Tennessee School Improvement
Planning Process (TSIPP)
Getwell Elementary School
2011-2012
Bobby Walker, Principal
Memphis City Schools
Tennessee School Improvement Planning Process
(TSIPP)
Assurances
with Signature of Principal
I certify that ___Getwell 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
___10-07-2011_________
Date Signed
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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Table of Contents
Page(s)
Assurance Page
COMPONENT 1: SCHOOL PROFILE AND COLLABORATIVE PROCESS
1a School Profile and Collaborative Process
1.1 TSIPP Leadership Team Composition
1.2 Subcommittee Formation and Operation
1.3 Collection of Academic and Non-Academic Data and Analysis/Synthesis
1b Academic and Non-Academic Data Analysis
1.4 Variety of Academic and Non-Academic Assessment Measures
1.5 Data Collection and Analysis
1.6 Report Card Disaggregation
1.7 Narrative Synthesis of All Data
1.8 Prioritized List of Targets
COMPONENT 2: BELIEFS, MISSION AND VISION
2.1 Beliefs, Mission and Shared Vision
COMPONENT 3: CURRICULAR, INSTRUCTIONAL, ASSESSMENT AND ORGANIZATIONAL
EFFECTIVENESS
3.1 Curriculum Practices
3.2 Instructional Practices
3.3 Assessment Practices
3.4 Organizational Practices
COMPONET 4: ACTION PLAN DEVELOPMENT
4.1 Goals
4.2 Action Steps
4.3 Implementation Plan
COMPONENT 5: THE SCHOOL IMPROVEMENT PLAN AND PROCESS EVALUATION
5.1 Process Evaluation
5.2 Implementation Evaluation
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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5.3 Monitoring and Adjusting Evaluation
Title One Addendum
Assurance Page
Family Engagement Plan
School Compact
Federal Assistance
State and Local Programs, Technical Assistance
Preschool Transition Plan
Professional Development Plan
Intervention Plan
Teacher Mentoring Plan
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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Component 1: School Profile and
Collaborative Process
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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Component 1a - School Profile and Collaborative Process
TSIPP Leadership Team Member Name
Leadership
Chair?
(Y/N)
Position
Name of Subcommittee(s) (when applicable)
Bobby Walker
Kecia Helminski
Sebrina Patton
N
Y
N
Principal
Instructional Facilitator
5th Grade Teacher
1, 2, 3, 4, 5
1, 2, 3, 4, 5
1
Monique Jones
Monica Collins
Katheryn Frush
Rita Patterson
Vanessa Spears
Travis Dobbins
Shirley Scurlock
N
N
N
N
N
N
N
2nd Grade Teacher
4th Grade Teacher
Kindergarten Teacher
3rd Grade Teacher
Interventionist
Parent
Cafeteria Manager
2
3
4
5
1
1
5
Genevia Powell
Mary Wells
Helen Sudberry
N
N
N
Building Engineer
Pre-K Teacher
School Counselor
4
1
1, 2, 3, 4, 5
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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Component 1a - School Profile and Collaborative Process
Subcommittee for COMPONENT
1 School Profile and Collaborative Process
Member Name
Position
Chair
Bobby Walker
Kecia Helminski
Principal
Instructional Facilitator
Sebrina Patton
Vanessa Spears
5th grade teacher
Interventionist
No
No
No
No
Travis Dobbins
Vickie Dotson
Helen Sudberry
Mary Wells
Celeste Fraser
Lillian Anderson
Maristine Brown
Parent
3rd grade teacher
School Counselor
Pre K Teacher
Media Specialist
Financial Secretary
General Office Secretary
No
No
No
No
Yes
No
No
Dora Bogard
Lavenia Edwards
Kindergarten teacher
Paraprofessional
No
No
Component 1 Subcommittee has met to address
critical components of the TSIPP and minutes are
on file.
[X]YES
(tab in last cell to create a new row as needed)
Subcommittee 1 Chair Signature
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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NO
Subcommittee for COMPONENT
Member Name
Debra Rutkowski
Monique Jones
Helen Sudberry
2 Beliefs, Mission and Vision
Position
Chair
Bobby Walker
Kecia Helminski
Pre-K CDC Special Education
Education
2nd
Grade Teacher
Guidance Counselor
Principal
Instructional Facilitator
No
No
Yes
No
No
Bethanie Moore
Carolyn McCoy
Diedra Parham
Shameka Walls
Candace Brown
Samuel Thompson
Darnita Gooch
Pre K Teacher
4th Grade Teacher
ESL
Interventionist
Parent
Coach
Paraprofessional
No
No
No
No
No
No
No
Delores Coburn
1st Grade Teacher
Corman Pope
Paraprofessional
(tab in last cell to create a new row as needed)
No
No
Component 2 Subcommittee has met to address
critical components of the TSIPP and minutes are
on file.
