other students walk home, or are transported to and from school by their parents or day cares. The average class size at Hickory Ridge is 22 students. The student body is comprised of 85% African-American, 13.4% Hispanic, 1.5% Caucasian, and .01% Asian. Of the students who attend Hickory Ridge, 97.3% receive free or reduced lunch. Student Distribution by Grade and Ethnic Background KK 1st 2nd 3rd 4th 5th School Total Grade 125 136 144 144 140 136 824 Asian African American Hispanic White 0 0 0 0 1 0 1 100 108 118 131 125 120 702 22 27 25 11 15 15 115 3 3 1 3 0 0 10 Parent and Community Characteristics The following information provides a synthesis of community demographics based on Census data from 2000: 77.7% African American 11.8% below poverty line Average household income – $35,000-$49,999 3.3% earn $100,000.00 or above Main occupations -Mgt./Professional Bachelors or higher: 23.10% Hickory Ridge Elementary is a neighborhood school located in the Hickory Hill area of Memphis. The school is bordered by Raines Road to the south, Winchester Road to the north, Kirby Parkway to the east, and Mendenhall Road to the west. In addition to the residential areas, the school community is composed of numerous churches, retail establishments, and warehouse facilities. The area’s estimated population is 69,146. At Hickory Ridge Elementary, the racial background of the families that are served is becoming more diverse with 85% being African-American, 13.4% being Hispanic, 1.5% being Caucasian, and .01% being Asian. The average number of years that the parents have attended an institution of higher learning is three years. Thirty -five percent of the parents are high school graduates, 16% have had some form of vocational training, and 7% have obtained their GED. The average Hickory Ridge Elementary School Page 14 of 107 family income is between $10-20,000 with a total of four individuals living in each home. The majority of these homes are headed by women with the average age being thirty-two. According to the parent survey, the average income of the citizens in this community is $21,000. Ten percent of families are currently unemployed. Parent/Community Partnerships The community is involved with the school. Cummins Engines Company has assigned twenty tutors to the school. Kroger on Winchester, Sam’s on Winchester, and the Target Company have continually donated supplies, materials, services, and goods throughout the year to various school functions. Through Charming Shoppes, Inc., new winter coats were donated to the entire student body. Parents, adopters, Watch D.O.G.S., and volunteers helped distribute the coats, book bags, and school supplies to each child. Our adopters are New Beginnings Church, Discover Financial Services, and Crye-Leike Realtors. New Beginnings sponsors a TCAP tutoring program each spring, and several church members are engaged as Connect mentors to our school. Discover Financial Services donates school supplies and provides employees to read to students. Through a partnership, Crye-Leike Realtors have donated school supplies and volunteered to clean up the grounds of the school after extensive storm damage. Major employers of this community include several restaurants, the Hickory Ridge Mall and other retail businesses, numerous distribution centers, and the U.S. Post Office. Barnes & Noble has promoted our school’s literacy initiative through book drives, donations, and discount purchases. Scholastic Books provides book donations and discount purchases. Memphis Public Library provides a mobile unit and has offered library -card registration for families. The Hickory Ridge Community Center offers its facilities for various school activities. The Memphis Arts Council provides funds for artists to perform. Hickory Ridge has an active School Leadership Council, which is comprised of one administrator, one elected paraprofessional, four elected teachers, four elected parents, and two appointed community representatives. The council meets once a month to discuss issues related to student achievement, safety and attendance at Hickory Ridge. The council's goals and objectives consist of: Focusing on school improvement Developing ownership in the school Helping parents to feel their contributions are worthwhile by involving them in significant decisions about school improvement Involving the broader community, particularly business/corporate, in supporting the school Demonstrating that participatory decision-making can work effectively Improving the quality of decisions made with regard to school improvement issues. Watch D.O.G.S. (Dads of Great Students) is an innovative program focusing on the prevention of violence in our children's schools by using the positive influence of fathers for a two-fold purpose: to provide an unobtrusive security presence and to provide a positive and active role model for children at the school. Fathers, stepfathers, and grandfathers are asked to spend time at school volunteering as security monitors, tutors, Hickory Ridge Elementary School Page 15 of 107 mentors, listening ears, or for whatever needs to be done to plant seeds of success in the lives of children. Narrative of Other Data Sources Hickory Ridge Elementary students, parents, community, and teachers are surveyed on a yearly basis. The objective is to get a perspective on opinions about the education, facilities, and resources offered to the students. Hickory Ridge parents are generally very supportive, interested, and vocal in their children’s education, as evidenced by parent volunteers, and attendance at parent meetings, workshops, and school events. Analysis of Data Sources Data analysis allows all stakeholders to analyze the daily operation of Hickory Ridge Elementary. Parents, students, and community members are pleased with the performance of the school. Students acknowledge that they are growing and learning through their studies and that education is important to their future. They also stated that teachers are very helpful, and that Hickory Ridge is a safe, warm, and friendly place to go to school. The parents and community feel that the educational program offered to the students is one of high quality. Facilities are adequate to support the instructional program and the students of Hickory Ridge have access to a variety of resources to help them succeed. Some additional strengths are the caring attitude of teachers toward students and staff and community involvement in the educational process. As well, there is use of research-based ‘best practices,’ data driven instruction/assessment, and a commitment to continued professional development. The majority of teachers hold high expectations for learning. They believe that every child can learn and they all feel that they have the skills needed to produce meaningful student learning. The major findings from the Standards Assessment Report for SACS accreditation reveal that all standards are reflected in the school focus The ‘highly functional’ level which was determined for six of the seven standards and the “operational” level earned in Stakeholder Communications and Relationships serves as motivation to continue effective practices and raise expectations. The stakeholders have worked tirelessly to achieve the current operational level, and through this self-evaluation process, have renewed commitment to continuous school improvement. Hickory Ridge Elementary School Page 16 of 107 Component 1b Academic and Non-Academic Data Analysis/Synthesis “How are we doing?” Hickory Ridge Elementary School Page 17 of 107 Component 1b – Academic and Non-Academic Data Analysis/Synthesis 1.4: Variety of Academic and Non-Academic Assessment Measures Overview: A thorough data collection and consistent analysis examining multiple sources of academic and non-academic data was conducted to identify the strength and needs of the school. Data was disaggregated in order to establish priorities for student performance in multiple areas. A narrative synthesis of data specifically states the critical areas of strength and need based on the data presented, and the list of goal targets that correspond to the data priorities and NCLB benchmarks is presented. List Data Sources Non-Academic Data Sources Attendance Reports Promotion/Retention Rate Student Behavior Data School Climate Survey Standards Assessment Report (SAR) /SACS Accreditation Community Demographics – census bureau, surveys Pre-Kindergarten Experience Survey Professional Development Evaluations/Surveys AYP Detailed Report Academic Data Sources TCAP Assessment Data –Reading/Language Arts, Math, Writing Assessment AYP Detailed Report State Report Card TVAAS, Value Added Reports Monitoring Instruments for Reading, Writing, and Math Assessments Baseline/Benchmark assessments (grades 1-5) Formative Assessment s(grades 3-5) Voyager Passport Reading Intervention – benchmark and progress monitoring Dynamic Indicators of Basic Early Literacy Skills (DIBELS), (grades K & 1) Student report cards (grades K – 5) Hickory Ridge Elementary School Page 18 of 107 1.5: Data Collection and Analysis Describe the data collection and analysis process used in determining your strengths and needs. Data collection is a collaborative effort between the administration and staff. It is analyzed and reviewed among leadership, community, and faculty in Professional Learning Communities. The data collected is directly linked to student performance and assists in the identification of the school focus and priority goals. School data is compared to past performances, both state and local. AYP Data AYP data includes academic and attendance reports. Students are assessed each spring using the TCAP Achievement Test (Tennessee Comprehensive Assessment Program). The purpose of the TCAP is to provide an accurate measure of basic academic skills in reading, language, mathematics, science, and social studies. The test is mandated for grades 3 – 8 by the state of Tennessee. Memphis City Schools requires the test for all second graders as of spring, 2001. The second grade TCAP is a norm-referenced test that allows for a comparison of Tennessee students’ performance with students from across the nation. The TCAP for grades 3 – 5 is a criterion-referenced test that assesses how well a child has mastered certain grade level skills. The majority of Hickory Ridge’s students have continuously scored in the proficient or advanced categories in both math and reading over the past three years. A very low percentage of students perform below proficient on TCAP. We have surpassed the state goal of 95% in attendance for the past three years. % Below Proficient, Proficient, and Advanced in Reading The AYP goal for Reading/Language Arts was 83%. Hickory Ridge Elementary School Page 19 of 107 % Below Proficient, Proficient, and Advanced in Math The AYP goal for Math was 79%. ATTENDANCE RATE % Reading/Language Arts Percent Proficient & Advanced Grades 3, 4, & 5 (includes TCAP Writing Assessment) NCLB Subgroups Hickory Ridge Elementary School Page 20 of 107 Math Percent Proficient & Advanced Grades 3,4,& 5 NCLB Subgroups Strengths and Challenges By analyzing the AYP data described above, we have identified the following strengths and Challenges: Strengths We have met our adequate yearly progress goal in Reading and Language Arts in grades 3-5 each year since 2005. We have met our adequate yearly progress goal in Mathematics in grades 3-5 each year since 2005. We have exceeded the state attendance goal of 93% for the past three years Challenges Our adequate yearly progress goal for grades 3-5 has increased from 83% proficient/advanced to 89% proficient/advanced in Reading and Language Arts for 2008 and 2009. Our scores will need to increase by four percentage points to meet this goal. Our adequate yearly progress goal for grades 3-5 has increased from 79% proficient/advanced to 86% proficient advanced in Mathematics. Our scores will need to increase by three percentage points to meet this goal. We have not met the Memphis City Schools attendance goal of 95% in 2005, 2006 or 2007. There is a large gap in performance between students with disabilities and students in other subgroups. Hickory Ridge Elementary School Page 21 of 107 TCAP Data The 2006 –07 TCAP Disaggregation Summary is as follows. The subgroups identified are grade levels, all, white, black, male, female, economically disadvantaged, and special education students. The tables of data on the following page reveal a significant number of students scoring proficient or advanced in the areas of Reading/Language Arts and Math. TCAP Disaggregation Total Proficient Below Proficient Total # of Students N % N % N % N % Median Scale Score 135 24 18 75 56 99 73 36 27 462 380 / 522 With Accommodations 1 *** *** *** *** *** *** *** *** *** *** / *** Without Accommodations 0 *** *** *** *** *** *** *** *** *** *** / *** Total 1 *** *** *** *** *** *** *** *** *** *** / *** 5 *** *** *** *** *** *** *** *** *** *** / *** Third Grade Mathematics 2007 Advanced All Students Tested Proficient Low/High Scale Score Obtained 504 Service Plan Special Education Total ELL Total 19 2 11 12 63 14 74 5 26 462 409 / 495 TAS Direct Services 1 *** *** *** *** *** *** *** *** *** *** / *** 119 22 18 64 54 86 72 33 28 464 380 / 522 Male 69 11 16 34 49 45 65 24 35 459 389 / 508 Female 65 13 20 40 62 53 82 12 18 466 380 / 522 Black, not Hispanic 114 21 18 61 54 82 72 32 28 461 380 / 522 Hispanic 19 2 11 13 68 15 79 4 21 462 419 / 495 White, not Hispanic 1 *** *** *** *** *** *** *** *** *** *** / *** Economically Disadvantaged Gender Ethnicity Total Proficient Below Proficient Total # of Students N % N % N % N % Median Scale Score 135 28 21 86 64 114 84 21 16 483 315 / 528 With Accommodations 5 *** *** *** *** *** *** *** *** *** *** / *** Without Accommodations 0 *** *** *** *** *** *** *** *** *** *** / *** Total 5 *** *** *** *** *** *** *** *** *** *** / *** Third Grade Reading/Language Arts 2007 All Students Tested Advanced Proficient Low/High Scale Score Obtained Special Education ELL 19 2 11 10 53 12 63 7 37 469 418 / 528 119 25 21 76 64 101 85 18 15 482 315 / 528 Male 69 14 20 37 54 51 74 18 26 475 403 / 524 Female 65 14 22 48 74 62 95 3 5 485 315 / 528 Black, not Hispanic 114 25 22 74 65 99 87 15 13 483 315 / 524 Hispanic 19 2 11 11 58 13 68 6 32 471 418 / 528 White, not Hispanic 1 *** *** *** *** *** *** *** *** *** *** / *** No Valid Information 1 *** *** *** *** *** *** *** *** *** *** / *** Total Economically Disadvantaged Gender Ethnicity Hickory Ridge Elementary School Page 22 of 107 Third Grade TCAP Disaggregation 2007: Strengths and Challenges Strengths: 82% of female third graders scored proficient or advanced in Mathematics, which exceeded the AYP goal of 79% by three percentage points. 79% of third grade students in the Hispanic ethnic subgroup scored proficient or advanced in Mathematics, which meets the AYP goal of 79%. 84% of all third grade students scored proficient or advanced in Reading and Language arts, which exceeded the AYP goal by 1%. 85% of third grade students belonging to the economically disadvantaged subgroup scored proficient or advanced in Language Arts. 95% of third grade females scored proficient or advanced in Reading and Language Arts 87% of third grade students belonging to the Black ethnic subgroup scored proficient or advanced in Reading and Language Arts Challenges: Only 73% of all third graders scored proficient or advanced in Mathematics in 2007, which is six percentage points below the AYP goal of 79%. Of those third grade students who scored below proficient in Math, the males outnumbered the females by 17%. Of those third grade students who scored below proficient in Mathematics, members of the Black ethnic subgroups outnumbered members in the Hispanic ethnic subgroup by 7%. Only 72% of third grade students who belong to the economically disadvantaged subgroup scored above proficiency in Mathematics, which is 7 percentage points below the AYP goal. 74% of third grade students in the ELL subgroup scored below proficient in Mathematics, which is 5 percentage points below the AYP goal. Only 63% of ELL students scored proficient or advanced in Reading and Language Arts, which is 20 percentage points below the AYP goal. Only 74% of third grade males scored proficient or advanced in Reading and Language Arts, which is 9 percentage points below the AYP goal, and 21 percentage points below the scores made by third grade females. Only 68% of third grade students who belong to the Hispanic ethnic subgroup scored proficient or advanced in Reading and Language arts, which is 15 percentage points below the AYP goal, and 19 percentage points below the score made by the students in the Black ethnic subgroup. Hickory Ridge Elementary School Page 23 of 107 Grade 4 Mathematics 2007 All Students Tested Total Proficient Below Proficient Total # of Students N % N % N % N % Median Scale Score 136 27 20 89 65 116 85 20 15 488 378 / 650 9 0 0 2 22 2 22 7 78 425 378 / 503 Advanced Proficient Low/High Scale Score Obtained Special Education Total ELL 12 2 17 10 83 12 100 0 0 488 459 / 534 127 25 20 82 65 107 84 20 16 487 378 / 650 Male 74 15 20 50 68 65 88 9 12 487 378 / 650 Female 62 12 19 39 63 51 82 11 18 490 390 / 551 Black, not Hispanic 123 24 20 80 65 104 85 19 15 488 378 / 650 Hispanic 13 3 23 9 69 12 92 1 8 478 441 / 534 Low/High Scale Score Obtained Total Economically Disadvantaged Gender Ethnicity Grade 4 Reading/Language Arts All Students Tested Total Proficient Below Proficient Total # of Students N % N % N % N % Median Scale Score 136 33 24 79 58 112 82 24 18 494 409 / 559 9 0 0 5 56 5 56 4 44 461 415 / 480 Advanced Proficient Special Education Total ELL 12 3 25 6 50 9 75 3 25 485 429 / 539 127 30 24 73 57 103 81 24 19 493 409 / 559 Male 74 14 19 43 58 57 77 17 23 491 409 / 529 Female 62 19 31 36 58 55 89 7 11 497 425 / 559 Black, not Hispanic 123 30 24 73 59 103 84 20 16 494 409 / 559 Hispanic 13 3 23 6 46 9 69 4 31 489 415 / 539 Total Economically Disadvantaged Gender Ethnicity Fourth Grade TCAP Disaggregation 2007: Strengths and Challenges Strengths: 85% of fourth grade students scored proficient or advanced in Mathematics, which exceeded the AYP goal of 79% by six percentage points. 100% of fourth grade students belonging to the ELL subgroup scored proficient or advanced in Mathematics. 84% of fourth grade students belonging to the economically disadvantaged subgroup scored proficient or advanced in Mathematics, which exceeded the AYP goal by five percentage points. 88% of fourth grade males scored proficient or advanced in Mathematics, which exceeded the AYP goal by nine percentage points. 82% of fourth grade females scored proficient or advanced in Mathematics, which exceeded the AYP goal by three percentage points. 85% of fourth grade students who belong to the Black ethnic subgroup scored proficient or advanced in Mathematics, which exceeded the AYP goal by six percentage points. Hickory Ridge Elementary School Page 24 of 107 92% of fourth grade students who belong to the Hispanic ethnic subgroup scored proficient or advanced in Mathematics, which exceeded the AYP goal by 13 percentage points. 89% of fourth grade females scored proficient or advanced in Reading and Language Arts, which exceeded the AYP goal by 6 percentage points. 84% of fourth grade students who belong to the Black ethnic subgroup scored proficient or advanced in Reading and Language Arts, which exceeded the AYP goal by one percentage point. Challenges: Only 22% of fourth grade students, who belong to the students with disabilities subgroup, scored proficient or advanced in Mathematics, which is 57 percentage points below the AYP goal. 82% of all fourth graders scored proficient or advanced in Reading and Language Arts, which is one percentage point below the AYP goal of 83%. Only 56% of fourth grade students, who belong to the students with disabilities subgroup, scored proficient or advanced in Reading and Language Arts, which is 23 percentage points below the AYP goal. Only 71% of fourth grade ELL students scored proficient or advanced in Reading and Language arts, which is 12 percentage points below the AYP goal. 81% of the fourth grade students in the economically disadvantaged subgroup scored proficient or advanced in Reading and Language arts, which is two percentage points below the AYP goal. Only 77% of fourth grade males scored proficient or advanced in Reading and Language Arts, which is 6 percentage points below the AYP goal, and 12 percentage points below the fourth grade score for females. Only 69% of fourth grade students belonging to the Hispanic ethnic subgroup scored proficient or advanced in Reading and Language Arts, which is 14 percentage points below the AYP goal, and 15 percentage points below the score for students in the Black ethnic subgroup. Hickory Ridge Elementary School Page 25 of 107 Grade 5 Mathematics 2007 All Students Tested Total Proficient Below Proficient Total # of Students N % N % N % N % Median Scale Score 126 40 32 72 57 112 89 14 11 504 414 / 572 13 0 0 7 54 7 54 6 46 466 414 / 515 Advanced Proficient Low/High Scale Score Obtained Special Education Total ELL 15 7 47 5 33 12 80 3 20 510 442 / 556 116 38 33 64 55 102 88 14 12 505 414 / 572 Male 67 17 25 39 58 56 84 11 16 501 414 / 561 Female 59 23 39 33 56 56 95 3 5 507 451 / 572 Black, not Hispanic 111 33 30 67 60 100 90 11 10 503 414 / 572 Hispanic 15 7 47 5 33 12 80 3 20 510 442 / 556 Total Economically Disadvantaged Gender Ethnicity Grade 5 Reading/Language Arts 2007 All Students Tested Total Proficient Below Proficient Total # of Students N % N % N % N % Median Scale Score 126 32 25 82 65 114 90 12 10 506 406 / 576 13 1 8 9 69 10 77 3 23 483 406 / 527 Advanced Proficient Low/High Scale Score Obtained Special Education Total ELL 15 4 27 8 53 12 80 3 20 506 455 / 576 116 31 27 73 63 104 90 12 10 507 406 / 576 Male 67 11 16 46 69 57 85 10 15 504 406 / 576 Female 59 21 36 36 61 57 97 2 3 514 406 / 559 Black, not Hispanic 111 28 25 74 67 102 92 9 8 506 406 / 555 Hispanic 15 4 27 8 53 12 80 3 20 506 455 / 576 Total Economically Disadvantaged Gender Ethnicity Fifth Grade TCAP Disaggregation 2007: Strengths and Challenges Strengths: 89% of all fifth grade students scored proficient or advanced in Mathematics, which exceeded the AYP goal by 10 percentage points. 80% of fifth grade ELL students scored proficient or advanced in mathematics, which exceeded the AYP goal by one percentage point. 88% of fifth grade students in the economically disadvantaged subgroup scored proficient or advanced in Mathematics, which exceeded the AYP goal by 9 percentage points. 84% of fifth grade males scored proficient or advanced in Mathematics, which exceeded the AYP goal by 5 percentage points. 95 % of fifth grade females scored proficient or advanced in Mathematics, which exceeded the AYP goal by 16 percentage points. 90% of fifth grade students in the Black ethnic subgroup scored proficient or advanced in Mathematics, which exceeded the AYP goal by 11 percentage points. 80% of fifth grade students in the Hispanic ethnic subgroup scored proficient or advanced in Mathematics, which exceeded the AYP goal by one percentage point. Hickory Ridge Elementary School Page 26 of 107 90% of all fifth grade students scored proficient or advanced in Reading and Language Arts, which exceeded the AYP goal of 83% by seven percentage points. 90% of fifth grade students in the economically disadvantaged subgroup scored proficient or advanced in Reading and Language Arts, which exceeded the AYP goal by seven percentage points. 85% of fifth grade males scored proficient or advanced in Reading and Language Arts, which exceeded the AYP goal by two percentage points. 97% of fifth grade females scored proficient or advanced in Reading and Language Arts, which exceeded the AYP goal by 14 percentage points. 