[X] YES
Subcommittee 2 Chair Signature
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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NO
Subcommittee for COMPONENT
3 Curricular, Instructional, Assessment, and Organizational Effectiveness
Member Name
Position
Chair
Robyn Anthony
KK Transition Special
No
Celeste Fraser
Monica Collins
Kendrick Crawford
Dana Newton
Kecia Helminski
Bobby Walker
Barbara Phillips
Library/ Media Specialist
4th Grade Teacher
2nd Grade Teacher
3rd Grade Teacher
Instructional Facilitator
Principal
Paraprofessional
No
Yes
No
No
No
No
No
Krystal Payton
Kenyatta Ferguson
Leticia Lipsey
Renee Pigrum
4th Grade Teacher
Parent
ESL Mentor
Paraprofessional
No
No
No
No
Component 3 Subcommittee has met to address
critical components of the TSIPP and minutes are
on file.
[X] YES
(tab in last cell to create a new row as needed)
Subcommittee 3 Chair Signature
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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NO
Subcommittee for COMPONENT
4 Action Plan Development
Member Name
Position
Chair
Dorothy Bell
Kimberly Smith
Paula Brown
Gertrude McIntyre
Nekia Patton
Kindergarten Teacher
Music Teacher
2nd Grade Teacher
1st Grade Teacher
3rd Grade Teacher
No
No
No
No
Yes
Kecia Helminski
Bobby Walker
Tonya O’Neal-Robinson
Kathryn Frush
Ella Price
Genevia Powell
Tasha Gates
Instructional Facilitator
Principal
Interventionist
Kindergarten Teacher
Parent
Building Engineer
Paraprofessional
No
No
No
No
No
No
No
Chandra Booker
PreK Teacher
No
Component 4 Subcommittee has met to address
critical components of the TSIPP and minutes are
on file.
[X]YES
(tab in last cell to create a new row as needed)
Subcommittee 4 Chair Signature
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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NO
Subcommittee for COMPONENT
5 The School Improvement Plan and Process Evaluation
Member Name
Position
Chair
Lorraine Malone
June Hammons
Rita Patterson
Anita Gayden
Delbra McDaniel
SPED Resource
Kindergarten Teacher
Third Grade Teacher
First Grade Teacher
Fifth Grade Teacher
No
No
Yes
No
No
Richard Harper
Kecia Helminski
Bobby Walker
Barbara Phillips
Yolanda Marshall
Shirley Scurlock
Barbara Williams
Art Teacher
Instructional Facilitator
Principal
Educational Assistant
Second Grade Teacher
Cafeteria Manager
Parent
No
No
No
No
No
No
No
McClora
Interventionist
No
Component 5 Subcommittee has met to address
critical components of the TSIPP and minutes are
on file.
[X] YES
(tab in last cell to create a new row as needed)
Subcommittee 5 Chair Signature
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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NO
Component 1a - School Profile and Collaborative Process
SECTION 1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis
SECTION 1.3.1: Data Sources (including surveys)
(Rubric Indicator 1.3)
Data Source
Relevant Findings
Evidence that data has been collected and analyzed regarding student characteristics, staff characteristics, school
characteristics, parent/guardian characteristics, and community characteristics.
Student Enrollment Data
Student Characteristics
Student Attendance
Data
Student Characteristics
Free and Reduced Lunch
Eligibility
Student Characteristics
TELL Tennessee
(Teaching Empowering
Leading and Learning)
Survey
Student Characteristics
Staff Characteristics
School Characteristics
Parent/Guardian
Characteristics
Total # of Students K-5 in 2011-2012: 509
Total # Male:
268
Total # Female:
241
Total# African American:
464
Total# Hispanic:
35
Total # White:
10
Attendance Rate for 2009-2010: 93.0%
Attendance Rate for 2010-2011: 93.1%
Total Free And Reduced Eligible: 501
Total Free: 493
Total Reduced: 8
% of Student Free or Reduced: 99.1%
Opinion surveys were administered to the faculty of Getwell Elementary School that asked
questions in seven domains to capture the working and instructional climate of the school.
The results were based on a percentage scale, and a summary of relevant findings are as
follows:
The Use of Time in the School
 76% of teachers feel that they have time available to collaborate with colleagues
 73% of teachers reported that they have sufficient instructional time to meet the
needs of all students
The School’s Facilities and Resources
 78% of Teachers reported that they have sufficient access to instructional technology
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Data Source
Relevant Findings
including phones, fax and email
 85% of teachers reported that the reliability of speed and internet connections in this
school are sufficient to support the instructional process
Community Support and Involvement in the School
 97% of teachers reported that teachers provide parents/guardians with useful
information about student learning
 83% of teachers reported that parents/guardians were support teachers, contributing
to the success with students
Managing Student Conduct
 72% of teachers reported that policies and procedures about student conduct are
clearly understood b the faculty
 72% of teachers reported that students follow the rules of conduct
Teacher Leadership
 72% of teachers felt that teachers are recognized as educational experts
 79% of the teachers responded that the school takes steps to solve problems
School Leadership
 94% of teachers felt that they are held to high professional standards for delivering
instruction
 74% of the teachers responded that the leadership makes a sustained effort to
address concerns about leadership issues, community support and involvement
Professional Development
 71% of teachers responded that there are sufficient resources available for
professional development at school
 78% feel that follow-up is provided from professional development in this school
Instructional Practices
 94% of teachers responded that teachers in this school use assessment data to inform
their instruction
 84% of teachers feel that they have autonomy to make decisions about instructional
delivery
Overall Instructional and Work Environment
 85% of teachers responded that overall, Getwell Elementary is a good place to work
and learn
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Data Source
School Climate Survey for
Parents
Student Characteristics
Staff Characteristics
School Characteristics
Parent/Guardian
Characteristics
Relevant Findings
Questions from the School Climate Parent survey were distributed to parents. Results are
being reported in percentages, by the % of parents who responded in the categories of:
Always, Most-Times, Some-Times, and Never. Relevant Findings are summarized as follows:
School Climate Survey for
Students
Student Characteristics
Opinion Surveys from WINSS Successful School Guide: Continuous School Improvement were
distributed to students to collect school climate data from the student perspective. The
relevant findings were:
100 % of parents indicate that the following statements are ALWAYS true:
 Teachers work hard to meet the needs of your child
 Teachers keep you informed about your child
 This school is a good place for your child to learn
 The school provides a safe environment
 Your child’s teacher is doing a good job
 The school’s principal is concerned about improving the school
 This school id doing a good job preparing your child for the next level of
school/college
 The principal is doing a good job
 When you visit the school people make you feel welcome
 The principal cares about students
 This school’s principal sets a good example for students
 You feel safe when you go to the school
 Parents have input in the decision making process at school
 If there is a problem, you are quickly notified
 The school returns your phone calls or emails promptly
 The school gives you information about what your child should be learning in school
 The school treats all parents fairly
 The principal is welcoming
 The school promotes good relationships with parents
Areas where parents rated Some-Times or Never above 40% are as follows:
 Do you participate in any school-based parent organizations?
 Do you attend parent workshops?
 Do you visit your child’s classroom during the school day?
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Data Source
School Characteristics
Parent/Guardian
Characteristics
Faculty Demographic
Survey
Staff Characteristics
2010 Census Report
For the Getwell
Elementary Community
(Zip Code 38118)
Student Characteristics
Parent/Guardian
Characteristics
TCAP Assessment AYP
Report
Student Characteristics
Relevant Findings
 100% of students responded that they could be a better student
 100% responded that very good work is expected at my school
 100% responded that students are treated fairly by teachers
 100% responded that they have support for learning at home
 100% responded that their family believes they can do well at school
 100% responded that their family wants them to do well in school
All students rated every item in this survey at an 80% or higher rate except one:
 60% responded that they disagree or strongly disagree “that students at my school
treat me with respect.”
The professional staff at Getwell Elementary is comprised of 33 professionals. 6.1% (n=2) are
male, and 93.9% (n=31) are female. 78.7% (n=26) are Black or African American, and 21.9%
(n=7) are White. 66.6% (n=20) have advanced degrees.