92% of fourth grade students in the Black ethnic subgroup scored proficient or advanced in Reading and Language Arts, which exceeded the AYP goal by 12 percentage points. Challenges: Only 54% of fifth grade students in the students with disabilities subgroup scored proficient or advanced in Mathematics, which is 25 percentage points below the AYP goal. Only 77% of fifth grade students with disabilities scored proficient or advanced in Reading and Language Arts, which is 6 percentage points below the AYP goal. Only 80% of fifth grade ELL students and students in the Hispanic ethnic subgroup scored proficient or advanced in Reading and Language Arts, which is three percentage points below the AYP goal. Hickory Ridge Elementary School Page 27 of 107 Reporting Category Performance Index (RCPI) Spring 2007 The RCPI is the estimated number of items a student would be expected to answer correctly had there been 100 similar items for that reporting category. The objectives and number required for proficiency and advanced proficiency are listed for grades 3, 4, and 5 in regard to the reporting categories for CRT items on the TCAP test. The information on the next page is used to analyze curriculum strengths and areas of need. Noted strengths and needs provide for datadriven, focused instruction. TCAP Disaggregation (continued) Required RCPI School RCPI Avg. 2007 Prof. – Adv. Grade 3 Reading/Language Arts System – State Avg. Content 34 71 55 58 64 Meaning Vocabulary Writing Organ. Writing Process Grammar Convention Tech/skills 30 41 42 62 83 81 48 65 65 51 67 66 58 74 73 37 71 58 60 66 35 66 54 56 43 80 67 Content 49 74 Meaning 48 Vocabulary Writing Organ. Writing Process Grammar Convention 64 41 Objective Objective Required RCPI School RCPI Avg. 2007 Prof. – Adv. Grade 3 Mathematics System-State Avg. 52 85 65 68 76 82 53 42 96 80 85 83 65 58 86 67 63 90 74 73 40 72 53 57 67 62 No. Sense/ Theory Computation Alg.Thinkng Real World Prob. Solv. Data Anal. & Prob. Measure-ment 55 81 65 68 76 68 74 Geometry 78 91 82 83 87 64 60 68 42 72 59 58 66 85 69 65 75 No. Sense Theory Compu. 68 91 81 79 85 92 70 78 57 76 54 83 63 47 43 81 87 67 68 65 66 73 75 52 81 68 65 73 33 65 52 51 60 38 70 56 53 63 Alg. Thinkng Real World Prob. Solv. Data Anal. & Prob. Measure-ment 55 80 69 67 74 Tech/ Skills 46 74 62 59 67 Geometry 57 82 71 69 76 Content Grade 5 Reading/Language Arts 28 75 59 59 67 37 Grade 5 Mathematics 68 60 59 67 Meaning Vocabulary 32 37 71 73 58 61 58 62 65 68 No. Sense Theory Computation Alg. Thinkng 35 41 65 73 61 63 57 63 65 71 Writing Organ. Writing Process Grammar Convention Tech/ Skills 29 61 50 51 58 34 66 56 56 64 34 67 56 57 63 44 74 65 65 72 36 75 61 61 69 Real World Prob. Solv. Data Anal. & Prob. Measure-ment 43 66 58 58 65 31 67 55 55 62 Geometry 39 74 62 62 70 Grade 4 Reading/Language Arts Grade 4 Mathematics Hickory Ridge Elementary School Page 28 of 107 TCAP Disaggregation (continued) Strengths and Weaknesses for Grades 3, 4, and 5 The accomplishments made in Reading/Language Arts are due to the literacy and writing focus of the school. The instructional strategies implemented in the classroom provide intentional, explicit instruction in reading and writing. Each performance objective in every subject area in each grade is above the required measure to meet the current proficiency benchmarks. Areas that scored below the system averages are indicated as areas to improve. Third grade scored below the system averages in each performance area. Fourth grade scored above the system averages in each performance area. Fifth grade’s scores matched the system averages in Content, Meaning, Grammar and Technique and Skills, and below system averages in Vocabulary, Writing Organization and Writing Process. Reading/Language Arts Perf. Objective Gr. 3 Strengths Content Meaning Vocabulary Writing Organ. Writing Process Grammar Technique& Skills Gr 3 Weakness Gr. 4 Strengths Gr. 4 Weakness Gr. 5 Strengths (-3) (-3) (-2) (-1) (-2) (+4) (+4) (+2) (+3) (+3) (0) (0) (-2) (-1) (+3) (+3) (0) (0) Gr. 5 Weakness (-1) (-1) (-1) The accomplishments made in Math are due to the school’s focus on math instruction and the math curriculum that was adopted in 2005. The instructional strategies implemented in the classroom provide intentional, explicit instruction in math that is differentiated to reach multiple learning styles. Each performance objective in grades four and five are above the system averages. Grade three has fallen below the system averages in each subject area and the associated performance objectives are indicated as areas that are in need of improvement. Math Perf. Objective No. Sense Theory Comp. Alg. Think Real World Prob. Solv. Data Anal. Prob. Measure-ment Geometry Gr. 3 Strengths Gr 3 Weakness Gr. 4 Strengths (-3) (+1) (+1) (-3) (-2) (-5) (+2) (+2) (+2) (+4) (0) (+1) (-4) (-3) (-1) (+1) (+2) (+2) (+2) (0) (0) Hickory Ridge Elementary School Gr. 4 Weakness Gr. 5 Strengths Page 29 of 107 Gr. 5 Weakness TCAP Disaggregation (continued) TCAP Writing Assessment The TCAP writing assessment is a major performance benchmark for the fifth grade students. Action plans and intervention strategies designed to increase the percentage of students scoring strong and outstanding are outlined in component four. By studying the disaggregated data, we have determined that the scores across subgroups are generally equal. Our strength is that we have scored above system and state averages in the areas of All Students, African American Students, Hispanic Students, Economically Disadvantaged Students, LEP students, and in Female students. Some challenges presented from this data include the proficiency gap between Hispanic students and the average student, where the average student scored significantly lower, and students with disabilities scored far below the average. Although the students with disabilities subgroup does not directly contribute toward AYP at this time due to the number of students associated with the particular subgroup, we have identified it as an area upon which to improve. Subgroup School % Tested School % Below Prof School % Prof School % Advanced School % Prof & Adv System % Prof & Adv State % Prof & Adv All Students 100 21.6 60 18.4 78.4 72.7 77.6 African American Hispanic 100 22.2 59.3 18.5 77.8 71.7 71 100 17.6 64.7 17.6 82.4 68.9 68.1 Economically Disadvantaged 100 21.6 59.5 19 78.4 70 69.3 Not Economically Disadvantaged Students with Disabilities 100 25 62.5 12.5 75 83.2 85.9 100 72.7 27.3 0 27.3 23.7 31.2 Students w/out Disabilities 100 16.7 63.2 20.2 83.3 78.7 83.4 Limited English Proficiency (LEP) 100 28.6 71.4 0 71.4 54.8 44 100 21.2 59.3 19.5 78.8 73.3 78.3 100 21.6 60 18.4 78.4 72.7 77.7 100 31.3 60.9 7.8 68.8 64 70.3 100 11.5 59 29.5 88.5 81.7 85.3 Not LEP Nonimmigrant Male Female Hickory Ridge Elementary School Page 30 of 107 The scores below show the scores for the past 3 years and include special education. The results of the TCAP Writing Assessment display our strengths and challenges. In 2005, 76% of the fifth graders who took the test scored at competent or strong levels. In 2006, the number of competent or strong scores decreased to 68%, however, in 2007, the number of students scoring at competent or strong levels increased to 76%. TCAP Writing Assessment Summary 6 Outstanding 2007 2006 2005 5 Strong 4 Competent 3 Limited 2 Flawed 1 Deficient # % # % # % # % # % # % NR NR NR NR NR NR 20 10 21 16 9 17 75 67 73 60 59 59 25 28 22 20 25 18 NR NR NR NR NR NR NR NR NR NR NR NR TVAAs The state of Tennessee provides a conversion of CRT percentages to TVAAs (Value Added). The table below indicates the gains and 3 year averages for the fourth and fifth grades in the subject areas of Reading/Language Arts and Math. Strengths are noted consistently in Reading and Math for fifth grade and in Math for fourth grade. The 3-year average is above the state average in all subject areas. Plans for professional development and research-based instructional strategies for intervention are addressed in component four. Gain by Year, Grade, Content Grade/Year 4 5 2005 6.6 2.7 2006 3 4.1 Grade/Year 4 5 2005 17.4 9 2006 10.1 3.6 Reading/Language Arts 2007 3 yr. Avg. -0.4 3.1 7.7 4.8 State 3 yr. Gain 1.2 4.7 Math 2007 .5 .6 3 yr. Avg. 9.3 4.4 State 3 yr. Avg. 2.0 2.0 Grade Two TCAP Data Hickory Ridge Elementary School Page 31 of 107 The second grade TCAP scores above are from 2007 and include those of special education students served. Emphasis has been placed on instruction that is correlated to grade level accomplishments for the current year. As well, monitoring instruments are in place for Reading and Math to track student progress. More emphasis will be placed on differentiated instruction in math using the Stanford Math Program since the median score is below the 70th national percentile in both reading and mathematics. School Based Measures: Student Report Cards Figure 1 : 2007/2008 First Semester Math Grades This data represents the semester averages for student report grades in Math for the first semester of the 2007/2008 academic year. It is indicated that in all grades, seventy-seven or greater percent of the students are making passing grades in Mathematics. First grade has the highest percentage of A averages (40%), which indicates a strength in this area. Fifth grade has the highest percentage of failing averages (23%) in this subject, which indicates a challenge. Due to the differences in report card information in Kindergarten, it is not comparable to 1-5 data, thus is not represented in this chart. Hickory Ridge Elementary School Page 32 of 107 Figure 2: 2007/2008 First Semester Reading Grades This data represents the semester averages for student report grades in Reading for the first semester of the 2007/2008 academic year. It is indicated that in all grades, seventy-seven or greater percent of the students are making passing grades in Reading. First grade has the highest percentage of A averages (40%), which indicates a strength in this area. Fifth grade has the highest percentage of failing averages (23%) in this subject, which indicates a challenge. Due to the differences in report card information in Kindergarten, it is not comparable to 1-5 data, thus is not represented in this chart. Academic Preparation Data compiled on the kindergarten and first grade level revealed a strength for the alignment between the curriculum for kindergarten classes and the requirements for student advancement to first grade. The development of personal/social skills is emphasized on all levels. Teachers use a variety of instructional strategies, such as Responsive Classroom principles and Brain-Based learning and activities to promote positive social and academic behavior. Classroom instruction is complimented by the guidance department and other support staff. The majority of students entering kindergarten at Hickory Ridge are prepared and do have the prerequisites to be successful in school. The DIBELS test is administered to all kindergarten and first grade students three times a year. The results of the first assessment given to kindergarten students at the beginning of the school year showed that 16% of kindergarten students were “Struggling readers”, 28% were “Emerging readers”, and 55% were “On Track”. The results of the first grade assessment showed that the majority of students were ready for first grade. Seven percent were “Struggling Readers”, 12% were “Emerging Readers”, and the remaining 82% of students were “On Track. Hickory Ridge Elementary School Page 33 of 107 Kindergarten Students 2006-07 Pre-Kindergarten Experience Survey # Students 125 Parent/ Relative 33 Memphis City Schools Pre-K Class 25 Head Start 29 For Profit Daycare 31 Private Pre-school 7 Summative The data from all reading and math assessments indicate that the instructional and intervention strategies, which support the core curriculum, are successful. Hickory Ridge’s students consistently achieve at high levels and meet or surpass state mandated proficiency goals. During the 2006-2007 school year, the state required that 79% of third through fifth grade students demonstrate proficiency in math. Eighty-Three percent of Hickory Ridge’s third through fifth grade students met or exceeded this goal. The state required that 83% of students in third through fifth grade demonstrate proficiency in reading. Eighty-five percent of Hickory Ridge’s third through fifth grade students met or exceeded that goal. Hickory Ridge has many programs, strategies, and interventions in place to help students reach their potential. Teachers use differentiated instruction, McRel academic vocabulary, extended learning tutoring to meet the needs of all learners. Creative Learning in a Unique Environment (CLUE), and Resource help meet the needs of students at varying levels. Stanford Math, Accelerated Reader, a variety of software and websites and individual response units are used to supplement classroom instruction. Teachers at Hickory Ridge use innovative teaching techniques to enrich student learning, develop higher-level thinking skills, and help students apply what they learn to real-life situations. Within the classroom, students learn through literacy work stations, small group instruction, singing songs, creative projects, thinking maps and graphic organizers, presentations, hands-on experiments, games, literature circles, portfolios, and field trips in Responsive Classroom environments. Teachers also regularly integrate cooperative learning activities as an instructional strategy. Students are encouraged to interact with one another, pooling their critical thinking skills to solve problems with decreased dependence on the teacher. The teacher acts as a facilitator who sets objectives, suggests ways to divide tasks, monitors behavior, and gives support, encouragement, and recognition. Hickory Ridge Elementary currently utilizes a variety of scientifically- based assessment tools in attempt to have a reliable, measurement of student performance, which has improved the alignment between assessments and grade level expectations for student achievement. These tools are state mandated and district supported and 100% of our students are tested. This data is used daily to analyze student performance. These measurements allow the classroom teacher to evaluate teaching methods and make adjustments that will meet the individual needs of each student and ensure improved student performance. Assessment systems in addition to TCAP include: DIBELS, Voyager, weekly classroom assessments, Scott Forseman baseline tests, Six Weeks Reading and Math Unit Skills Tests, STAR Reading, Accelerated Reader, and Renaissance Formative Assessments. Baseline, Voyager and DIBELS 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. Hickory Ridge Elementary School Page 34 of 107 Renaissance Formative Assessments are administered three times a year to students in grades three through five. The results indicate skill mastery and skills in need of additional focus. The skills assessed are state mandated requirements for grade level proficiency. 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. STAR Reading scores represent how students perform on the test compared with the performance of a nationally representative sample of students. The test is administered three times yearly. Though many scores are given, teachers find the Instructional Reading Level, the Grade Equivalent, and the Zone of Proximal Development scores the most beneficial. The Instructional Reading Level is used by teachers to group students and plan lessons/activities. The Zone of Proximal Development score provides a reading level range from which students should select books for optimal growth in reading without frustration. Finally, the Grade Equivalent is used to identify students below grade level for our Reading Intervention program. Accelerated Reader is also used at Hickory Ridge. It is a computerized program designed to encourage independent reading on each student’s individual level. Students read self-selected books and take computerized tests to measure comprehension. Computer generated reports on each student and the class as a whole give teachers diagnostic data that is used to plan for reading instruction and intervention. Teachers meet weekly to analyze data and plan for differentiated instruction. The targeted SPIs are used to drive instruction. This allows for instructional planning that builds upon the students’ strengths and provides remediation for indicated weaknesses. Attendance and Promotion Rates Promotion and attendance rates are an additional student performance indicator. Strengths indicate that Hickory Ridge’s promotion rate has surpassed the system and state goal for 2007. There is a concentrated effort by teachers and staff to communicate with parents concerning student progress. This is reflected in weekly communication folders with graded assignments, progress reports, report cards, conferences, and S-team meetings. Promotion Rate % 2005 95.8 2006 94.4 2007 97.7 State Goal 97.0 ATTENDANCE RATE % The faculty and staff at Hickory Ridge recognize that in order to foster a positive and engaging learning community, the students must maintain a high rate of attendance. The attendance rate for the past three years has been high, averaging 94.6%. Data collected through SMS (student attendance) is used to devise a plan of action for identified students that includes consequences and incentives. These incentives include Perfect Attendance ribbons, Jeans days, displaying tardy free flags in the classroom, announcing the classes with perfect attendance on the intercom, and semester/end of the year rewards. Some weaknesses are present in out-of-school factors. School, district, and community resources are identified to assist in those needs. Hickory Ridge Elementary School Page 35 of 107 Comprehensive Needs Assessment Hickory Ridge Elementary students, parents, community, and teachers are surveyed annually. The objective is to get a perspective on opinions about the quality of education, safety factors, and resources offered to the students. A listing of relevant findings is noted in section 1a, pages 9 and 10. Strengths indicate strong agreement among teachers, parents, and students concerning the high quality of the educational programs offered to students at Hickory Ridge Elementary. There appear to be numerous strengths noted by the three stakeholder groups: quality of educational program, parental involvement, parent/teacher communication, high expectations for learning, concerned teachers, and a safe and well-maintained school. Strengths and Challenges By conducting the academic and non-academic data analysis described above, we have identified the following strengths and areas of needs: Strengths We have met our adequate yearly progress goal in Reading and Language Arts in grades 3-5 each year since 2005. We have met our adequate yearly progress goal in Mathematics in grades 3-5 each year since 2005. We have exceeded the state attendance goal of 93% for the past three years Fifth Grade has exceeded AYP goals in Reading and Language Arts and Mathematics for all students. Grade 4 and 5 scored at or above system averages in all Mathematics and Reading and Language Arts performance areas. Our writing scores are above system and state averages in the areas of All Students, African American Students, Hispanic Students, Economically Disadvantaged Students, LEP students, and in Female students. Grade 4 made gains in value added scores in Mathematics from 2005 to 2007. Grade 5 made gains in value added scores in Reading and Language Arts and Mathematics from 2005 to 2007. 2007 fall semester report card grades indicate that greater than 80% of Math grades in 1-4 are passing. 2007 fall semester report card grades indicate that greater than 80% of Reading grades in 1-5 are passing. Hickory Ridge Elementary School Page 36 of 107 Challenges Our adequate yearly progress goal for grades 3-5 has increased from 83% proficient/advanced to 89% proficient/advanced in Reading and Language Arts for 2008 and 2009. Our scores will need to increase by four percentage points to meet this goal. Our adequate yearly progress goal for grades 3-5 has increased from 79% proficient/advanced to 86% proficient advanced in Mathematics. Our scores will need to increase by three percentage points to meet this goal. We have not met the Memphis City Schools attendance goal of 95% in 2005, 2006 or 2007. Third grade has not made AYP goals in Mathematics for all students, and there are differences in performance among students in subgroups. Attention is needed to reduce the performance gap between males and females in Mathematics and Reading and Language Arts. Fourth grade has not made AYP goals in Reading and Language Arts for all students, and performance gaps need to be addressed between males and females and ethnic subgroups for Mathematics and Reading and Language Arts. Students with disabilities scored consistently below AYP goals in each grade level and subject area. Grade Three scored below system averages in all Reading and Language Arts and Mathematics performance areas. There is a proficiency gap in the TCAP writing assessment scores between Hispanic students and the average student, where the average student scored significantly lower, and students with disabilities scored far below the average. Second grade TCAP median score is below the 70th national percentile in Reading and Mathematics. Greater than 20% of fifth grade Math report card grades from Fall 2007 were failing. Hickory Ridge Elementary School Page 37 of 107 1.6: Report Card Data Disaggregation Report Card Data Disaggregation Part I: School Profile 812 students 86.8% Black American .9% White American .1 Asian/Pacific Islander 12.1% Hispanic 0% Native American/Alaskan 97.3% Economically Disadvantaged 15 male students received suspensions 3 female students received suspensions Attendance 94.8% (+1.8%) 93% State Goal Promotion 97.7% (+.7%) 97% State Goal Hickory Ridge Elementary School Page 38 of 107 Report Card Data Disaggregation Part II: Student Academic Achievement Math 2007 Target % Proficient & Advanced Target 95% 79% % P/A % P/A 2 Yr Avg 3 Yr Avg %Tested %Below Prof %Prof %Adv % Prof & Adv All Students 100 17 60 23 83 86 85 African American Asian/Pacific Islander 100 17 61 22 83 86 85 - - - - - - - Hispanic 100 17 54 29 83 83 85 Subgroup Native American White Economically Disadvantaged Students with Disabilities Limited English Proficient - - - - - - - 100 * * * * * * 100 19 58 23 81 85 84 100 46 50 4 54 53 - 100 17 55 28 83 81 84 Reading/Language Plus Writing 2007 Target 95% Target % Proficient & Advanced 83% % Tested % Below Prof % Prof All Students 100 15 African American Asian/Pacific Islander 100 13 - - - - - - - Hispanic 100 27 52 21 73 70 68 - - - - - - - 100 * * * * * * 100 17 62 21 83 83 83 100 37 63 0 63 59 - 100 30 49 21 70 62 60 Subgroup Native American White Economically Disadvantaged Students with Disabilities Limited English Proficient % Adv % Prof & Adv % P/A 2 Yr Avg % P/A 3 Yr Avg 63 22 85 84 84 65 22 87 85 86 Hickory Ridge Elementary School Page 39 of 107 Report Card Data Disaggregation Part III: Value Added Value-added measures student progress within a grade and subject, which demonstrates the influence of in-school factors on the student’s achievement. 2007 Reading and Lang. Arts: 3.9 Mean Gain Status: A 2007 Math : 6.9 Mean Gain Status: A 2007 Social Studies: 5.8 Mean Gain Status: A 2007 Science: 1.1 Mean Gain Status: A Part IV: AYP, Adequate Yearly Progress (AYP) + Met Federal Benchmark - Did not meet Federal Benchmark < 45, (not a subgroup) All % Tested % P/A % Tested % P/A Att. Rate Met AYP? + + + + + + Afr. Am + + + + API <45 <45 <45 <45 Hisp. <45 <45 <45 <45 Nat.Am. <45 <45 <45 <45 White <45 <45 <45 <45 ED + + + + SWD <45 <45 <45 <45 LEP <45 <45 <45 <45 Data Disaggregation The analysis of Hickory Ridge Elementary’s School Report Card data has helped us establish priorities for student performance with respect to the areas of race/ethnicity, economically disadvantaged, special education, LEP, gender, proficiency levels and growth differences among students. Race/Ethnicity 86.8% of the students at Hickory Ridge Elementary belong to the Black ethnic subgroup, 12.1% belong to the Hispanic ethnic subgroup, .9% belong to the White ethnic subgroup, .1% belong to the Asian/Pacific Islander subgroup, and 0% belong to the Native American/Alaskan ethnic subgroup. This analysis will discuss student performance disaggregated by racial and ethnic subgroups. Due to the very low amount of students in the White, Asian/Pacific Islander and Native American/Alaskan ethnic subgroups, there is no data available for them.) Mathematics For all students in grades 3-5, 83% scored proficient or advanced in Mathematics, which exceeded the goal for 2007 of 79% by 4 percentage points. Of these, 83% of students in the Black ethnic subgroup scored proficient or advanced in Mathematics. 