According to the 2000 Census, The total population of the 38118 zip code is 47,188. 28.4%
(n=13,384) of the population are children under 17. 47.9% (n=22,587) are male, and 52.1%
(n=24,601) are female. Of the total population, 17.8% (n=8,378) are White, 76.2% (n=35,966)
are Black or African American, and 5.5% (n=2,611) are Hispanic or Latino.
There are a total of 17,420 households in the zip code. There are 55.6% (n=8,934) owneroccupied housing units and 44.4 (n=7,148) renter-occupied jousting units. There are 7.7%
(n=1,338) vacant housing units.





23.4% of students scored at a proficient or advanced level in mathematics on the
2010-2011 TCAP Assessment
17.8% of students scored at a proficient or advanced level in reading/language arts
on the 2010-2011 TCAP Assessment
The attendance rate for the 2010-2011 academic rate was 93.8%
AYP was achieved in attendance
AYP was not achieved in mathematics or reading; therefore, Getwell Elementary did
not make AYP as a school for the 2010-2011 academic year.
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SECTION 1.3.2: School and Community Data
(Rubric Indicator 1.3)
Narrative and analysis of relevant school and community factors:
Historical Background:
Getwell Elementary Schools is a Title 1, public urban school located in Southeast Memphis at 2795
Getwell Road. Getwell Elementary School was opened in 2001 with over 900 students. In the past ten
years, the community surrounding Getwell has seen a reduction in population. The enrollment has
reduced due to the change in the community. Today Getwell Elementary School provides
educational services to 509 students in Pre-Kindergarten through Fifth Grade that includes two selfcontained special education classes.
Facilities:
The school is a one level spacious building with 24 regular classrooms, one special education
kindergarten transition class, one preschool special education classroom that serves five students with
autism and developmental delayed, one computer lab, two Clue classes, an office are, a
multipurpose room that is used for physical education classes and school programs, a library with
office space, a conference room, a storage room, and teacher workroom, an ESL classroom, one
resource inclusion classroom, and a guidance suite. Getwell has maintained school-wide technology
and networking systems that have enabled the school to provide internet and multi-media systems in
every classroom. The school is wired for wireless internet access.
Environmental and Safety Concerns:
The staff at Getwell Elementary School is diligent in maintaining a safe environment for our children,
visitors, staff, administration, and faculty. Memphis City Schools’ “Employee Multi-Hazard Emergency
Management Procedures and Protocols” is reviewed regularly by our staff and each faculty member is
required to keep a copy with them during the school day. This is a supplemental booklet designed to
provide consistent emergency procedures across the district. In addition, we have designed and
implemented a Multi-Hazard Response Plan in which each faculty member maintains, in a folder, a list
of emergency numbers for students, an escape plan, external meeting areas, and a list of persons
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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responsible for each external meeting area. Also included in this plan is a list of children and staff with
special needs, the staff person responsible for each child and all pertinent information regarding
medical issues.
Classrooms are equipped with a survival and first aid kit. Memphis City Schools provides a nurse one
day each week to offer assistance with other medical concerns as they arise. Getwell Elementary also
has an emergency response team trained in CPR and first aid. All staff members have been trained on
environmentally hazardous materials.
Getwell Elementary School is only accessible through three security monitored doors. These doors are
opened remotely by the office personnel once the person entering the building has been identified by
a closed circuit camera. All exterior doors of the building are locked throughout the school day;
however they can be easily opened from the inside for emergency evacuation purposes. If anyone
exits the building they must be readmitted through one of these secure doors. All visitors must sign-in in
the office and receive a visitor’s pass. Faculty and staff act as hallway and school ground monitors
before, during, and after school. Each staff member has been issued a photo identification badge
from Memphis City Schools and is required to wear it at all times while on school property.
During dismissal, daycare riders are supervised in the cafeteria while waiting for their daycare buses.
They are dismissed to their bus by the support staff. This assures that all daycare riders get on their
daycare bus and leave the school safely. Support personnel pick up yellow school bus riders and
escort them to the school bus. Classroom teachers escort car riders and aftercare students to the
multipurpose room for dismissal. Walkers are dismissed by classroom teachers at 3:15.