83% of students in the Hispanic ethnic subgroup scored proficient or advanced in Mathematics. There is no achievement difference between ethnic groups across grades 3-5 for Mathematics. Hickory Ridge Elementary School Page 40 of 107 Report Card Data Disaggregation Reading and Language Arts Plus Writing For all students in grades 3-5, 85% scored proficient or advanced in Reading and Language Arts plus Writing, which exceeded the goal for 2007 of 83% by two percentage points. 87% of students in the Black ethnic subgroup scored proficient or advanced in Reading and Language Arts plus Writing. 73% of students in the Hispanic ethnic subgroup scored proficient or advanced in Reading and Language Arts plus Writing. Students in the Black ethnic subgroup scored 14 percentage points higher than students in the Hispanic ethnic subgroup. Conclusion: There were less than 45 students in the Hispanic ethnic subgroup whose scores contributed to AYP; therefore, the subgroup itself did not contribute to the school’s AYP status. Nonetheless, Attention is required to increase Reading and Language Arts Plus Writing proficiency in students within the Hispanic ethnic subgroup. Economically Disadvantaged 97% of Hickory Ridge Elementary students fall under the economically disadvantaged subgroup. There is only a 3% difference in membership between this group and all students in the school. Mathematics For all students in grades 3-5, 83% scored proficient or advanced in Mathematics, which exceeded the goal for 2007 of 79% by 4 percentage points. 81% of economically disadvantaged students scored proficient or advanced in Mathematics, which exceeded the goal for 2007 Where there is a 2% difference between Mathematics achievement among all students, and Mathematics achievement among students who are economically disadvantaged, it is noted that both groups exceeded the AYP goal for Mathematics. Reading and Language Arts Plus Writing For all students in grades 3-5, 85% scored proficient or advanced in Reading and Language Arts plus Writing, which exceeded the goal for 2007 of 83% by two percentage points. 83% of economically disadvantaged students in grades 3-5 scored proficient or advanced in Reading and Language Arts plus Writing, which met the AYP goal. Where there is a 2% difference between Mathematics achievement among all students, and Mathematics achievement among students who are economically disadvantaged, it is noted that both groups exceeded the AYP goal for Mathematics. Conclusion: There is not a significant difference in performance in Mathematics or Reading and Language Arts plus Writing between all students and economically disadvantaged students. We Hickory Ridge Elementary School Page 41 of 107 Report Card Data Disaggregation believe this is a result of the school’s high percentage of economically disadvantaged students. Special Education There were a total of 27 students with disabilities in grades 3-5 during the 2006-2007 school year. Students in special education make up 3.3% of the students tested. Due to the low number of students in this subgroup, the particular subgroup does not contribute to Hickory Ridge Elementary’s adequate yearly progress report. However, these students’ scores contribute to any other applicable subgroups held by these students, and in the spirit of No Child Left Behind, it is our goal that students with disabilities achieve to their highest potential. Mathematics For all students in grades 3-5, 83% scored proficient or advanced in Mathematics, which exceeded the goal for 2007 of 79% by 4 percentage points. 54 % of students with disabilities scored proficient or advanced in Mathematics, which is 25% below the AYP goal. Reading and Language Arts Plus Writing For all students in grades 3-5, 85% scored proficient or advanced in Reading and Language Arts plus Writing, which exceeded the goal for 2007 of 83% by two percentage points. 63% of students with disabilities scored proficient or advanced in Reading and Language Arts plus Writing, which is 20 percentage points below the AYP goal. Conclusion: Although the number of students in this subgroup is less than 45, and therefore the associated scores do not contribute to AYP in this category, it is our goal for these students to make AYP. Attention is required to increase the scores for students with disabilities to meet a 10% increase, which is the AYP safe-harbor goal. Limited English Proficiency 12% of the students at Hickory Ridge Elementary have been identified as having limited English proficiency and receive ESL services. This number is identical to the percentage of students in the Hispanic ethnic group, and is made up of mostly the same students. Mathematics For all students in grades 3-5, 83% scored proficient or advanced in Mathematics, which exceeded the goal for 2007 of 79% by 4 percentage points. 74% of LEP students have scored proficient or advanced in Mathematics, which is 5 percentage points below the AYP goal. Reading and Language Arts Plus Writing For all students in grades 3-5, 85% scored proficient or advanced in Reading and Language Arts plus Writing, which exceeded the goal for 2007 of 83% by two percentage points. Hickory Ridge Elementary School Page 42 of 107 Report Card Data Disaggregation 63% students in the LEP subgroup scored proficient or advanced in Reading and Language Arts plus Writing, which is 20 percentage points below the AYP goal. Conclusion: Attention is required to address the proficiency gap between students in the LEP subgroup and all students. There were less than 45 students in the LEP subgroup whose scores contributed to AYP, therefore the subgroup itself did not contribute to the school’s AYP status. Students in the LEP subgroup require a 10% increase in Mathematics and Reading and Language Arts plus Writing scores in order to make AYP safe harbor goals. Gender There are 210 males and 186 females that make up the gender subgroups for AYP reporting at Hickory Ridge Elementary School. This equates to a makeup of 53% males and 47% females. Mathematics For all students in grades 3-5, 83% scored proficient or advanced in Mathematics, which exceeded the goal for 2007 of 79% by 4 percentage points. 79% of males scored proficient or advanced in Mathematics, which meets the AYP goal. 86% of females scored proficient or advanced in Mathematics, which surpasses the AYP goal by 7 percentage points There is a gap in Mathematics performance between the genders. Both groups made the AYP goal, but females scored significantly higher. Reading and Language Arts Plus Writing For all students in grades 3-5, 85% scored proficient or advanced in Reading and Language Arts plus Writing, which exceeded the goal for 2007 of 83% by two percentage points. 79% of males scored proficient or advanced in Reading and Language Arts, which falls below the AYP goal by four percentage points. 93% of females scored proficient or advanced in Reading and Language Arts, which exceeds the AYP goal by 10 percentage points. There is significant cause for concern in this area. There is a 14% difference in performance between the genders, where males do not make the AYP goal and females exceed the AYP goal. Conclusion Special attention is required to address the gender gap in performance between males and females in Mathematics and Reading and Language Arts. Hickory Ridge Elementary School Page 43 of 107 Report Card Data Disaggregation Proficiency Levels We believe that it is important to look at where we stand among the levels of proficiency in order to establish priorities. Where our AYP goals focus on students meeting benchmarks by scoring at proficient or advanced levels, we feel that it is important to continuously strive toward advanced levels for all students. Mathematics For All students, 17% scored below proficient, 60% scored proficient, and 23 % scored at advanced levels. For students in the Black ethnic subgroup, 17% scored below proficient, 61% scored proficient, and 22 % scored at advanced levels in Mathematics. For students in the Hispanic ethnic subgroup, 17% scored below proficient, 54% scored proficient, and 29 % scored at advanced levels in Mathematics. For students in the economically disadvantaged subgroup, 19% scored below proficient, 58% scored proficient, and 23 % scored at advanced levels in Mathematics. For students in the students with disabilities subgroup, 46% scored below proficient, 50% scored proficient, and 4% scored at advanced levels in Mathematics. For students in the LEP subgroup, 17% scored below proficient, 55% scored proficient, and 28 % scored at advanced levels in Mathematics. Where the Hispanic and Black ethnic subgroup were equal in percentage proficient and advanced in Mathematics, this analysis tells us that eight percent more of the students in the Hispanic subgroup scored at advanced levels. Reading and Language Arts plus Writing For All students, 15% scored below proficient, 63% scored proficient, and 22% scored at advanced levels in Reading and Language Arts plus Writing. For students in the Black ethnic subgroup, 13% scored below proficient, 65% scored proficient, and 22 % scored at advanced levels in Reading and Language Arts plus Writing. For students in the Hispanic ethnic subgroup, 27% scored below proficient, 52% scored proficient, and 21% scored at advanced levels in Reading and Language Arts plus Writing. For students in the economically disadvantaged subgroup, 17% scored below proficient, 62% scored proficient, and 21% scored at advanced levels in Reading and Language Arts plus Writing. For students in the students with disabilities subgroup, 37% scored below proficient, 63% scored proficient, and 0% scored at advanced levels in Reading and Language Arts plus Writing. For students in the LEP subgroup, 30% scored below proficient, 49% scored proficient, and 21 % scored at advanced levels in Reading and Language Arts plus Writing. Hickory Ridge Elementary School Page 44 of 107 Report Card Data Disaggregation The scores from the All students, Black ethnic subgroup, Hispanic ethnic subgroup and economically disadvantaged subgroup are very consistent in proficiency levels for Reading and Language Arts plus writing. Scores from the students with disabilities and LEP subgroups are lower in proficiency, but no major inconsistencies are found. Conclusion: Attention is needed to move students to higher levels of proficiency. Growth Differences This analysis will discuss the gaps between low to middle achievers, middle to high achievers, and low to high achievers for grades 3-5 in Mathematics and Reading/Language Arts. Third Grade Third Grade Math Percent of Students In the Category Avg Number of Question s Correct Average Score % of Students One Question Away from moving higher % of Students One Question Away from moving Lower Below Proficie nt 27% 428 29 6% NA Proficie nt 54% 465 46 3% 3% Advan ced 17% 494 59 NA 3% Third Grade Reading/ Language Arts Below Profici ent Profici ent Advan ced Third Grade Mathematics Gaps in Achievement Gap In Score Between Average Low and Minimum Middle Score Gap In # of Correct Questions Between Average Low and Minimum Middle Score Gap In Score Between Average Middle and Minimum High Score Gap In # of Correct Questions Between Average Middle and Minimum High Score -20 -8 -19 -10 Gap In Score Between Average Low and Minimum High Score Gap In # of Correct Questions Between Average Low and Minimum High Score -56 -27 % of Students One Question Away from moving higher % of Students One Question Away from moving Lower Percent of Students In the Category Average Score Avg Number of Question s Correct 16% 438 21 4% NA 62% 479 39 2% 3% 20% 506 55 NA 2% Third Grade Reading/Language Arts Gaps in Achievement Gap In Score Between Average Low and Minimum Middle Score Gap In # of Correct Questions Between Average Low and Minimum Middle Score Gap In Score Between Average Middle and Minimum High Score Gap In # of Correct Questions Between Average Middle and Minimum High Score Gap In Score Between Average Low and Minimum High Score Gap In # of Correct Questions Between Average Low and Minimum High Score -19 -5 -17 -11 -58 -29 When analyzing third grade performance between achievement levels in mathematics and reading/language arts we have found: Mathematics The mean score of third grade below proficient students in mathematics is eight correctly answered questions from meeting the minimum proficient score. The mean score of third proficient students in mathematics is ten correctly answered questions from meeting the minimum advanced score. The mean score of third grade below proficient students in mathematics is 27 correctly answered questions from meeting the minimum advanced score. Hickory Ridge Elementary School Page 45 of 107 Report Card Data Disaggregation 6% of third grade students would have scored at proficient levels in mathematics if the had answered only one more question correctly. 3% of third grade students would have scored at advanced levels in mathematics if the had answered only one more question correctly. 3% of third grade students would have scored at proficient levels, instead of advanced levels in mathematics if the had answered only one more question incorrectly. 3% of third grade students would have scored at below proficient levels, instead of proficient levels in mathematics if the had answered only one more question incorrectly. Reading/Language Arts The mean score of third grade below proficient students in reading/language arts is five correctly answered questions from meeting the minimum proficient score. The mean score of third grade proficient students in reading/language arts is eleven correctly answered questions from meeting the minimum advanced score. The mean score of third grade below proficient students in reading/language arts is 29 correctly answered questions from meeting the minimum advanced score. 4% of third grade students would have scored at proficient levels in reading/language arts if the had answered only one more question correctly. 2% of third grade students would have scored at advanced levels in reading/language arts if the had answered only one more question correctly. 3% of third grade students would have scored at proficient levels; instead of advanced levels in reading/language arts if the had answered only one more question incorrectly. 2% of third grade students would have scored at below proficient levels; instead of proficient levels in reading/language arts if the had answered only one more question incorrectly. Hickory Ridge Elementary School Page 46 of 107 Report Card Data Disaggregation Fourth Grade Fourth Grade Math Percent of Students In the Category Avg. Number of Question s Correct Average Score % of Students One Question Away from moving higher % of Students One Question Away from moving Lower Below Proficie nt 15% 435 25 2% NA Proficie nt 65% 480 42 4% 2% Advan ced 19% 530 60 NA 1% Fourth Grade Reading/ Language Arts Below Profici ent Profici ent Advan ced Fourth Grade Mathematics Gaps in Achievement Gap In Score Between Average Low and Minimum Middle Score Gap In # of Correct Questions Between Average Low and Minimum Middle Score Gap In Score Between Average Middle and Minimum High Score Gap In # of Correct Questions Between Average Middle and Minimum High Score -24 -8 -29 -11 Gap In Score Between Average Low and Minimum High Score Gap In # of Correct Questions Between Average Low and Minimum High Score -74 -28 % of Students One Question Away from moving higher % of Students One Question Away from moving Lower Percent of Students In the Category Average Score Avg. Number of Question s Correct 17% 441 26 1% NA 58% 499 44 6% 3% 23% 523 56 NA 4% Fourth Grade Reading/Language Arts Gaps in Achievement Gap In Score Between Average Low and Minimum Middle Score Gap In # of Correct Questions Between Average Low and Minimum Middle Score Gap In Score Between Average Middle and Minimum High Score Gap In # of Correct Questions Between Average Middle and Minimum High Score Gap In Score Between Average Low and Minimum High Score Gap In # of Correct Questions Between Average Low and Minimum High Score -20 -7 -12 -9 -70 -27 When analyzing performance between fourth grade achievement levels in mathematics and reading/language arts we have found: Mathematics The mean score of fourth grade below proficient students in mathematics is eight correctly answered questions from meeting the minimum proficient score. The mean score of third proficient students in mathematics is 11 correctly answered questions from meeting the minimum advanced score. The mean score of fourth grade below proficient students in mathematics is 28 correctly answered questions from meeting the minimum advanced score. 2% of fourth grade students would have scored at proficient levels in mathematics if the had answered only one more question correctly. 4% of fourth grade students would have scored at advanced levels in mathematics if the had answered only one more question correctly. 2% of fourth grade students would have scored at proficient levels, instead of advanced levels in mathematics if the had answered only one more question incorrectly. 1% of fourth grade students would have scored at below proficient levels, instead of proficient levels in mathematics if the had answered only one more question incorrectly. Hickory Ridge Elementary School Page 47 of 107 Report Card Data Disaggregation Reading/Language Arts The mean score of fourth grade below proficient students in reading/language arts is seven correctly answered questions from meeting the minimum proficient score. The mean score of fourth grade proficient students in reading/language arts is nine correctly answered questions from meeting the minimum advanced score. The mean score of fourth grade below proficient students in reading/language arts is 27 correctly answered questions from meeting the minimum advanced score. 1% of fourth grade students would have scored at proficient levels in reading/language arts if the had answered only one more question correctly. 6% of fourth grade students would have scored at advanced levels in reading/language arts if the had answered only one more question correctly. 3% of fourth grade students would have scored at proficient levels; instead of advanced levels in reading/language arts if the had answered only one more question incorrectly. 4% of fourth grade students would have scored at below proficient levels; instead of proficient levels in reading/language arts if the had answered only one more question incorrectly. Fifth Grade Fifth Grade Math Percent of Students In the Category Avg Number of Question s Correct Average Score % of Students One Question Away from moving higher % of Students One Question Away from moving Lower Below Proficie nt 11% 448 23 3% NA Proficie nt 57% 495 38 4% 2% Advan ced 31% 534 53 NA 1% Fifth Grade Reading/ Language Arts Below Profici ent Profici ent Advan ced Fifth Grade Mathematics Gaps in Achievement Gap In Score Between Average Low and Minimum Middle Score Gap In # of Correct Questions Between Average Low and Minimum Middle Score Gap In Score Between Average Middle and Minimum High Score Gap In # of Correct Questions Between Average Middle and Minimum High Score -18 -4 -23 -9 Gap In Score Between Average Low and Minimum High Score Gap In # of Correct Questions Between Average Low and Minimum High Score -70 -24 % of Students One Question Away from moving higher % of Students One Question Away from moving Lower Percent of Students In the Category Average Score Avg Number of Question s Correct 9% 448 19 2% NA 65% 500 35 2% 2% 25% 538 53 NA 2% Fifth Grade Mathematics Gaps in Achievement Gap In Score Between Average Low and Minimum Middle Score Gap In # of Correct Questions Between Average Low and Minimum Middle Score Gap In Score Between Average Middle and Minimum High Score Gap In # of Correct Questions Between Average Middle and Minimum High Score Gap In Score Between Average Low and Minimum High Score Gap In # of Correct Questions Between Average Low and Minimum High Score -20 -3 -22 -12 -74 -28 Hickory Ridge Elementary School Page 48 of 107 Report Card Data Disaggregation When analyzing fifth grade performance between achievement levels in mathematics and reading/language arts we have found: Mathematics The mean score of fifth grade below proficient students in mathematics is eight correctly answered questions from meeting the minimum proficient score. The mean score of third proficient students in mathematics is ten correctly answered questions from meeting the minimum advanced score. The mean score of fifth grade below proficient students in mathematics is 27 correctly answered questions from meeting the minimum advanced score. 6% of fifth grade students would have scored at proficient levels in mathematics if the had answered only one more question correctly. 3% of fifth grade students would have scored at advanced levels in mathematics if the had answered only one more question correctly. 3% of fifth grade students would have scored at proficient levels, instead of advanced levels in mathematics if the had answered only one more question incorrectly. 3% of fifth grade students would have scored at below proficient levels, instead of proficient levels in mathematics if the had answered only one more question incorrectly. Reading/Language Arts The mean score of fifth grade below proficient students in reading/language arts is five correctly answered questions from meeting the minimum proficient score. The mean score of fifth grade proficient students in reading/language arts is eleven correctly answered questions from meeting the minimum advanced score. The mean score of fifth grade below proficient students in reading/language arts is 29 correctly answered questions from meeting the minimum advanced score. 4% of fifth grade students would have scored at proficient levels in reading/language arts if the had answered only one more question correctly. 2% of fifth grade students would have scored at advanced levels in reading/language arts if the had answered only one more question correctly. 3% of fifth grade students would have scored at proficient levels; instead of advanced levels in reading/language arts if the had answered only one more question incorrectly. 2% of fifth grade students would have scored at below proficient levels; instead of proficient levels in reading/language arts if the had answered only one more question incorrectly. Hickory Ridge Elementary School Page 49 of 107 1.7: Narrative Synthesis of All Data Narrative Synthesis of Data Hickory Ridge was successful in meeting the school’s goals for the 2006-07 school year. Successes are identified in the Spring 2007 TCAP test results. Reading/language arts and math TCAP scores exceeded the required AYP scores. Reading and language arts proficiency was 85% and the required score was 83%. The math proficiency rate was 83% and the required score was 79%. All subgroups included in AYP calculations, scored proficient or above in reading and language arts and made AYP. The 93% yearly attendance goal was surpassed with a 95.6% yearly rate. All performance benchmarks set by NCLB were met and the school is in Good Standing. There is a consensus among the school and community that we are definitely making strides toward maintaining and surpassing our academic and non-academic goals. Instructional strategies and techniques have risen to a higher level than in the past. The school is found to be an environment of equity, effective leadership, data-driven action plans, and research based practices. This serves as a confirmation of the work in progress and a determination to continue effective practices and raise expectations. Strengths The greatest strengths of Hickory Ridge Elementary at this time are noted below. These strengths have evolved in an effort to meet the changing needs of the student population. Effective leadership and dedicated staff Use of research-based practices Differentiated instruction to meet student needs Data analysis and data-driven instruction/assessment School climate AYP goals attained from 2005-2007 in Reading and Mathematics Challenges Challenges exist in the areas listed below. These weaknesses have been addressed in the past two years and improvements have been noted. However, more growth is needed. Parent/community involvement needs to continue to grow and improve While students scored above the required AYP score in reading, students in grade three need additional help in all areas, and students in fifth grade need additional help in vocabulary, writing organization, and the writing process to meet system averages. While students scored above the required AYP score in math, third grade students need additional intervention in the all areas to meet system averages. More individualized intervention is needed for students with disabilities in reading and math The gaps in proficiency between the Black ethnic subgroup and Hispanic ethnic subgroup in reading/language arts needs to be addressed The gaps in proficiency between genders in reading and math need to be addressed The gaps in proficiency between LEP subgroups and All students need to be addressed More students should score advanced on the TCAP reading and language arts. The number of students who score 5 or 6 on the TCAP Writing Test should increase. While the attendance rate was above the state requirements, there was a slight decrease from the 2005-2006 to the 2006-2007 school year. Hickory Ridge Elementary School Page 50 of 107 1.8: Prioritized List of Goal Targets Prioritized List of Goal Targets The following goal targets match data priorities for Hickory Ridge Elementary School and address the goals of No Child Left Behind (NCLB) in ensuring that all students in all schools are academically proficient in math, reading, and language arts by the year 2014. 95% participation rate on all state assessments Required proficiency in math as determined by TCAP achievement tests Required proficiency in reading/language arts as determined by TCAP achievement tests and writing assessments 93% attendance rate for the school year Prioritized Goal Targets for Hickory Ridge Elementary School The Prioritized Goal Targets for Hickory Ridge Elementary School listed below are identical to the objectives for all subgroups with N approaching, equal or greater than 45, in grades three, four and five. Those subgroups include: special education, African American, Hispanic, English Language Learners, and economically disadvantaged students. 1. To increase Mathematics achievement from: 83% proficient/advanced to 86% proficient/advanced for all students and 54% proficient/advanced to 59.4% proficient/advanced for students with disabilities by Spring, 2009 to meet Adequate Yearly Progress goals set forth by NCLB. 2. To increase Reading/Language arts achievement from: 85% proficient/advanced to 89% proficient/advanced for all students, 73% proficient/advanced to 80.3% proficient/advanced for students in the Hispanic ethnic subgroup, 63% proficient/advanced to 69.3% proficient/advanced for students with disabilities and 70% proficient/advanced to 77% proficient/advanced for students in the LEP subgroup by Spring, 2009 to meet Adequate Yearly Progress goals set forth by NCLB. 3. To increase the average attendance rate from 94.6% to 95% by Spring, 2009 to meet the Memphis City Schools District goal, and Adequate Yearly Progress goal set forth by NCLB. 4. To increase writing achievement from 78.4% proficient/advanced to 89% proficient/advanced for all students, and from 27.3% proficient/advanced to 30% proficient/advanced for students with disabilities to meet Adequate Yearly Progress goals set forth by NCLB. Hickory Ridge Elementary School Page 51 of 107 Component 2 Beliefs, Mission, and Vision “What do we believe?” “What is our mission?” “What will our future be?” Hickory Ridge Elementary School Page 52 of 107 Component 2 – Beliefs, Common Mission and Shared Vision A collaborative process was used to develop this component. Hickory Ridge initiated the assignment of defining its beliefs, common mission, and vision by working together with teachers, support staff, administrators, and parents and community representatives on a thorough and reflective process. The committee met during September through March. The minutes were recorded, held by the component chairperson, and submitted to the SIP chairperson upon completion. The committee: Reviewed the school’s profile data, noting changes in our demographics Analyzed the Climate Survey data for faculty, staff, parent, student, and community responses pertinent to the beliefs, common mission, and shared vision Discussed trends in teaching and learning and the future implications for the classroom Reviewed the existing vision, mission, and beliefs Refined the language of the beliefs to ensure that the original meaning is conveyed Reached a consensus that the beliefs, mission, and vision define the purpose for the school and are focused on continually improving student achievement Distributed drafts of the belief, mission, and vision statement to the faculty, school leadership team, and a select group of parents for review and comment Collected feedback and modifications were based on the suggestions received Facilitated the posting of the document throughout the school and in newsletters and web-site Supported the administration in a daily reminder of the school mission during morning announcements Beliefs Beliefs are statements of collective underlying values and principles that guide decisions and actions. The following beliefs are Hickory Ridge’s shared values and expectations for the future success of the students. We at Hickory Ridge believe… In the abilities of children and hold high expectations for all students to develop to their highest levels of social and academic potential Students should have learning environments where children can thrive academically, socially and emotionally Students should be governed by student-centered rules and logical consequences, given academic choice and a variety of academic activities to address diverse learning styles Students should be encouraged to set goals for themselves and work toward reaching them Students should be in a safe and secure environment where opportunities are provided for all Teachers should teach and model good character traits and students should be treated with dignity and respect Our Students must be actively engaged in their education in order to learn, produce Hickory Ridge Elementary School Page 53 of 107 quality work, and become critical thinkers and problem solvers A wide variety of research based teaching strategies and data driven assessment techniques accommodate a diverse population with multiple learning styles and provide challenges that are conducive to academic achievement Collaboration among teachers, administrators, parents, and the community is essential for the continuous growth and effectiveness of our school The work that adults do, and the policies and procedures implemented, should always be centered on the goals we have set for our children Common Mission A common mission expresses the school’s purpose for being and existing. It conveys the uniqueness of a school, and what it is doing for the students. The following statement is the mission of Hickory Ridge Elementary. Our mission to develop highest levels of academic proficiency and personal character in all students. Shared Vision The vision statement answers the question “What is our ideal future?” It is a statement of the shared and idealized view of the future state, given that the organization carries out its mission. The following statement is the vision of Hickory Ridge Elementary. Hickory Ridge Elementary will be a school that is confident in the abilities of children to achieve at high levels and in the abilities of adults (teachers and parents) to help them do so. Hickory Ridge Elementary School Page 54 of 107 Component 3 Curriculum, Instruction, Assessment, and Organizational Effectiveness “What are the adults doing? Hickory Ridge Elementary School Page 55 of 107 3.1.a: Curricular Practices Current Curricular Practices School-Wide Student Achievement Benchmarks Teaching and Learning Materials Correlated to State Standards Support System in Place for Enhancing Curriculum and Instruction Grade Appropriate Standards-Based Model for Mathematics Grade Appropriate StandardsBased Model for Literacy -State Performance Indicators used in Instruction -District Performance indicators used in district formative tests are used to drive instruction. -MCS academic curriculum guides, lesson plans and curriculum are all correlated to the Tennessee State Standards, and are used for daily instruction. -Voyager Passport -Stanford Math - Tutoring -America’s Choice Mathematics -Technology is integrated into the curriculum -MCS mathematics curriculum guides Lesson plans -Calendar math -Tennessee Blue Print for Learning -Literacy Block -MCS curriculum guides -Learning Village Lesson Plans -Tennessee Blue Print for Learning Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Effective Effective Effective Effective Effective Effective Effective -Voyager Data -Formative Assessment -DIBELS -TCAP Data -Curriculum assessments -Learning Village Lesson Plans -TCAP Scores -Formative Assessment -Grade Level Team Minutes -Blue Print for Learning -Report card grades -Unit assessments Formative assessment and TCAP scores -TCAP -Calendar Math -Formative Assessment, Stanford Math Lesson Plans -TCAP - DIBELS -Voyager Benchmarks -Formative Assessment -Unit Skills Tests Lesson Plans -Parent Surveys -Parent Evaluations -Meeting Minutes -Professional Development Agendas Evidence of Practice (State in definitive/tangible terms) Is the current practice researchbased? 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? (identify all applicable sources) Hickory Ridge Elementary School Page 56 of 107 The Communicatio n of a Shared Vision to All Stakeholders -Monthly Parent Calendars -Weekly Classroom Newsletters -Weekly Progress Reports -Report Cards -Parent Meetings -NCLB Annual Meeting -Family Engagement Plan -School Home Compact -Website -Phone Calls -Support Team Meetings -Family Handbook -Website Formative Assessment Aligned with School Benchmarks -District-Wide Formative assessments (Renaissance, Voyager and DIBELS benchmark assessments) assessments and school-wide curriculum based formative assessments are aligned with school benchmarks Formative Assessment Scores Lesson Plans Current Curricular Practices (Continued) Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) School-Wide Student Achievement Benchmarks Teaching and Learning Materials Correlated to State Standards Support System in Place for Enhancing Curriculum and Instruction Grade Appropriate Standards-Based Model for Mathematics Grade Appropriate StandardsBased Model for Literacy 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 -Resources and support for diverse learners, resources and support for all teachers -Professional development 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 -District literacy block -District-based curriculum guides and materials -State Performance Indicators 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Langua ge Arts in 2007 -Website is kept current -Parent meetings are held regularly -Parent information sent home on a regular basis 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 -Grade Level PLC’s Meeting Minutes 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 -Class rosters –Schedules -Lesson plans -Continue to monitor curriculum -Monitor intervention methods -Provide additional professional development as needed -Continue to communicate through various media to all stakeholders on a consistent and regular basis Continue to use formative assessments to drive instruction Evidence of equitable school support for this practice -Continue data analysis and keep data notebook -Continue to monitor lesson plans -Continue current intervention practices Next Step (changes or continuations) Hickory Ridge Elementary School -District –based mathematics block -District-based curriculum and materials -State Performance Indicators, Professional development workshops -Continue to monitor curriculum -Monitor intervention methods -Provide additional professional development as needed Page 57 of 107 The Communication of a Shared Vision to All Stakeholders Formative Assessment Aligned with School Benchmarks -Formative assessments are given as scheduled by the district -PDSCC provides professional development -Continue to provide professional development 3.1.b: Curriculum Gap Analysis Curriculum Gap Analysis - Narrative Response Required CURRENT UTILIZATION OF RESOURCES State and district guidelines set the course offerings at Hickory Ridge Elementary. The curriculum is guided by the Blueprint for Learning: A Teacher’s Guide to the Tennessee Curriculum, which outlines the Student Performance Indicators, SPIs, organized by grade level and subject area state accomplishments. The state and local standards are consistent. Time Utilization All teachers attend district and on-site professional development focused on the curriculum, use of technology, and educational best practices. These activities provide meaningful, sustainable professional growth that is focused on individual teacher strengths and challenges. Professional development takes place during the school year as well as the summer months. Each grade level is provided daily common planning time to facilitate PLCs. During this time, teachers collaboratively analyze data and plan SPI focused, differentiated instruction. In addition, teachers collaborate on grade level pacing, curriculum expectations, the use of ‘best practices’ and behavioral and attendance challenges. The scheduling of classes includes a 90-minute literacy block daily for all grades. A 75minute block for math is part of the daily schedule. Literacy intervention , the Voyager Passport program, takes place for 30 minutes during the school day for identified students. Before-School tutoring is available for students in grades 3-5, from December to April four days per week for reading and math. Stanford Math and America’s Choice Mathematics, Voyager Passport and Accelerated Reader are used. Support classes are scheduled in blocks. These classes are provided for all students and include computer, music, P.E., science lab, and library. Grade level PLCs take place during student support classes. Budget Utilization Funding for Hickory Ridge Elementary comes from Site-Based and Title One funds. The Site-Based budget is determined by student enrollment. The Site-Based budget is utilized to purchase instructional materials, furniture, computers, equipment, and supplies. Title One funds are based on the number of economically disadvantaged students, and go toward professional development, parental involvement and schoolwide services. Each teacher received an additional $400 from the state for the purchase of materials to support the curriculum. Extended Day contracts, offered by the school district are used for the provision of school tutoring which supplements the curriculum. Hickory Ridge Elementary School Page 58 of 107 Human Resources The faculty at Hickory Ridge Elementary consists of 38 regular education teachers, 1 PDSCC, 1 full-time instructional computer technician, 1 full-time resource teacher, 1 CDC teacher, 2 full-time English Language Learning teachers, 1 bilingual cultural mentor, 1 full-time music teacher, 1 part-time music teacher, 1 part-time strings teacher, 1 full-time physical education teacher, 1 part-time physical education teacher, 1 fulltime science teacher, 1 full-time librarian, 1 speech therapist, 1 full-time counselor and 1 full-time In-School-Suspension teacher. Staff members include 4 full-time assistants, 4 part-time assistants, 3 secretaries, 1 part-time nurse, 1 building engineer, 5 custodial helpers, 1 Nutritional Service Manager, and 8 cafeteria workers, and 1 cafeteria monitor. The guidance counselor, school psychologist, and social worker offer support to families in securing services, which support basic and educational needs. Character education, anger management, college and career awareness are all a part of this program. Hickory Ridge Elementary receives district level support from the Standards Curriculum Department, Technology, Research/Evaluation/ Assessment, Exceptional Children, Staff Development Coordinators, and Math/Literacy leaders. Other Resources Adopters reinforce and enrich school curriculum through time and learning opportunities. Individual volunteers from the community and parent volunteers tutor and mentor students. Partnerships with local colleges and universities provide the school with practicum students and student teachers. Junior Achievement programs are offered in all grades. Fifth grade students participate in Exchange City, which promotes problem solving skills and vocational awareness. Student Fee Waiver funds enhance opportunities for economically disadvantaged students. OPTIMAL UTILIZATION OF RESOURCES (“What Ought to Be”) Time Utilization Hickory Ridge Elementary would benefit from an improved utilization of time in order to implement all district initiatives with fidelity. In addition, an improved utilization of time is needed for special education teachers to attend grade-level PLCs on a consistent basis, so that a better alignment with grade level best practices can occur for students with disabilities . Budget Utilization Allocating existing funds in a way that prioritizes the development of efficacy in our faculty and staff in Responsive Classroom implementation is needed. Also, additional funds are needed to provide a resource materials library. Finally, additional funds are needed to enhance and update technology. Hickory Ridge Elementary School Page 59 of 107 Human Resources Additional paraprofessionals are needed in all grades. We need more certificated personnel to fully implement inclusion, as well as an additional certificated full-time counselor to better implement our character education program. Also, an additional parttime certificated special education teacher is needed to meet the growing needs of our student population. Finally, a full-time certificated art teacher is needed for art instruction for all grades. Other Additional books in the classroom libraries would benefit Hickory Ridge Elementary students by exposing children to a variety of literature resources that support the curriculum. Equity and Adequacy Teachers at Hickory Ridge Elementary are receiving an adequate and equitable amount of curriculum support. The school is targeting funds and resources effectively to assist teachers in being effective in meeting the needs of all students. This is evident by the consistent attainment of AYP on the TCAP test. Although significant gains were made, Hickory Ridge will continue to implement current curricular practices to help decrease the achievement gap between the students with disabilities. Hickory Ridge Elementary School Page 60 of 107 3.1.c: Curricular Summary Questions What are our major strengths and how do we know? The following strengths were analyzed in table 3.1a : The curriculum being used correlates to state standards and benchmarks and is used districtwide. This is evident in the targeted SPIs being taught and assessed. The instructional staff utilizes the Memphis City Schools pacing guides, curriculum guides, state SPIs, and assessment data to meet grade level proficiencies. This is evident in the agendas of weekly grade-level PLCs, lesson plans, formal/informal observations, formative assessment and AYP monitoring forms, promotion rate, student achievement and TCAP data. School curriculum allows 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 researchbased practices allow for the support and monitoring of curriculum. Evidence of this is in grade level assessment data. There is a commitment to engage in professional development, which enhances the implementation of the curriculum and supplemental materials. What are our major challenges and how do we know. The following challenges were noted in the gap analysis, 3.1b: Time to implement and utilize all curriculum resources and district mandated initiatives is needed. Evidence for this challenge is found in PD evaluations, surveys, PLC minutes, and classroom observations. A consistent allotment of time is needed for special education teachers to attend grade level PLCs on a consistent basis. Evidence for this is in the special education teachers’ schedules and classroom observations. Additional funds are needed to update technology. Outdated computers will not support many of the programs provided for the curriculum. How will we address our challenges? The following strategies may be used to address the curricular challenges of time and technology: In order to address the curricular challenges of time and technology, we at Hickory Ridge Elementary will analyze student data in order to drive instruction that will focus on state assessed skills and meet the needs of all learners. Time will be scheduled to include special education staff in grade level PLCs on a regular basis. Funds will be allocated to provide an increase in paraprofessionals and certificated personnel. Additional volunteers will be recruited for tutoring and mentoring. Funds may be budgeted to purchase updated technology. Hickory Ridge Elementary School Page 61 of 107 3.2.a: Instructional Practices The Teaching Process is Data Driven -Curriculum Guides -Lesson Plans -State Performance Indicators -Walk-throughs -Data Notebooks -Lesson Plans -Focused SPIs -Curriculum Guides -Intervention Strategies -Before School tutoring -Voyager Reading Intervention -Ticket to Read -Ways to Success -Stanford Math -Leap Frog -Leveled Readers -Differentiated Instruction -Guided reading -Math and Literacy stations -Calendar math -Morning Message -Differentiated Instruction -Academic Choice -Thinking Maps/ Curriculum Guides -Higher level thinking skills -McRel Academic Vocabulary Is the current practice research-based? Is it a principle & practice of highperforming schools? Yes Yes Yes Yes Yes Has the current practice been effective or ineffective? Effective Current Instructional Practices Evidence of Practice (State in definitive/ tangible terms) What data source(s) do you have that support your answer? (identify all applicable sources) Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) Students are Provided with Multiple Opportunities for Additional Assistance Research Based Student Centered Teaching Strategies are Used in Instruction Classroom Instruction is Aligned with Standards Based Instruction Classroom Organization and Management Techniques are Used Instruction Supports the Diverse Backgrounds, Needs and Learning Styles of Children -Planning for multiple Intelligence -PLC Lesson planning -Inclusion, -Differentiated Instruction, -Multi-Cultural Programs/Celebrations -Ell instruction Yes - Consistent School-Wide Responsive classroom practices -Learning stations -Classroom libraries -Morning Meeting -Cooperative grouping -Logical and natural rules/consequences - Word walls -Community supplies -Room arrangement Yes Yes Yes Yes Yes Effective Effective Effective Effective Effective -Lesson Plans -TCAP data -Formative