Student Characteristics:
There are 509 students enrolled this 2011-2012 school year. There are 268 males and 241 females, 91.2
percent African American, 1.9 percent Caucasian and 6.9 percent Hispanic. The grade structure is
Pre-K-5, which includes; 3 pre-k class and one CDC pre-k class with 5 students which includes 36
males/36 females; 98 kindergarten students and Kindergarten Transition CDC students, 56 males/32
females; 84 first graders, 49 males/35 females; 63 second graders, 44 males/19 females; 77 third
graders, 37 males/40 females; 78 fourth graders, 37 males/41 females and 62 fifth graders, 31 males/31
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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females. Approximately 496 students, 97.4%, qualify for free lunch and reduced lunch each day. All
students qualify for the district’s free breakfast program; however, only approximately 290 students
usually participate each day.
Promotion Rate: Getwell had a promotion rate of 100 percent and an average attendance rate of
93.8 percent for 2010-2011.
Student Behavior: Year to date, Getwell Elementary has five behavior referrals. In the 2010-2011 school
year, there were a total of 199 behavior referrals. Year to date, Getwell Elementary has 4 suspensions.
In the 2010-2011 school year, there were 42 suspensions. Year to date, there have been 4 fights. In the
2010-2011 school year, there were 122 fights.
Staff Characteristics: The staff at Getwell Elementary School consists of 33 full-time certified teachers; 2
males/31 females. Seventy-eight point seven percent are African American and 2.91% are Caucasian.
The staff averages nine years of professional experience; 60 percent hold advanced degrees. 100
percent of the staff meets the highly qualified standard in accordance with “No Child Left Behind”
requirements. There is one principal, one instructional facilitator, and one school counselor.
Certificated personnel include one librarian, one physical education teacher, one Orff music teacher,
one art teacher, one resource teacher, one self-contained special education Pre-K teacher, one selfcontained special education kindergarten transition teacher, three Pre-K teacher, and 21 regular
classroom teachers. The part-time certified staff consists of: one school psychologist, one speech
therapist, one school social worker, one music teacher, one art teacher, one physical therapist, and
one occupational therapist. There are seven para-professionals, three interventionists, and one parttime cafeteria monitor comprising our non-certified staff employed at Getwell. The support staff
consists of: one nurse (one day each week), one general office secretary, one financial secretary, one
nutritional service manager, five cafeteria workers, one building engineer, and four custodial workers.
School Characteristics:
Getwell Elementary Schools is a Title 1, public urban school located in Southeast Memphis at 2795
Getwell Road. Getwell Elementary School was opened in 2001 with over 900 students. In the past ten
years, the community surrounding Getwell has seen a reduction in population. The enrollment has
reduced due to the change in the community. Today Getwell Elementary School provides
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educational services to 509 students in Pre-Kindergarten through Fifth Grade that includes two selfcontained special education classes.
School Year:
The school year for ten-month teachers consists of 200 days: 180 days of direct instruction, four days of
in-service training, two parent-teacher conference days, four administrative days, and ten vacation
days.
School Day:
Each school day begins at 8:15am and ends at 3:15pm.
Per Pupil Expenditure(s): The Tennessee 2009-2010 Report Card indicates that the mean per pupil
expenditure for the Memphis City Schools was $8,773.00 with local funding comprising 39%, federal
funds comprising 13.6% and state funds comprising the remaining 47.4%.
Instruction: Getwell Elementary adheres to the State of Tennessee’s outlined curriculum standards in all
curriculum areas, which are supported by the full implementation Memphis City Schools’ curriculum
guides.
Interventions Used: Getwell Elementary uses the three-tier teaching model that incorporates tier II and
tier III interventions into daily instruction. In reading and language arts, the following interventions are
used: Reading Street, Reading Plus, Headsprout, Destination Reading, ERI, and My Sidewalks. In
mathematics, Getwell Elementary uses Stanford Math.
Gifted Program: Getwell has 2 students who are a part of the Children Learning in a Unique
Environment (CLUE) program. Students from feeder schools are bused to Getwell daily for the CLUE
program that houses one primary and one intermediate level class.
Parental Support: The faculty and staff at Getwell Elementary believe that strong parental
involvement, coupled with shared responsibility, helps students’ academic, social and emotional
growth. Parents and members of the community are encouraged to participate in the numerous
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activities offered by our school:
 Open House
 Parent-Teacher Conferences
 Grandparent’s Day
 Title One Annual Meeting
 Title One Meetings
 Awards Programs (every 9 weeks)
 Spelling Bee
 Parent Meetings
 Fundraisers
 School Leadership Council (monthly)
 School Discipline Meetings (monthly)
 Watch D.O.G.S
 Thinkshow
 TCAP Proctoring
 Field Day
 Field Trips
Adopters: Olivet Baptist Church, Pepsi Beverage Company, and IRS members donate their time to
tutor students who need additional support. Members also sponsor awards and donate school
supplies and uniforms.