Assessments -Data Notebooks -AYP monitoring forms -Identified SPIs -Formative Assessments, TCAP -Data Notebooks -PLC minutes -STAR folders -DIBELS -Voyage Progress Monitoring -Tutoring Pre/Post Testing -Classroom observations -School Climate Surveys -PLC minutes -Lesson Plans -TCAP data -Discipline referrals -TCAP data -TVAAS -IEP goals -STAR folders -Voyager reading -Stanford math -Lesson Plans -PLC meeting minutes -S-team meeting minutes -Classroom materials inventory 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 Additionally, the Hispanic students increased from 83% proficient or advanced in to 85% proficient or advanced in Mathematics, and increased from 66% proficient or advanced to 73% proficient or advanced from 2006 to 2007. Hickory Ridge Elementary School Page 62 of 107 Yes Current Instructional Practices (Continued) Evidence of equitable school support for this practice Next Step (changes or continuations) Classroom Instruction is Aligned with Standards Based Instruction The Teaching Process is Data Driven Students are Provided with Multiple Opportunities for Additional Assistance Research Based Student Centered Teaching Strategies are Used in Instruction Classroom Organization and Management Techniques are Used Instruction Supports the Diverse Backgrounds, Needs and Learning Styles of Children -Curriculum Guides -Learning Village, -State Blue Print for Learning -Data Notebooks Grade Level PLCs -All students are assessed for growth and SPI mastery -All teachers participate in data analysis professional development -Weekly PLC meetings are held to identify area for focus -Data Notebooks -All students have access to tutoring opportunities -Fee waiver funds are used to enhance instruction for economically disadvantaged students -All students in KK and 1st grade are assessed with DIBELS -All students in 2nd-5th are benchmarked with Voyager Passport -Extensive professional development has been provided for all required practices -All teachers have received the necessary materials to fully implement these practices -Every classroom has adequate training/materials to fully implement the above practices -Access to Learning Villages Lesson plans for all teachers. -Classroom observations -Common Characteristics and Best Practices of High Quality Schools are required in all classrooms -Classroom materials inventory -All classrooms are equipped for differentiated instruction -All faculty trained in brain-based instructional strategies -Continue to monitor data, support PLCs, focus on standards-based instruction -Continue to use data to modify instruction -Continue to align assessment and instruction -Continue to use data to increase student proficiency -Continue tutoring and intervention strategies -Continue to implement ‘best practices’ in classroom instruction -continuation of effective instructional strategies that actively engage students -Continuation of professional development supportive of researchbased strategies -Continue to implement/provide professional development on best practices of high quality schools -Provide additional support of full implementation of Responsive Classroom principals and strategies -Continue to use data to tailor instruction to student needs -Continue to deliver programs to support cultural diversity Hickory Ridge Elementary School Page 63 of 107 3.2.b: Instructional Gap Analysis Instructional Gap Analysis CURRENT Instructional Allocations Teachers use research-based instructional strategies that are often implemented district wide such as intensive vocabulary instruction, Responsive Classroom, differentiated instruction, and concept mapping. Instruction is aligned with state standards and modified to meet the NCLB federal benchmarks. 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, at in-service, at weekly PLCs, and at other times embedded throughout the year. Each grade level is provided a weekly common planning time to facilitate PLCs. During this time, teachers have the opportunity to analyze data and plan SPI focused differentiated instruction. As well, teachers collaborate on grade level the use of research based instructional strategies and best practices. The scheduling of classes includes a 90-minute literacy block daily for all grades. A 60–75 minute block for math is part of the daily schedule. Literacy intervention takes place for 30 minutes during the school day for targeted students. Voyager Passport is used with these students. Before-school tutoring is available for students in grades 3-5, from December to April four days per week for reading and math. America’s Choice, Stanford Math and TCAP Coach Reading and Math books are used. Support classes are scheduled for all classes and include computer, music, P.E., Science lab, and library. Grade level PLCs take place during student support classes. Budget Allocation Funding for Hickory Ridge Elementary comes from Site-Based and Title I funding. The SiteBased budget is determined by student enrollment. 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. The district supports an Extended Day contract to be used for before school tutoring which supplements the curriculum. Human Resources The faculty at Hickory Ridge Elementary consists of 38 regular education teachers, 1 PDSCC, 1 full-time instructional computer technician, 1 full-time resource teacher, 1 CDC teacher, 2 fulltime English Language Learning teachers, 1 bilingual cultural mentor, 1 full-time music teacher, 1 part-time music teacher, 1 part-time strings teacher, 1 full-time physical education teacher, 1 part-time physical education teacher, 1 full-time science teacher, 1 full-time librarian, 1 speech therapist, 1 full-time counselor and 1 full-time In-School-Suspension teacher. Staff members include 4 full-time assistants, 4 part-time assistants, 3 secretaries, 1 Hickory Ridge Elementary School Page 64 of 107 part-time nurse, 1 building engineer, 5 custodial helpers, 1 Nutritional Service Manager, and 8 cafeteria workers. The guidance counselor, school psychologist, and social worker offer support to families in securing services, which support basic and educational needs. Character education, anger management, college and career awareness are all a part of this program. Hickory Ridge Elementary receives district level support from the Standards Curriculum Department, Technology, Research/Evaluation/ Assessment, Exceptional Children, Staff Development Coordinators, and Math/Literacy leaders. Other Resources Adopters reinforce and enrich school curriculum through time and learning opportunities. Partnerships with local colleges and universities provide the school with a large number of practicum students and student teachers. Junior Achievement programs are offered in grades 3 – 5. Fifth grade students participate in Exchange City, which promotes problem solving skill and vocational awareness. Student Fee Waiver funds enhance opportunities for economical disadvantaged students. OPTIMAL UTILIZATION OF RESOURCES (“What Ought to Be”) Time Utilization Additional time is needed to fully implement all district initiatives, and additional time is needed for special education teachers to attend grade level PLCs on a consistent basis. Budget Utilization Additional funds are needed to provide more professional development for faculty and staff, additional funds are needed to provide instructional resources for teachers, and additional funds are needed to enhance technology. Human Resources Additional paraprofessionals are needed in all grades, and additional certificated personnel are needed to fully implement inclusion. Other Resources Additional books are needed in the classroom libraries to expose children to a variety of literature resources that support the curriculum. Hickory Ridge Elementary School Page 65 of 107 Equity and Adequacy Teachers at Hickory Ridge Elementary are receiving an adequate and equitable amount of support to implement current instructional practices. The school is targeting funds and resources effectively to assist teachers in being effective in meeting the needs of all students. This is evident by the significant growth on the TCAP test. Although significant gains were made, Hickory Ridge will continue to implement “best practices” to help decrease the achievement gap between the students with disabilities. 3.2.c: Instructional Summary Questions What are our major strengths and how do we know? The following strengths were analyzed in table 3.2a : Teachers use proven research-based instructional practices that actively engage students in the learning process and encourage students to take ownership of their learning. This is evident through grade level/PLC meetings, classroom observations, and student work. 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, which facilitates data driven instruction. This is evident in lesson plans, district curriculum guides, and data notebooks. Differentiated instructional methods are utilized to meet the individual learning styles and abilities of students’ needs. This is evident through classroom observations, learning stations, lesson plans, IEPs, and intervention progress monitoring The school provides and fully supports continual job-embedded learning opportunities for both professional and support staff to improve their effectiveness. This is evident through PD plans and surveys. What are our major challenges and how do we know. The following challenges were noted in the gap analysis, 3.2b: A better allocation of time, and organization of instructional practices are necessary to implement and utilize all instructional resources and district mandated initiatives. Evidence for this challenge is found in PD evaluations, surveys, PLC minutes and classroom observations. Additional time is needed for special education teachers to attend grade level PLCs on a consistent basis. Evidence for this is in the special education teachers’ schedules and classroom observations. Additional funds are needed to provide more professional development for faculty and staff. Evidence for this is in faculty professional development requests, and PD surveys. Hickory Ridge Elementary School Page 66 of 107 How will we address our challenges? In order to address our challenges, we will use data and input from work done in professional learning communities regarding instructional practices in order to optimize instructional time and organization. We will make modifications to the schedule to include the special education teacher in grade level PLCs. Finally, funds may be budgeted to provide additional Professional Development and purchase instructional resources. Hickory Ridge Elementary School Page 67 of 107 3.3.a: Assessment Practices Current Assessment Practices Evidence of Practice (State in definitive/tangible terms) Is the current practice researchbased? 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? (identify all applicable sources) Assessments Aligned with Standards Data Used to Guide the Decision Making Process All Categories of Students are Assessed A Wide Range of Assessment is Used Professional Development and Technical Assistance is Provided Assessment Information is Communicated to All Stakeholders -Stakeholders receive school-wide assessment results -School-wide data is available on the school website, data boards, school profile, weekly folders and local news - Student assessments are provided by: progress reports, conferences, report cards, TCAP, and formative assessments -Student assessments are aligned with the TDE standards throughout the curriculum -Teachers use the targeted SPIs in TN Blue Print for Learning to create various forms of assessments Teachers use the following data when making decisions relevant to student achievement: -Attendance -Behavior -Benchmarks -DIBELS -Voyager Passport -Renaissance Formative Assessment -Unit tests -Running records -Informal checklists -All subgroups of students in KK-5th grades are assessed -Accommodations are made for students with disabilities and ELL subgroups Students assessments include: -Portfolios, -Rubric based projects, -TCAP, -Formative assessments, -Unit Skills, -Benchmark -Voyager, -DIBELS - KRI - KTEA - Peabody -WISC, -Hearing, & Vision Yes Yes Yes Yes Weekly PLCs provide professional development training in: -Using assessments -Analyzing data Developing assessments -Technical support -Using data to guide instruction -Appropriate use of assessment -District support provides training to teachers and staff on assessment and data analysis Yes Yes Yes Yes Yes Yes Yes Effective -AYP monitoring form -Formative assessment monitoring forms -Identified SPIs for every assessment -All assessments are tailored to correlate with the SPIs -Data Notebooks Effective -Teacher observation -Testing reports -Behavioral logs -Attendance records - Pre/post test -IEP, S-Team data -Report cards -Cumulative records -Data notebooks Effective -AYP subgroups -TVAAS data -SPI tracking sheets -AYP monitoring forms -TCAP Effective -TCAP -Portfolios -Weekly assessment -Progress monitoring -Running records -Unit skills -Formative assessment results Effective -PLC minutes -PD evaluations -Data notebooks -Faculty meeting agendas Effective -Newsletters -School websites, -Report cards -Conference logs -STAR folders -Data boards Hickory Ridge Elementary School Page 68 of 107 Yes Current Assessment Practices (Continued) Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) Evidence of equitable school support for this practice Next Step (changes or continuations) Provide PD and Technical Assistance Standards Alignment Using Data to Guide Decisions Assess all Student Categories Wide Range of Assessment 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 -All teachers have a data notebook that identifies the SPIs for instruction assessment, and reteaching -All students are given the same academic assessments -Non-academic data is available for all students -All students are assessed and monitored using assessment data -All teachers use a wide variety of assessment tools -All students are assessed on a continual basis -All students receive weekly communication folders -All parents are required to attend at least one parentteacher conference -Continue to align all assessments with TDE standards -Continue to update data notebooks -Continue to use all data, to set goals that meet the needs of all students -Continue to assess all students appropriately -Use data to guide instruction -Continue to use a wide variety of assessments to identify student needs All instructional staff attend professional development on assessment -All instructional staff are provided with support and technical assistance on assessment -Continue PD concerning the appropriate use of assessment and data -Continue support and technical assistance in the development and use of assessment Hickory Ridge Elementary School Page 69 of 107 Communicate Assessment Information -Continue to inform all stakeholders of school-wide data -Continue to inform/educate parents on assessment use and data results 3.3.b: Assessment Gap Analysis Assessment Gap Analysis – CURRENT ASSESSMENT PRACTICES Hickory Ridge Elementary currently utilizes a variety of research-based, high quality assessment tools in order to have a working measurement of student performance. These assessments are aligned with the state standards and are administered to all students. 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, as well as ensure improved student performance. Time Allocation All teachers attend district and on-site professional development for training in the use of research-based, high-quality assessments and data results. This professional development takes place in the summer, during in-service, and at weekly PLCs throughout the year. Each grade level is provided with common planning time on a weekly basis in order to facilitate PLCs. During this time, teachers analyze data and plan for focused instruction to meet the individual needs for student achievement. Teachers also collaborate on the use of research based assessment strategies and best practices. The Kindergarten Readiness Inventory is administered at the beginning of the school year. Baseline assessments are used in grades one through five to identify student needs at the beginning of the school year. Formal and informal assessments are aligned with classroom instruction. Renaissance Formative Assessments, DIBELS, and Voyager Passport are administered three times a year. Unit skills tests in reading, writing, and math provide an array of classroom assessments that support instruction. These tests are designed to assess student progress at the end of each six weeks and guide instruction. Finally, TCAP, a state mandated tool, is administered in the spring of each year to all students in grades 2 through 5. Budget Allocation Professional development and technical support is provided on-site for assessment use and data analysis and is funded through the site-based school budget and the Title One Professional Development budget. Materials that provide preparation for and a review of testing skills are purchased with the site-based budget and Title I funds. The site -based budget is used to purchase materials needed for a wide range of testing tools. The district funds the use of Formative Assessment in grades three through five. The district funds testing supplies for TCAP, Voyager Passport, and DIBELS. Hickory Ridge Elementary School Page 70 of 107 Human Resources The faculty at Hickory Ridge Elementary consists of 38 regular education teachers, 1 PDSCC, 1 full-time instructional computer technician, 1 full-time resource teacher, 1 CDC teacher, 2 fulltime English Language Learning teachers, 1 bilingual cultural mentor, 1 full-time music teacher, 1 part-time music teacher, 1 part-time strings teacher, 1 full-time physical education teacher, 1 part-time physical education teacher, 1 full-time science teacher, 1 full-time librarian, 1 speech therapist, 1 full-time counselor and 1 full-time In-School-Suspension teacher. Staff members include 4 full-time assistants, 4 part-time assistants, 3 secretaries, 1 part-time nurse, 1 building engineer, 5 custodial helpers, 1 Nutritional Service Manager, and 8 cafeteria workers. The guidance counselor, school psychologist, and social worker offer support to families in securing services, which support basic and educational needs. Assistance is provided for the analysis of assessment results in diagnostic testing. The administrative team provides professional development for instructors in the use of high quality assessment practices, monitoring assessments, and data analysis. The Office of Research, Evaluation, and Accountability, Exceptional Children, Curriculum and Instructional Development Coordinators, and Math/Literacy leaders provide district level support for assessments. Other Resources Paraprofessionals, parents, and community volunteers are used as proctors during the TCAP assessment. OPTIMAL UTILIZATION OF RESOURCES Time Utilization Better organization of time is necessary for teachers to administer multiple assessments while maintaining uninterrupted and high quality curriculum implementation. Better organization of time is also needed in order to create a setting where teachers can analyze assessment data frequently in order to drive instruction. Budget Utilization Additional funds are needed to provide more professional development specifically in the area of utilizing data analysis for faculty and staff, and additional funds are needed to provide a resource materials library. Human Resources Additional classroom paraprofessionals are needed to assist teachers in instructional delivery, assessment administration and data analysis. Hickory Ridge Elementary School Page 71 of 107 Other Resources Additional printers, and computers in the classrooms are needed to support assessment data analysis and generation of reports. Equity and Adequacy: Hickory Ridge provides equitable and adequate assessment tools to all teachers. Hickory Ridge provides teachers with more than adequate formal and informal assessments to ensure that they are meeting the needs of all students. Hickory Ridge’s data indicates that all of its students are making progress towards mastery. 3.3.c: Assessment Summary Questions What are our major strengths and how do we know? What are our major strengths and how do we know? The following strengths were analyzed in Table, 3.3a: The school uses a comprehensive assessment system based on clearly defined performance measures. Evidence of this can be found in the data notebook and grade level/PLC minutes. Assessments are aligned with instruction, standards-based, varied in format, and of high quality. Evidence of this can be found in data notebooks, running records, progress monitoring, and formal and informal testing. All teachers receive hands-on experience with the use of data analysis in school-wide and grade level professional learning teams. Evidence of this can be found in team minutes. The administrative team guides teachers in the collection and analysis of data; specifically reading, math, writing, and intervention strategies. Evidence can be found in grade level/PLC team minutes, data notebooks, and PD agendas and evaluations. Adequate Yearly Progress data is carefully analyzed to note trends and progress made. Evidence can be found in AYP monitoring and TCAP disaggregated data. School-wide data is posted online, in newsletters, in hall displays, and in the school report card for all stakeholders to view. Finally, leadership committees allow all stakeholders to discuss school data and make suggestions in meeting the needs of students in all areas. Evidence can be found in SLC meeting minutes. What are our major challenges and how do we know. What are our major challenges and how do we know. (These should be stated as assessment practice challenges identified in the templates above that could be a cause of the prioritized needs identified in component 1.) A better organization of time is needed for educators to administer assessments more seamlessly, and to analyze the data promptly. Evidence can be found in PD evaluations, surveys, PLC minutes and classroom observations. Hickory Ridge Elementary School Page 72 of 107 How will we address our challenges? How will we address our challenges? We will work in professional learning communities to better organize our time for implementing assessments and analyzing data. Professional development will be provided to educators to enrich data analysis skills. Hickory Ridge Elementary School Page 73 of 107 3.4.a: Organizational Practices Current Organizational Practices (Continued) Schools Beliefs, Mission and Shared Vision Define the Purpose and Direction for the School -School Leadership Council -Posted Vision, Mission, & Beliefs -Student/parent orientation -Student/Parent Handbook Organizational Practices Increase Opportunity for Success in Teaching and Learning -SPI postings -Literacy and math -Intervention strategies -Responsive Classroom -Literacy/math stations -School Leadership Council -Faculty meetings -Grade level PLCs Has the current practice been effective or ineffective? -Book studies -Job–embedded professional development -Peer observations -PLC agendas -Grade level/PLC minutes -Individual professional growth plans -Faculty meeting agendas -Professional development Resources Proactive Processes Programs and Practices Support a Diverse Learning Community Yes Yes Yes -Multi-Hazard Emergency Plan -Exit routes posted -School-wide behavior plan -Video surveillance and keyless entries at main entrances -Scheduled safety drills -Drug awareness assemblies -Character education program -Responsive Classroom -Walkie-talkies for administrators, office staff, and team leaders -Visitor badges -Child abuse, suicide prevention, blood-borne pathogens, hazardous chemicals, & sexual harassment annual training -Community supplies -Clothes closet Yes Yes Yes Yes Yes Yes Yes Effective Effective Effective Effective Effective Effective Evidence of Practice (State in definitive/tangible terms) Is the current practice research-based? Is it a principle & practice of highperforming schools? Continuous Professional Development is Provided for School Leaders Parents and Community are Engaged in Providing Extended Learning Opportunities for Children Hickory Ridge Elementary School Page 74 of 107 -Planning for multiple intelligences -PLC lesson planning -Inclusion, -IEP modifications -Individual behavior plans -Differentiated instruction, -ELL instruction -Before-school tutoring -Creative Learning in Unique Environment (CLUE) -Academic choice -Classroom library -Character education Yes -Monthly parent meetings -Parent handbook -Parent workshops on school-wide behavior plan -Support team meetings -IEP meetings -SART team meetings -Monthly school leadership council meetings -Three school adopters -Parent/community tutors/mentors -Parent office volunteers -Parent-teacher conferences -Parent/teacher/school communication -After school care -Family math, science, & reading nights -Preschool Transition Activities to foster positive preschool to kindergarten transition Yes Current Organizational Practices (Continued) Schools Beliefs, Mission and Shared Vision Define the Purpose and Direction for the School Organizational Practices Increase Opportunity for Success in Teaching and Learning Continuous Professional Development is Provided for School Leaders Programs and Practices Support a Diverse Learning Community -Leadership council minutes -School climate survey -Parent contact logs -Classroom observations -Behavioral referrals -Assessment data -Lesson plans -Schedules -SCL meeting minutes -Grade level PLC minutes -Faculty meeting agendas -PLC agendas -PLC minutes -PD evaluation forms -PD interest surveys -Teacher to Teacher Peer observation forms -Multi Hazard handbook -Parent/Student Handbook -Schedule for safety drills -Behavior data -Posting of exit routes -District Code of Conduct posted -Training logs/certificates -Visitor sign-in logs -Classroom observations -SART team minutes -IEP modification & testing accommodations page -STAR folders -Voyager reading intervention -Stanford Math -Ticket to Read -Lesson plans PLC meeting minutes -S -team meeting minutes -Classroom materials inventory -Behavior intervention plans/behavior goal cards -School climate survey -Meet the teacher flyer -Sign-ins and agendas -Attendance reports -SART team minutes -IEPs S-team minutes -STAR folders -Office volunteer schedules -Tutor/mentor schedules/logs -Parent contact logs -Parent handbooks -Teacher web pages -Weekly home folders -Parent Newsletters/calendars -Positive note/phone calls to parents -After school activity registration forms 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 83% of our students were proficient or advanced in Mathematics in 2007, and 85% of our students were proficient or advanced in Reading/Language Arts in 2007 What data source(s) do you have that support your answer? (identify all applicable sources) Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) Proactive Processes Parents and Community are Engaged in Providing Extended Learning Opportunities for Children Hickory Ridge Elementary School Page 75 of 107 Current Organizational Practices (Continued) Shared Purpose Organizational Practices Professional Development Proactive Processes Diverse Learning Community Parents and Community -Approved by the SIP/SACS committee and leadership council -All stakeholders received a vision and mission survey. -School-wide literacy and math block for all students -School-wide PD and support for ‘best practices’ Implementation of schoolwide Common Characteristics and Best Practices of High Quality Schools -School-wide behavior plan -Teacher handbook listing expectations -All staff members are involved in various on-site and district level professional development -Safety information is routinely practiced by all students and staff -Safety procedures are distributed to all parents and stakeholders in the school handbook -All faculty and staff receive annual training on school–wide behavior plan, Responsive Classroom, and safety procedures -Classroom resource materials inventory -All classrooms are equipped for differentiated instruction -All faculty trained in brain-based instructional strategies -Continue to disseminate and practice the school vision/mission -Continue to update vision and mission statement according to student needs -Continue to research and implement ‘best practices’ -Continue to plan PD that supports the school focus -Continue to prepare for crisis situations -Continue to be proactive regarding the school community -Continue to expand the knowledge base of the Responsive Classroom for all stakeholders. -Continue to use data to tailor instruction to student needs -Continue to deliver programs to support cultural diversity -Continue to emphasize Responsive Classroom guiding principles to enhance a climate of mutual respect -All parents are given volunteer forms to complete -All parents are invited to all Parent meetings/activities -All parents are given access to teachers’ web pages and emails -All adopters are invited to all school events -All parents receive weekly home folders with communication and student work -All students receive information regarding extended learning opportunities -Continue to involve parents in their child’s education -Continue to involve school adopters and community members in the school mission -Continue to engage parents and community in providing extended learning opportunities for all children Evidence of equitable school support for this practice Next Step (changes or continuations) Hickory Ridge Elementary School Page 76 of 107 3.4.b: Organizational Gap Analysis Organizational Gap Analysis CURRENT ORGANIZATIONAL PRACTICES The vision, mission, and beliefs of Hickory Ridge Elementary are aligned to current research and best practices to facilitate the focus on improving student learning. The leadership ensures that goals established 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 learning environment. School policies, procedures, and organization ensure equity of learning opportunities. The leadership employs effective decision-making and extends the school community through collaborative networks and improvement. Time Allocation Common planning time is used to facilitate PLCs. Time spent in PLCs is centered on data analysis and research of best practices. Time is spent communicating the school’s mission and vision through the use of the family handbook, school website, morning announcements, newsletters, and school-wide postings. Organization includes a 90 minute uninterrupted literacy block and 60-75 minute math block. Daily intervention is scheduled for a minimum of 30 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 The majority of funding for Hickory Ridge Elementary is provided by the site-based budget and Title I funds. On-site professional development opportunities for the faculty and staff are funded through the site-based and title one budgets. District opportunities are available as well. District funds are used to support the extended tutorial program, as well as reading and math intervention practices during the school day. Human Resources The leadership of Hickory Ridge Elementary is responsible for fostering and evaluating practices and procedures that support the school vision and comply with state and federal guidelines. The leadership team provides professional development in the use of research based best practices, which support the school vision. The Hickory Ridge Elementary faculty is responsible for implementing the practices and procedures that support the school vision. Leadership and staff members are responsible for maintaining an environment, which is equitable and conducive to student learning. Other Resources Parent/community volunteers assist in maintaining a safe and orderly environment. Adopters provide extended learning opportunities and materials that support the school vision as well as Hickory Ridge Elementary School Page 77 of 107 provide tutors and mentors for students. Local college and university education students and parent/community tutors provide opportunities for student achievement through small group instruction and tutoring. OPTIMAL UTILIZATION OF RESOURCES Time Utilization A prioritized allocation of time is needed to implement MCS initiatives and intervention strategies. Additional focused time is needed to recruit community support. Additional focused time is needed for special educators to prepare IEPs and plan with grade level PLCs. Budget Utilization Funds are needed to hire additional paraprofessionals to support student learning. Human Resources Additional classroom paraprofessionals are needed to assist in the equity of instructional delivery and small group tutoring. Additional personnel is needed to support a quality guidance program that provides individual and group counseling, college and career awareness, character education programs, assists with behavioral and social issues, conducts S-teams, and oversee all 504 plans. Additional time with our psychologist and social worker is needed to expedite the referral process. Other Resources More community adopters are needed to provide additional time, funds, and materials to assist in the equity of instructional delivery. Equity and Adequacy: Equity and adequacy is provided to all of our teachers. Classroom teachers are provided with an adequate amount of time for planning and professional development on a weekly basis. However, there is a need for special education teachers to have common planning time to meet with grade levels to discuss grade level issues. The needs of all students are being met through the organizational practices in place at Hickory Ridge Elementary. Faculty, staff, and administrators work closely together to ensure that homeschool communication occurs in order to keep all stakeholders abreast of student academic/social/behavioral needs. Hickory Ridge Elementary School Page 78 of 107 3.4.c: Organization Summary Questions What are our major strengths and how do we know? The following strengths were analyzed in Table 3.4a: Hickory Ridge Elementary has effective leadership and a dedicated staff. This is evident in the growth and performance of the school over the past three years and climate survey results. The school focus is directly related to the vision, mission, and beliefs. This is supported by the school climate, academic achievement, community involvement, and survey analysis. Hickory Ridge Elementary is an environment of equity with strong professional development, datadriven action 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 SPI instruction, and research-based ‘best practices.’ Professional development is continual and intentional. This is evident in support provided at weekly PLCs, school-wide in-services, mentoring, and district offerings. The daily school climate is one that fosters learning. This is evident in the observation of student and staff interaction What are our major challenges and how do we know. Additional support for the guidance office is needed to support a quality guidance program that provides individual and group counseling, college and career awareness, character education programs, assists with behavioral and social issues, conducts S-teams, and oversees all 504 plans. Evidence can be found in SLC minutes, PLC minutes, and was suggested by our SACS review in our accreditation report. Additional time is needed for special educators to prepare IEPs and plan with grade level PLCs. Evidence can be found in special education schedules. 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 strategies. How will we address our challenges? The following strategies may be used to address the organizational challenge of time: In order to address the organizational challenge of time, we will modify special education teachers’ schedules to include planning with grade level PLCs. We will seek to obtain an additional part-time guidance counselor to assist in equity of guidance programs for all students. Finally, we will continue to evaluate the effectiveness of the strategies used that address varied learning styles and focus on those with the greatest impact on student success. Hickory Ridge Elementary School Page 79 of 107 Component 4 Action Plan Development “How will we work our plan?” Hickory Ridge Elementary School Page 80 of 107 Component 4 - Action Plan Development Overview: The Hickory Ridge Elementary faculty and staff have developed action plans to address each of the target area goals for student learning that have been identified as priorities for Hickory Ridge’s School Improvement Plan: reading, math, and attendance. All goals are measured by Average Yearly Progress (AYP). 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. Committee members met to establish specific criteria for the plan. Draft plans were reviewed, suggestions considered, and revisions were made. The leadership committee reviewed each action plan to ensure that plans were consistent with the school’s profile, beliefs, vision, and mission. The following goal targets match data priorities for Hickory Ridge Elementary School and address the goals of No Child Left Behind (NCLB) 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 TCAP achievement tests Required proficiency in reading/language arts as determined by TCAP achievement tests and writing assessments 93% attendance rate for the school year Prioritized Goal Targets for Hickory Ridge Elementary School The Prioritized Goal Targets for Hickory Ridge Elementary School listed below are identical to the objectives for all subgroups with N approaching, equal or greater than 45, in grades three, four and five. Those subgroups include: special education, African American, Hispanic, English Language Learners, and economically disadvantaged students. 1. To increase Mathematics achievement from: 83% proficient/advanced to 86% proficient/advanced for all students and 54% proficient/advanced to 59.4% proficient/advanced for students with disabilities by Spring, 2009 to meet Adequate Yearly Progress goals set forth by NCLB. 2. To increase Reading/Language arts achievement from:85% proficient/advanced to 89% proficient/advanced for all students, 73% proficient/advanced to 80.3% proficient/advanced for students in the Hispanic ethnic subgroup, 63% proficient/advanced to 69.3% proficient/advanced for students with disabilities and 70% proficient/advanced to 77% proficient/advanced for students in the LEP subgroup by Spring, 2009 to meet Adequate Yearly Progress goals set forth by NCLB. 3. To increase the average attendance rate from 94.6% to 95% by Spring, 2009 to meet the Memphis City Schools District goal, and Adequate Yearly Progress goal set forth by NCLB. Hickory Ridge Elementary School Page 81 of 107 4. To increase writing achievement from 78.4% proficient/advanced to 89% proficient/advanced for all students, and from 27.3% proficient/advanced to 30% proficient/advanced for students with disabilities to meet Adequate Yearly Progress goals set forth by NCLB. Hickory Ridge Elementary School Page 82 of 107 GOAL 1 – Action Plan Development 4.1 – Revised DATE: April 2008 Goal Which need(s) does this Goal address? How is this Goal linked to the system’s Five-Year Plan? To increase Mathematics achievement from: 83% proficient/advanced to 86% proficient/advanced for all students and 54% proficient/advanced to 59.4% proficient/advanced for students with disabilities by Spring, 2009 to meet Adequate Yearly Progress goals set forth by NCLB. In order to maintain NCLB and AYP performance standards and increase student achievement in math, it is necessary to continue rigorous instruction designed to increase mastery of computation, problem solving, reasoning, precision measurement, estimation and weight capacity measurement This goal supports the Memphis City Schools District Strategic Plan, Goal #1: Accelerate the academic performance of all students. ACTION STEPS – 4.2 – Timeline Action Step 1) K-5th grade teachers will implement a daily seventy-five minute block using the math program as guided by the MCS curriculum. 2) K-5th grade teachers will incorporate tested objectives from Terra Nova, Formative assessment Formative assessment, MSC Curriculum guides and the Tennessee Guide “Blueprint for Learning” in daily grade level lesson plans and in daily focused instructional lesson plans Action Step Will begin August 2008 and will be implemented and monitored as indicated until May, 2009. Will begin August 2008 and will be implemented and monitored as indicated until May, 2009. IMPLEMENTATION PLAN – 4.3 – Projected Cost(s) Required & Funding Evaluation Strategy Resources Sources Person(s) Responsible Kindergarten through fifth grade teachers -Classroom Teachers Textbooks, instructional materials, supplies and MCS Curriculum Guides will be supplied by the district District Provided materials and resources MCS Curriculum Guides, Terra Nova test objectives and Formative assessment tests will be supplied by the district District Provided materials and resources Hickory Ridge Elementary School Page 83 of 107 Daily, weekly, 6week reports and classroom academic schedules will be maintained and monitored as needed -Grade level PLC meetings will focus on teacher demonstrations, discussions, and collaborations on curriculum and teaching strategies. -Weekly grade level lesson plans and Focused Instructional Lesson plans will be reviewed and evaluated for effectiveness - Grade level professional learning community meetings will allow teachers discuss and collaborate on teaching strategies to be used in weekly lessons and focused instructional lesson plans. Performance Results / Outcomes Increase student academic achievement and proficiency in mathematics Increase in student academic achievement and proficiency in mathematics Goal 1 Action Steps (Continued) Action Step Action Step Timeline Action Step Projected Cost(s) & Funding Sources Required Resources Evaluation Strategy 3) All K-5 students will engage in differentiated instructional mathematic activities that address individual needs including, but not limited to, technology stations, manipulative stations and other work stations that employ academic choice on a daily basis. Will begin August 2008 and will be implemented and monitored as indicated until May, 2009. -Classroom Teachers -Computer Assistant Computers, calculators, math manipulative kits, provided by the district and spent in equal proportions on programs -Classroom budgets/ materials -Faculty expertise and ingenuity 4) 2-5th grade teachers will utilize formative assessment tests, which model Terra Nova skills and format, as a standardized assessment of student progress and data generator to drive instruction. Will begin September 2008 to be implemented and assessed every 6 weeks ending May 2009 -Classroom Teachers -Formative assessment Coordinator -PDSCC -Educational Assistants Formative assessment test materials and data output to be provided by the district. District provided 5) K-5th grade teachers will assess students requiring academic interventions in mathematics using the MCS STAR(Student/Teacher Academic Report) and will develop plans to address individual student needs including midyear and end of year evaluations. Beginning September 2008 to be monitored as indicated and ending May 2009 -Classroom Teachers -PDSCC MCS Star Folders, TCAP/Terra Nova test results, Formative assessment test data and Report Cards will be provided by the district No additional funds needed 6) The 3rd-5th grade students who perform below the proficient level in core curriculum courses will attend the Raising RCAP Achievement Test Scores Tutoring program that focuses on mathematics four days per week for the purpose of improving student achievement. Beginning December 2008 to be completed by April 2009. -Classroom Teachers -PDSCC Improving Student Achievement Tutoring Program: Instructional material and supplies Improving Student Achievement Tutoring Program: Instructional material and supplies: $1,500.00 Extended Contract Funds: $5,840.00 -Monitor weekly through classroom observations, lesson plans, student work/projects, STAR Assessment, and formative assessment data 7) 3-5 ELL and Hispanic Students who perform below the proficient level in core curriculum courses will attend the Raising TCAP Achievement Test Scores Tutoring Program that focuses on Mathematics four days per week for the purpose of improving student achievement. To begin December 2008 and to be completed by April 2009. -PDSCC -ELL Teacher Improving Student Achievement Tutoring Program: Instructional material and supplies Extended Contract Funds: $1,417.50 -Monitor weekly through classroom observations, lesson plans, student work/projects, STAR Assessment, and formative assessment data Action Step Action Step Person(s) Responsible Hickory Ridge Elementary School Page 84 of 107 -Weekly monitoring will occur through classroom observations, lesson plans - Follow-up with discussions during grade level professional learning community meetings to share progress of differentiated strategies in mathematics instruction -Monitor every testing period, upon completion of scheduled formative assessment tests. -Professional Learning Community meetings will be used for follow-up discussion and strategic instructional planning -Monitor midyear and end of year - Grade level Professional Learning Community meetings and staff meetings will allow teachers discuss and collaborate intervention strategies and effectiveness -Monitoring will also occur through classroom observations, lesson plans, student work/projects and STAR documentation. Performance Results / Outcomes -Increase in mathematics proficiency -Increase in SPI mastery -Increase in technological awareness -Increase in mathematics proficiency -Increase in SPI mastery -Increase student academic achievement -Decrease the number of student retention due to lack of mathematics proficiency -Increase the number of mastery level students in SPI mastery -Increase student academic achievement in the area of mathematics -Increase proficiency levels in mathematics -Increase SPI mastery in mathematics for ELL Student s Goal 1 Action Steps (Continued) Timeline 8) 3-5 Students with Disabilities who perform below the proficient level in core curriculum courses will attend the Raising TCAP Achievement Test Scores Tutoring Program that focuses on Mathematics four days per week for the purpose of improving student achievement. To begin December 2008 and to be completed by April 2009 Person(s) Responsible -PDSCC -Instructional Resource Teacher Projected Cost(s) & Funding Sources Required Resources Improving Student Achievement Tutoring Program: Instructional material and supplies Extended Contract Funds: $1,417.50 Evaluation Strategy -Monitor weekly through classroom observations, lesson plans, student work/projects, STAR Assessment, and formative assessment data -Increase SPI mastery in mathematics for Students with Disabilities Action Step 9) K-5 classroom environments will be student-centered and conducive to learning mathematics in accordance with Responsive Classroom, self-efficacy and differentiated instruction philosophies and through the implementation of The Common Characteristics and Best Practices of High Performing Schools. To begin August 2008 and to develop in implementati on until May 2009 -Classroom Teachers -Education Assistants -PDSCC -Administrators -The Common Characteristics and Best Practices of High Performing Schools and walkabout instruments provided by the district Schoolwide Materials:$35,944.18 Title One Funds Schoolwide Purchased Services:$25000.00 Title One Funds Classroom Supplies: $9800 ($200.00 per teacher) BEP 2.0 funds Action Step Action Step Performance Results / Outcomes 10) 3-5th grade students in all NCLB subgroups who perform below the proficient level in mathematics will participate in the Stanford Mathematics and Mathematics Navigator mathematics intervention programs. To begin November 2008 and to continue through May 2009 -Classroom Teachers -Educational Assistants -PDSCC Administration Improving Student Achievement Tutoring Program: Instructional material and supplies Hickory Ridge Elementary School Extended Contract Funds: $1,417.50 Page 85 of 107 -Monitor weekly through classroom observations, lesson plans, student work/projects and formative assessment -Monthly walkabouts from site or district level will be conducted to observe implementation and to provide feedback -Professional Learning Community meetings will allow feedback, discussion and collaboration opportunities to assess and enhance classroom environments -Increase number of students mastery grade level SPI in mathematics -Increase student academic achievement -Meet AYP goals in mathematics -Monitor weekly through classroom observations, lesson plans, student work/projects, STAR Assessment, and formative assessment data Increase student achievement in mathematics proficiency Goal 1 Action Steps (Continued) Timeline Person(s) Responsible Projected Cost(s) & Funding Sources Required Resources 11) Mathematics instruction will be delivered through research-based strategic methods that address braincompatible learning and learning styles, student motivation, and active engagement. These strategies will be implemented in accordance with the Responsive Classroom philosophy, The Common Characteristics and Best Practices of High Performing Schools, and Dr. Marcia Tate’s Instructional Strategies that Engage the Brain. To begin August 2008 to be monitored as indicated, ending May 2009 -Classroom Teachers -PDSCC Administrators -Educational Assistants The common Characteristics and Best Practices of High Performing Schools and walkabout instruments provided by the district Faculty expertise from professional development, no additional funds required 12) Research-based academic vocabulary instruction will be implemented in accordance with Hickory Ridge Elementary participation in McRel’s School Improvement Consortium. To begin August 2008 to be monitored as indicated, ending May 2009 -Classroom Teachers -PDSCC Administrators -Educational Assistants McRel training materials provided by the district. McRel training materials provided by the district. 13) Professional development will be provided on research based strategies and interventions that target mathematics skills. Included will be: Grade Level PLCs, data analysis, best instructional practices, interventions, technology, differentiated instruction, responsive classroom, and webbased planning professional development. July 2008May 2009 -Principal -Assistant Principal -PDSCC -District PD staff -Grade Chairpersons Responsive Classroom Training materials, Technology, PD evaluations, Intervention Materials, Academic Data Action Step 14) Mathematics concepts will be taught through Fine Arts: Teaching line, symmetry and geometric shapes in each classroom, K-5. August 208May 2009 Fine Arts Instructor MCS Fine Arts Curriculum District PD: provided by the district School-Based PD: $7000 Title One Professional Development funds $65000.00 PDSCC Salary: Title One Funds $65,000 BEP 2.0 funds Action Step 15) Monthly activities and communications will be offered to Parents and Community Members to provide opportunities for involvement in mathematics education for grades K-5 Will Begin 8/2008 and continue on a monthly basis until 5/2009 PDSCC Classroom Teachers MCS mathematics curriculum Guest experts in math content Printed Materials Action Step Action Step Action Step Hickory Ridge Elementary School $3767.62 Title One Parental Involvement Funds Page 86 of 107 Evaluation Strategy -Monitor weekly through classroom observations, lesson plans, student work/projects and formative assessment -Monthly walkabouts from site or district level will be conducted to observe implementation and to provide feedback -Professional Learning Community meetings will allow feedback, discussion and collaboration opportunities to assess and improve instructional delivery. -Monitor weekly through classroom observations, lesson plans, student work/projects and formative assessment -Professional Learning Community meetings and staff meetings will allow feedback, discussion and collaboration opportunities to assess and improve instructional delivery. -PD evaluations -PLC minutes -SPI Mastery -Observations of best practices -Tennessee Framework for Evaluation -Informal Administrative Observations -Meeting Minutes -Evaluations -Family Feedback Forms Performance Results / Outcomes -Increased use of differentiated instruction -Increased math skill proficiency -Increased time on task -Increased time for intervention -Increase in SPI mastery in all subject matter -Increase in use of higher order thinking skills -Increased mathematics vocabulary comprehension -Increased mathematics skill proficiency -SPI focused instruction -Differentiated Instruction -Increased math proficiency -SPI focused instruction -Increased math proficiency -Increased parental and community involvement -Increased math proficiency GOAL 2 – Action Plan Development 4.1 – Revised DATE: April 2008 Goal Which need(s) does this Goal address? How is this Goal linked to the system’s Five-Year Plan? To increase Reading/Language arts achievement from:85% proficient/advanced to 89% proficient/advanced for all students, 73% proficient/advanced to 80.3% proficient/advanced for students in the Hispanic ethnic subgroup, 63% proficient/advanced to 69.3% proficient/advanced for students with disabilities and 70% proficient/advanced to 77% proficient/advanced for students in the LEP subgroup by Spring, 2009 to meet Adequate Yearly Progress goals set forth by NCLB. In order to maintain NCLB and AYP performance standards and increase student achievement in reading and language arts, it is necessary to continue rigorous instruction designed to increase mastery of the five components of reading: Phonemic Awareness, Phonics, Vocabulary, Fluency and Comprehension. Additionally, careful instruction is necessary in the following sub-skill areas: analyzing texts and meanings, evaluating texts and multi-meaning words, editing and identifying root-words, prefixes and suffixes. This goal supports the Memphis City Schools District Strategic Plan, Goal #1: Accelerate the academic performance of all students.. ACTION STEPS – 4.2 IMPLEMENTATION PLAN – Template 4.3 – Timeline 1) K-5th grade teachers will implement a daily two-hour literacy block that includes a ninety minute uninterrupted block to improve literacy Action Step Action Step Action Step 2) K-5th grade teachers will incorporate language arts and reading tested objectives from Terra Nova, Formative assessment Formative assessment, MSC Curriculum guides and the Tennessee Guide “Blueprint for Learning” into daily grade-level lesson plans and in daily focused instructional lesson plans 3) Kindergarten and first grade teachers will assess students using DIBLES testing adhering to scheduled benchmark assessments three times per year to examine reading progress. Person(s) Responsible Required Resources Projected Cost(s) & Funding Sources Will begin August 2008 and will be implemented and monitored as indicated until May, 2009. -Kindergarten through fifth grade teachers -Textbooks, instructional materials, supplies and MCS Curriculum Guides will be supplied by the district District Provided materials Will begin August 2008 and will be implemented and monitored as indicated until May, 2009. Will begin 8/08 and will be implemented and monitored as indicated until 05/2009. -Grade Chairpersons -Classroom Teachers MCS Curriculum Guides, Terra Nova test objectives and Formative assessment tests will be supplied by the district District Provided materials -Classroom Teachers Administrators -Educational Assistants DIBLES materials and output data to be provided by the district District provided funds and materials Hickory Ridge Elementary School Page 87 of 107 Evaluation Strategy Performance Results / Outcomes -Formal and informal classroom observations -Sum Report data Increase student academic achievement in the areas of Reading, Language Arts -Formal assessment results -Six weeks reading unit skills test results -SPI focused instruction -Increased literacy skill proficiency -Increased use of differentiated instruction -Increased time on task -Assessment results -Earlier intervention -Increase in SPI mastery -Increase literacy proficiency Goal 2 Continued Action Step Action Step Action Step Action Step Action Step Timeline 4) 2-5th grade teachers will utilize Formative assessment tests, which model Terra Nova skills and format, as a standardized assessment of student progress in reading and language arts and means to use data to drive instruction Person(s) Responsible Projected Cost(s) & Funding Sources Required Resources Will begin September 2008 to be implemented and assessed every 6 weeks ending May 2009 Beginning September 2008 to be monitored as indicated and ending May 2009 Beginning September, 2008 to be monitored with target benchmark checks ending March 2009 -Classroom Teachers -Formative assessment Coordinator -PDSCC Formative assessment test materials and data output to be provided by the district. District provided funds and materials -Classroom Teachers -PDSCC MCS Star Folders, TCAP/Terra Nova test results, Formative assessment test data and Report Cards will be provided by the district Voyager Reading Program provided by the district District provided funds and materials 7) The3rd-5th grade students who perform below the proficient level in core curriculum courses will attend the Raising TCAP Achievement Test Scores Tutoring program that focuses on reading and language arts four days per week for the purpose of improving student achievement. Beginning December 2008 to be completed by April 2009 -Classroom Teachers -PDSCC 8) 3-5 ELL Students who perform below the proficient level in core curriculum courses will attend the Raising TCAP Achievement Test Scores Tutoring Program that focuses on Language Arts four days per week for the purpose of improving student achievement. To begin December, 2008 and to be completed by April 2009 -PDSCC -ELL Teacher 5) K-5th grade teachers will assess students requiring academic interventions in reading and language arts using the MCS STAR (Student/Teacher Academic Report) and will develop plans to address individual student needs including mid-year and end of year evaluations 6) K-5th grade targeted students will participate daily in the Voyager Reading Intervention Program to improve reading skills. 3rd-5th grade targeted students will participate in the fluency activities through Voyager daily to increase reading fluency and comprehension -Classroom Teachers -Administrators -Teacher Assistants Performance Results / Outcomes -Formative assessment results -Six Weeks reading Unit Skills test results -Monitoring of lesson plans -Early identification of areas of weakness -Increase time on task -Increase data driven instruction -Increase differentiated instruction -Formal assessment results -Formal and informal monitoring results -Monitoring of lesson plans -Early identification of areas of weakness -Increase in SPI mastery -Increase in advanced performance -Voyager assessment results -Formal and Informal teacher observations -Increase student proficiency in Reading and Language Arts -Increased use of differentiated instruction -No additional funding required -Faculty expertise Improving Student Achievement Tutoring Program: Instructional Material and supplies Improving Student Achievement Tutoring Program: Instructional Material and supplies $ 1,500.00 Extended Contract Funds: $5,840.00 Improving Student Achievement Tutoring Program: Instructional Material and supplies Extended Contract Funds: $1,417.50 Hickory Ridge Elementary School Evaluation Strategy Page 88 of 107 -Intervention Reports -Student report card data -TCAP scores -Intervention Reports -Student report card data -TCAP scores -Increase student proficiency in Reading and Language Arts -Increased use of differentiated instruction -Increased time for intervention -Increase student proficiency in Reading and Language Arts -Increased use of differentiated instruction -Increased time for intervention Goal 2 Continued Action Step Action Step Action Step Timeline 9) 3-5 Students with Disabilities who perform below the proficient level in core curriculum courses will attend the Raising TCAP Achievement Test Scores Tutoring Program that focuses on Language Arts four days per week for the purpose of improving student achievement. To begin December, 2008 and to be completed by April 2009 Person(s) Responsible -PDSCC -Instructional Resource Teacher Projected Cost(s) & Funding Sources Required Resources Improving Student Achievement Tutoring Program: Instructional Material and supplies Performance Results / Outcomes Extended Contract Funds: $1,417.50 10) Reading and language arts instruction will be delivered through research-based strategic methods that address brain-compatible learning and learning styles, student motivation, and active engagement. These strategies will be implemented in accordance with the Responsive Classroom philosophy, The Common Characteristics and Best Practices of High Performing Schools, and Dr. Marcia Tate’s Instructional Strategies that Engage the Brain. To begin August 2008 and to develop in implementatio n until May 2009. -Classroom Teachers -PDSCC -Administrators -Educational Assistants The Common Characteristics and Best Practices of High Performing Schools and walkabout instruments provided by the district Schoolwide Materials:$35,944.18 Title One Funds 11) Research-based academic vocabulary instruction will be implemented in accordance with Hickory Ridge Elementary’s participation in McREL’s School Improvement Consortium. Begins August 2008 to be monitored as indicated, ending May 2009 -Classroom Teachers -Instructional Facilitator -Administrators -Educational Assistants McRel training and materials provided by the district McRel training and materials provided by the district Hickory Ridge Elementary School Evaluation Strategy Schoolwide Purchased Services:$25000.00 Title One Funds -Intervention Reports -Student report card data -TCAP scores -Increase student proficiency in Reading and Language Arts -Increased use of differentiated instruction -Increased time for intervention -Student involvement in literacy stations -Observation of “best practices” -SPI mastery -Formal and informal student assessment data -SPI focused instruction -Differentiated instruction -Increased proficiency in Reading and Language Arts -Increase use of higher order thinking skills -Formal and informal assessment results -Evidence of 5-step vocabulary teaching process -Evidence of graphic organizers Page 89 of 107 -Increased grade level vocabulary comprehension Goal 2 Continued Action Step Timeline 12)Professional Development will be provided on research based strategies and interventions that target reading and language arts skills. Included will be: Grade Level PLCs, data analysis, intervention, technology, differentiated instruction, responsive classroom, and web-based planning professional development. July 2008-May 2009 Person(s) Responsible -Principal -Assistant Principal -PDSCC -District PD staff -Grade Chairpersons Projected Cost(s) & Funding Sources Required Resources Responsive Classroom Training materials, Technology, PD evaluations, Intervention Materials, Academic Data District PD: provided by the district School-Based PD: $7000 Title One Professional Development funds Evaluation Strategy Performance Results / Outcomes -PD evaluations -PLC minutes -SPI Mastery -Observations of best practices -SPI focused instruction -Differentiated Instruction -Increased reading/language arts proficiency $65000.00 PDSCC Salary: Title One Funds $1,855.20 ESL Conference/Travel $650.00 ESL Lap Top Institute Training BEP 2.0 funds Action Step Action Step 13)ELL students will receive explicit research-based instruction targeted to increase English proficiency. August 2008May 2009 ESL Instructional Staff MCS ESL curriculum -Apple Mobile Learning Lab -Instructional Materials $600 Materials $16,420 Apple Mobile Learning Lab BEP 2.0 funds 14) Monthly activities and communications will be offered to Parents and Community Members to provide opportunities for involvement in reading and language arts education for grades K-5 Will Begin August 2008 and continue on a monthly basis until May 2009 PDSCC Classroom Teachers MCS reading and language arts curriculum $3767.62 Title One Parental Involvement Funds Guest experts in reading/language arts content Printed Materials Hickory Ridge Elementary School Page 90 of 107 -Meeting Minutes -Evaluations -Family Feedback Forms -Increased parental and community involvement -Increased reading and language arts proficiency GOAL 3 – Action Plan Development 4.1 – Revised DATE: April 2008 Goal Which need(s) does this Goal address? How is this Goal linked to the system’s Five-Year Plan? To increase the average attendance rate from 94.6% to 95% by Spring, 2009 to meet the Memphis City Schools District goal, and Adequate Yearly Progress goal set forth by NCLB. This goal affords each student the maximum opportunity to become successful students. This goal supports the Memphis City Schools District Strategic Plan, Goal #1: Accelerate the academic performance of all students. ACTION STEPS – 4.2 – IMPLEMENTATION PLAN – 4.3 – 1) Hickory Ridge Elementary administrators, staff and teachers will provide incentives for students who attain perfect attendance weekly, each six weeks, per semester, and for the entire year. Action Step 2) The administrators and K-5 teachers will facilitate meetings each six-weeks with students to discuss strategies to maintain daily attendance. Action Step Timeline Person(s) Responsible Will begin August 2008 and will be implemented and monitored as indicated until May, 2009. -Classroom Teachers -Instructional Facilitator -Guidance Counselor -Administrators -Attendance Secretary -Incentives purchased with fund raising -Adopter donations Will begin August 2008 and will be implemented and monitored as indicated until May, 2009. -Guidance Counselor -Administrators -Instructional Facilitator -Classroom Teachers -Educational Assistants Good attendance strategies provided by the staff Required Resources Hickory Ridge Elementary School Projected Cost(s) & Funding Sources Perfect attendance award, weekly classroom activities, six-weeks ribbon awards, trophies, treats, prizes, semester awards presentations and end-of-year awards program Incentives cost: $700, Student Fundraiser funds Evaluation Strategy Performance Results / Outcomes SMS reports produced the attendance daily. The principal will announce the results. Attendance rate will be = or > than 95% for the year. No additional funding required. SMS daily reports and number of perfect attendance rewards earned each six weeks. Page 91 of 107 -Decrease in the number of unexcused absences and tardies. -Increase the number of students with perfect attendance per six weeks period Goal 3 Continued Action Step Action Step Action Step Timeline Person(s) Responsible Required Resources 3) Hickory Ridge Elementary staff will involve parents in monthly parent academy professional development seminars that will include research-based content geared toward increasing the understanding of educational skills, and promoting enthusiasm and encouragement for attending and learning. Will begin August 2008 and will be implemented and monitored as indicated until May, 2009. -Guidance Counselor -Administrators -PDSCC -Classroom Teachers -Educational Assistants Parent communication materials, refreshments, 12)Professional Development will be provided on researchbased content geared toward increasing the understanding of educational skills, and promoting enthusiasm and encouragement for attending and learning. July 2008May 2009 -Principal -Assistant Principal -PDSCC -District PD staff -Grade Chairpersons Responsive Classroom Training materials, Technology, PD evaluations, Intervention Materials, Academic Data Assistant Principal ISS Teacher MCS curriculum 13) Hickory Ridge Elementary will increase student attendance by providing and in-school suspension program that will provide an alternative to home suspensions August 2008May 2009 Projected Cost(s) & Funding Sources $3767.62 NCLB parental involvement funds District PD: provided by the district School-Based PD: $7000 Title One Professional Development funds Evaluation Strategy Monitor participation and attendance at meetings throughout the year and compare. -PD evaluations -PLC minutes -SPI Mastery -Observations of best practices Performance Results / Outcomes --Decrease in the number of unexcused absences and tardies. -Increase the number of students with perfect attendance per six weeks period-Increase parent involvement -SPI focused instruction -Differentiated Instruction -Increased math proficiency $65000.00 PDSCC Salary: Title One Funds Hickory Ridge Elementary School $28516.80 ISS Teacher Salary BEP 2.0 funds Page 92 of 107 Tennessee Framework for Evaluations Increase attendance rate Increase academic proficiency GOAL 4 – Action Plan Development 4.1 – Revised DATE: April 2008 Goal Which need(s) does this Goal address? How is this Goal linked to the system’s Five-Year Plan? To increase writing achievement from 78.4% proficient/advanced to 89% proficient/advanced for all students, and from 27.3% proficient/advanced to 30% proficient/advanced for students with disabilities to meet Adequate Yearly Progress goals set forth by NCLB. To meet the NCLB and AYP performance standards and improve student achievement in writing by increasing the percentage of students scoring competent, strong or outstanding. To improve writing skills by utilization of graphic organizers, writing strategies and daily writing experiences integrated across the curriculum. This goal supports the Memphis City Schools District Strategic Plan, Goal #1: Accelerate the academic performance of all students. ACTION STEPS – 4.2 – IMPLEMENTATION PLAN –4.3 – Timeline 1) Teachers will provide opportunities daily for students to develop writing proficiency and use a variety of writing strategies through daily journals and reflective writing. Action Step 2) Teachers will use graphic organizers as needed for helping students plan and structure their writing. Action Step Person(s) Responsible Will begin August 2008 and will be implemented and monitored as indicated until May, 2009. Will begin August 2008 and will be implemented and monitored as indicated until May, 2009. -Classroom Will begin August 2008 and will be implemented and monitored as indicated until May, 2009. Will begin August 2008 and will be implemented and monitored as indicated until May, 2009. -5th grade teachers Teachers Required Resources Projected Cost(s) & Funding Sources Daily writing prompts provided by district No additional funds needed -Instructional Facilitator -Administrators -Classroom Teachers -Administrators -Instructional Thinking Map transparencies provided by the district No additional funds needed Training and materials were provided by the district No additional funds needed Tablet Charts $1000.00 Title One Materials Facilitator -Educational Evaluation Strategy Performance Results / Outcomes -Formal and informal classroom observations -Formal assessment and TCAP writing assessment results -Increase in writing proficiency -Formal and informal classroom observations -Formal assessment and TCAP writing assessment results -Increase in writing proficiency -Increase in student autonomy of prewriting and organizational strategies -Formal and informal observations -Evidence of quality writing in student work and work displays -Teacher assessments -Increased writing skill proficiency -Formal and informal classroom observations -Student writing samples -Increase academic achievement in literacy -Improved student editing skills -Improved student writing skills Assistants Action Step Action Step 3) 5th grade teachers will implement The Six Traits of Writing curriculum daily for the purpose of improving writing skills. 4) K-5 teachers will implement the use of Morning Message daily as a part of shared writing to improve literacy. -Teachers -Administrators Hickory Ridge Elementary School Page 93 of 107 Goal 4 Continued Timeline Person(s) Responsible Required Resources Projected Cost(s) & Funding Sources Will begin August 2008 and will be implemented and monitored as indicated until May, 2009. -Classroom Teachers -Administrators Books, resources and staff development provided by district Instructional materials Action Step 5) Teachers in grades K-5 will utilize writing centers and workstations in all classrooms for the purpose of strengthening creative writing skills. Will begin August 2008 and will be implemented and monitored as indicated until May, 2009. -Classroom Teachers -Instructional Facilitator -Administrators -Teacher Assistants -Responsive Classroom Materials -The Common Characteristics and Best Practices of High Performing Schools and walkabout instruments provided by the district Schoolwide Materials:$35,944.18 Title One Funds Action Step 6) K-5 classroom environments will be student-centered and conducive to learning writing skills in accordance with Responsive Classroom, Self-Efficacy and Differentiated Instruction philosophies and through the implementation of The Common Characteristics and Best Practices of High Performing Schools. 7) Writing instruction will be delivered through researchbased strategic methods that address brain-compatible learning and learning styles, student motivation, and active engagement. These strategies will be implemented in accordance with the Responsive Classroom philosophy, The Common Characteristics and Best Practices of High Performing Schools, and Dr. Marcia Tate’s Instructional Strategies that Engage the Brain. Will begin August 2008 and will be implemented and monitored as indicated until May, 2009. -Classroom Teachers -Instructional Facilitator -Administrators -Teacher Assistants The Common Characteristics and Best Practices of High Performing Schools and walkabout instruments provided by the district Faculty expertise and planning 8) 5th grade teachers will administer timed prompted writing tests weekly to familiarize students with the TCAP writing assessment Will begin August 2008 and will be implemented and monitored as indicated until May, 2009. -5th grade teachers -Administrators Formative assessment and instructional materials provided by the district Faculty expertise and planning Action Step Action Step Hickory Ridge Elementary School Schoolwide Purchased Services:$25000.00 Title One Funds Evaluation Strategy -Formal and informal classroom observations -Evidence of established writing center and writing materials throughout classroom -Evidence of writing in journals -Formal and informal classroom observations -Evidence of writing in student work and work displays throughout the curricula -Evidence of writing in journals -Teacher observations -Evidence of writing in student work and work displays -Evidence of writing in journals -Teacher assessments -Classroom observations Page 94 of 107 Performance Results / Outcomes -Increased writing skill proficiency -Increased grade level vocabulary comprehension -Increased use of differentiated instruction -Increased skill in Language proficiency -Increased time on task -Increased time for intervention -Increase in SPI mastery in all subject matter -Increase in use of higher order thinking skills -Increased understanding of the writing process -Increased writing skill proficiency -Increased time on task -Increased writing skill proficiency -Increased understanding of the writing process Goal 4 Continued Action Step Action Step Action Step Timeline 9) 3rd-5th grade students performing at below-proficient levels in writing will attend Saturday writing workshops for writing interventions on the 6+1 traits of writing. 10) 3rd-5th grade students will attend a summer writing camp designed to develop writing skills through the Six Traits of Writing curriculum and the use of technology. 11) Professional development will be provided on research based strategies and interventions that target Writing Instruction. Included will be: Grade Level PLCs, data analysis, best instructional practices, interventions, technology, differentiated instruction, responsive classroom, and web-based planning professional development. 12) Monthly activities and communications will be offered to Parents and Community Members to provide opportunities for involvement in Writing for grades K-5 Action Step January 2009 June 2009 July 2008-May 2009 Will Begin August 2008 and continue on a monthly basis until May 2009 Person(s) Responsible Required Resources PDSCC Classroom Teachers Educational Assistants Faculty expertise and planning -Classroom Teachers -PDSCC -Administrators -Educational Assistants Faculty expertise and planning District materials District materials -Principal -Assistant Principal -PDSCC -District PD staff -Grade Chairpersons Responsive Classroom Training materials, Technology, PD evaluations, Intervention Materials, Academic Data PDSCC Classroom Teachers MCS reading and language arts curriculum Projected Cost(s) & Funding Sources Materials, teacher salaries, Educational assistant salaries, Coordinator salary provided by NCLB at $4,000.00 Performance Results / Outcomes TCAP Writing Assessment results -Increased writing skill proficiency -Increased understanding of the writing process TCAP Writing Assessment results -Increased understanding of the writing process -Increased writing skill proficiency Materials, teacher salaries, Educational assistant salaries, Coordinator salary provided by NCLB at $4500.00 District PD: provided by the district School-Based PD: $7000 Title One Professional Development funds $65000.00 PDSCC Salary: Title One Funds $3767.62 Title One Parental Involvement Funds Guest experts in reading/language arts content Printed Materials Hickory Ridge Elementary School Evaluation Strategy Page 95 of 107 -PD evaluations -PLC minutes -SPI Mastery -Observations of best practices -Meeting Minutes -Evaluations -Family Feedback Forms -SPI focused instruction -Differentiated Instruction -Increased writing proficiency -Increased parental and community involvement -Increased reading and language arts proficiency Component 5 The School Improvement Plan and Process Evaluation “How will we work our plan?” Hickory Ridge Elementary School Page 96 of 107 Component 5 – The School Improvement Plan and Process Evaluation 5.1: Process Evaluation Overview: The committee for Component 5, with additional staff and community representatives, plans to monitor, evaluate, review, and adjust the Action Plans that have been created for Hickory Ridge 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 the students. Evidence of Collaborative Process We have worked collaboratively to complete the Tennessee School Improvement Plan Process, which meets federal, regional and state requirements. The process for the current year’s plan began in Spring, 2007 with the pre-planning of our School Improvement Plan and our SACS accreditation processes for the 2007-2008 academic year. The leadership team worked collaboratively with subcommittees for both processes throughout the year to ensure that this experience would be conducted thoroughly and accurately, so that our teachers, staff, parents, community, and ultimately, our children, could benefit from this process of comprehensive data analysis, development of a shared vision, and creation of specific actions intended to improve the education of our students. The Hickory Ridge Elementary faculty began the process steps for SACS in May 2007 by attending professional development provided by the district The faculty analyzed the school beliefs, mission and vision for alignment of the school focus and student need Committees were formed, and a timeline of the process was created Chairpersons guided their teams through the processes of their components during PLCs Committees met regularly during PLCs to review data and use the data to guide the identification of strengths, needs and actions required. Revisions were made and presented to the faculty and stakeholders for review and acceptance The Standards Assessment Report was submitted online in December, 2007. Professional Development was provided at the school level for the use of the new TSIPP format and rubrics. Committees worked to evaluate the SIP components for needed revisions and the process will be completed in April, 2008 Hickory Ridge Elementary School Page 97 of 107 Evidence of Alignment of Data and Goals What evidence do we have that proves alignment between our data and our goals? We derived our goals and focus for the current school from current, 3 year, academic and nonacademic data. Component One allowed us to thoroughly analyze and present this data. This component reflects an accurate and succinct profile of the students and community served by our school. We believe that the collection and careful analysis of data plays a critical role in determining the effectiveness of our existing programs and services. These data assist the teams in planning and sustaining school improvement initiatives on behalf of student learning. A brief list of data analyzed is indicated below. A comprehensive list and analysis is found throughout the first component of this document. School Climate Surveys Community Demographics Attendance Data TCAP data, TVAAS, Disaggregated Data Intervention data Assessments School Report Card The following goal targets match data priorities for Hickory Ridge Elementary School and address the goals of No Child Left Behind (NCLB) 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 TCAP achievement tests Required proficiency in reading/language arts as determined by TCAP achievement tests and writing assessments 93% attendance rate for the school year Evidence of Communication with All Stakeholders What evidence do we have of our communication of the TSIPP to all stakeholders? It is evident that leadership of Hickory Ridge 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 TSIPP document. Evidence to support this can be found in committee formations, leadership council members, and meeting minutes. We have posted the mission, vision, school focus, and AYP data throughout the school. The vision statement is recited daily during morning announcements, and included in school publications. All stakeholders are notified of the school AYP status and priority goals. Evidence to support this can be found in the minutes of the Title I annual meeting, newsletters, our family handbook, school website, district publications, and the news media. Hickory Ridge Elementary School Page 98 of 107 Evidence of Communication with All Stakeholders Evaluations and surveys are used to continually update stakeholder awareness and promote support for the goals of TSIPP. We participate in the district’s annual school climate survey, which involves parents, students and faculty. In addition to the school climate survey, we participate in all district school surveys. We value the opportunity that the surveys provide, for the feedback increases communication with stakeholders and allow insight into the effectiveness of the school focus. 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 2 align with our goals in Component 4? In support of our beliefs, 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 Hickory Ridge 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, writing and attendance. All goals are measured by Average Yearly Progress (AYP). The plan addresses the need to focus on student performance within grade level expectations and the further development of all sub skills in each content area. 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. Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization The leadership of Hickory Ridge Elementary 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. A thorough analysis of academic and non-academic data, provide a base for the formation and revision of action plans. The school, with the assistance of district materials and curriculum, has a formalized process to align instructional practices with the curriculum, and demonstrates results through systemic and sustainable implementation throughout the school. Hickory Ridge Elementary School Page 99 of 107 Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization The action steps contained in component four are aligned with the areas of curriculum, instruction, assessment and organization from component 3. We identified strengths and needs for optimal performance through the gap analyses. Action steps were created to address our needs in order to reach our target goals. Our action steps support the school and system goals for the increased use of research-based, ‘best’ practices, which support student achievement. Characteristics of the Action Steps in Component 4: Identified needs were aligned with data analysis Strategies and outcomes linked directly with student performance 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 Suggestions for the Process What suggestions do we have for improving our planning process? As a result of working through this process, some suggestions for improving our planning process emerged School Data should be kept in a notebook for each year, so data can be easily analyzed from year to year Collaborating with members from other components more frequently helps develop a cohesive plan Provide professional development for new teachers on the SIP process Continue to collect and analyze multiple data sources Hickory Ridge Elementary School Page 100 of 107 5.2: Implementation Evaluation The following summary questions are related to TSIPP Implementation. They are designed as a culminating activity for you to plan the monitoring process that will ensure that the action steps from Component 4 are implemented. TEMPLATE 5.2: Implementation Evaluation (Rubric Indicator 5.2) Evidence of Implementation What is our plan to begin implementation of the action steps? Hickory Ridge Elementary has a plan for implementing the TSIPP process and evaluating its effectiveness. Action Steps are organized in a time line to ensure that all action steps are addressed. The implementation of action steps begin at the onset of the school year. AYP data is thoroughly analyzed in order to facilitate the evaluation of existing action steps. Professional development plans are paced to support the action steps. Agendas, sign-ins, minutes, surveys, and financial expenditures are directly related to the identified steps. Baseline data and previous performance data is used to determine student need. Action steps are implemented accordingly. Teachers meet in PLCs on a weekly basis to monitor student progress and differentiate instruction. Action Step effectiveness is monitored by the committee members in the fifth component. This evaluation is continual throughout the school year to ensure effective implementation of the School Improvement Plan. Professional development activities are held during grade level PLCs and school-wide PLCs to facilitate the action steps needed to monitor and adjust our progress toward our goals. Evidence of the Use of Data Hickory Ridge currently utilizes a variety of research-based assessment tools in order to measure student performance. The tools used are mandated by the state and district, and we ensure that all students are tested. We use this data continuously to assess 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. Baseline, Voyager and DIBELS 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 three times a year to students in grades three through five. The results indicate skill mastery and skills in need of additional focus. The skills assessed are state mandated requirements for grade level proficiency. Hickory Ridge Elementary School Page 101 of 107 TCAP is a state-wide 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. 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. Data is analyzed and reviewed among leadership and faculty in PLCs. Student data is compared to past performances, both state and local. Teachers meet weekly with the PDSCC to plan for differentiated instruction. Data is collected on monitoring instruments. The targeted SPIs are used to drive instruction. This allows for instructional planning that builds upon the student strengths and provides 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. The following table identifies projected test dates. Assessment Kindergarten Kindergarten Readiness Indicator (KRI) DIBELS Benchmark Assessments Unit Skills tests for Reading & Math First Grade Reading & Math Baseline tests DIBELS Benchmark Assessments Unit Skills tests for Reading, Writing, & Math Grades 2 - 5 Reading & Math Baseline tests Voyager Benchmark Assessment Unit Skills tests for Reading, Writing, & Math MCS Formative Assessments (gr. 3-5) Formative Assessment Writing Asses. – Gr. 5 Voyager Passport Progress Monitoring, K -5 Hickory Ridge Elementary School Date August 13 -17 August 20 -29 January 7 – 24 April 16 – May 2 Last week of each 6 weeks August 13 – 17 August 20 – 29 January 7 – 24 April 16 – May 2 Last week of each 6 weeks August 13 – 17 August 13-29 January 7 – 24 April 16 – May 2 Last week of each 6 weeks October 1-4 November 26-30 February 18-22 October 1-4 November 26-30 February 18-22 Every 10 days Page 102 of 107 State Assessments TCAP Writing Assessments -5th gr. TCAP Achievement Test, gr. 2-5 February 5 April 14-18 What is the plan for the use of data? Hickory Ridge currently utilizes a variety of research-based assessment tools in order to have a reliable, valid and bias free measurement of student performance. These tools are state mandated, district supported and 100% of our students are tested. This data is used daily to analyze student performance. These measurements allow the classroom teacher to evaluate teaching methods and make adjustments that will meet the individual needs of each student and ensure improved student performance. Baseline, Voyager and DIBELS 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 three times a year to students in grades three through five. The results indicate skill mastery and skills in need of additional focus. The skills assessed are state mandated requirements for grade level proficiency. TCAP is a state-wide 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. 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. Hickory Ridge Elementary School Page 103 of 107 5.3: Monitoring and Adjusting Evaluation Evidence of Monitoring Dates The School Leadership Team will meet to sustain the Tennessee School Improvement Planning Process. The following schedule is used to facilitate meetings. School Leadership Team Meetings Date Agenda July 30, 2007 SACS /SAR Person Responsible for Communicating Time and Location PDSCC Aug.2 – Jan. SACS/SAR PDSCC October 8, 2007 November 7, 2007 November 28, 2007 December 12, 2007 December 26, 2007 SACS Comp. 1 SACS Comp. 2 & 3 SACS Comp, 4 & 5 Comp. 6 & 7 SACS/SAR submission online TSIP SACS/SAR meeting with Director of Standards Office SACS Visit TSIPP revisions TSIPP Final Review and Reflections Yearly Evaluation TCAP Data PDSCC PDSCC PDSCC PDSCC PDSCC Jan.-April January 29, 2008 Feb. 7 and 8, 2008 Mar.5- April 21, 2008 April 21, 2008 May 28, 2008 July 9, 2008 Hickory Ridge Elementary School Page 104 of 107 PDSCC PDSCC PDSCC PDSCC PDSCC PDSCC PDSCC 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? Hickory Ridge Elementary TSIPP is designed to be a document that is adapted to meet the needs of the school. When changes and adaptations are needed, component chairpersons will work together to make necessary changes. They will meet with committees, review, revise and make appropriate recommendations. The School Improvement Planning Team will meet again to review and discuss the recommendations and present them to the faculty. The faculty will approve changes. Committees will study and amend recommendations. Compromise and cooperation by all stakeholders are required to reach a consensus and this in turn will insure that this plan is facilitating in the school’s continuous endeavor for school improvement. The leadership team reviews the assessment results are analyzed in conjunction with the action steps. Decisions are made to determine effectiveness of the plan. Once the level of effectiveness if determined, practices are adjusted as follows: teacher professional development, researchbased instructional practices, mentoring, student and parent activities. The summative assessments that are utilized are listed below: TCAP Achievement Tests – Comparisons will be made in the movement of students from below 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. 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. CRT: Performance Status: Proficient or Advanced- Comparisons will show trends. Tennessee Value Added Assessment Scores – The TVAAS 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. TCAP Writing Assessment – Scores from 5th grade students will be compared to previous groups to determine trends. Hickory Ridge Elementary School Page 105 of 107 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? The core subjects of Mathematics, Reading and Language Arts, and Writing are of high priority at Hickory Ridge Elementary. Over the course of the year, all stakeholders will collaboratively determine the importance and merit of the 2007 -2008 TSIPP plan based on the analysis of all available data. At the beginning of the school year, at the end of the first semester, and at the completion of the year formal reviews will take place and recommendations will be presented. 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 SIP team and building administrator. The Leadership Team plans to monitor, evaluate, review and adjust the action plans that have been created for Hickory Ridge Elementary. It is important that this committee ensures 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. Goals that have been attained will be challenged to increaase. This ensures that high expectations for student performance are maintained. Successes will be celebrated and goals will be raised. Success will facilitate higher achievement and regressions will serve to strive harder for progress. Evidence of a Plan for Communicating to All Stakeholders How will the School Leadership Team communicate success/adjustments of the plan to stakeholders and solicit ongoing input from 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. The Leadership Team share 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 We at Hickory Ridge Elementary School have devised a communication plan for all stakeholders that ensures that all stakeholders are represented on subcommittees. Minutes and attendance records will be kept on file. All components will present to the stakeholders. All stakeholders are notified of the school’s AYP status and the priority goals of the school through school and district media. Parent meetings, Parent/Teacher conferences, school events and tutoring events Hickory Ridge Elementary School Page 106 of 107 will serve as avenues of communication and participation in all will be solicited by the school. All stakeholders will be included in school surveys, and all families will receive a family engagement policy and the parent/student/teacher compact. Plan for Feedback In order to use feedback effectively to make improvements where needed, staff and parents will be evaluated in meetings, workshops and in professional development sessions. Stakeholders will also be surveyed on the effectiveness and implementation of the school improvement plan process. The SACS team findings, and SIP reviewer comments and rubric ratings will be used to guide the school to monitor and adjust for improvements. Hickory Ridge Elementary School Page 107 of 107