Parent/Guardian Demographics: Getwell Elementary parents and guardians are a mixture of
individuals from several demographic groups. Among these family units, you will find skilled workers,
licensed professionals, and service workers. These family units are comprised of
single, two-parent, and extended family households. Many work within the community while
others travel outside the community and state to work. According to the 2010 census, the following
are some demographic characteristics of the USPS Zip Code 38118.
Median Household Income
Employment Rate
$34,202
88%
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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Families Above Poverty Level
Married (15yrs and over)
High School Diploma or higher
Bachelor Degrees or higher
85.1%
22.1%
77.7%
10.5%
Community Characteristics: The Getwell community is located in the southeast area of Shelby County,
Memphis, TN. Most of Getwell is located within the 38118 area. Several economic, religious, social,
cultural, and ethnic groups reside in the Getwell community. The majority of Getwell Elementary
School students live in the 38118 zip code.
2010 Census data: According to the 2000 Census, the total population of the 38118 zip code is 47,188. 28.4%
(n=13,384) of the population are children under 17. 47.9% (n=22,587) are male, and 52.1% (n=24,601) are female.
Of the total population, 17.8% (n=8,378) are Caucasian, 76.2% (n=35,966) are African American, and 5.5%
(n=2,611) are Hispanic.
There are a total of 17,420 households in the zip code. There are 55.6% (n=8,934) owner-occupied housing units
and 44.4 (n=7,148) renter-occupied jousting units. There are 7.7% (n=1,338) vacant housing units.
Attendance zone: The Getwell attendance area is bound by Madewell to the north, Interstate 40 on
the south, Thomas on the west, and Watkins on the east. The USPS Zip Code is 38118.
Private Schools in area: Private schools in the close vicinity of Getwell Elementary are Our Lady of
Sorrows, Getwell Academy of Christians, and New Hope Christian Academy.
Business partnerships: Getwell Elementary has school partnerships with Pepsi Beverage Company,
Internal Revenue Service and Olivet Baptist Church.
Childcare Providers: Approximately 120 students are transported to and from school daily by
commercial day care providers including, but not limited to: Klassy Kids, Olivet Baptist Church, Kid’s
Central, Pee Wee Wisdom, and Rainbow Kids Childcare.
Major employers: The major employers within this community are primarily small businesses such as
restaurants, stores, daycare centers, and car repair shops.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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Component 1b – Academic and Non-Academic Data Analysis/Synthesis
SECTION 1.4: Variety of Academic and Non-Academic Assessment Measures
Refer to Component 1 Academic/Nonacademic Helpful Hints.
SECTION 1.4: Variety of Academic and Non-Academic Assessment Measures
(Rubric Indicator 1.4)
List Data Sources
Sat-10 2nd Grade Norm-Referenced Achievement Test
TCAP : Grades 3-5 Criterion Referenced Achievement Test
TCAP Writing: Grade 5 Writing Achievement Test
Adequate Yearly Progress
Tennessee State Report Card
Discovery Formative Assessment: Grades 3-5
AimsWEB Benchmarking Assessments
Attendance Reports
Behavior Reports
School Climate Survey for Parents
School Climate Survey for Students
TEL Teacher Climate Survey
SECTION 1.5: Data Collection and Analysis
Describe the data collection and analysis process used in determining your strengths and needs. Collection refers to the types of
data gathered. Analysis would be the process used for the full review of all data gathered.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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SECTION 1.5: Data Collection and Analysis
The data collection process was a collaborative effort among sub-committee team members. The use of data is an ongoing process
throughout the year, and is analyzed and used to inform instructional decisions among leadership, community, and faculty. This is
conducted in our grade-level Professional Learning Communities (PLCs), school discipline meetings, school leadership council
meetings, and school improvement sub-committee meetings. Every staff member has a data notebook where attendance data,
student achievement, behavior, formative assessment and summative assessment data are kept and analyzed on a regular basis.
Multiple data sources were used by the sub-committees in the school improvement planning process to determine strengths and
areas of need. The sub-committee worked to identify desired results for student learning for Getwell Elementary students. The data
collection and analysis process was directly linked to student performance outcomes and was used in the identification of the school
focus and prioritized goals.
Describe the data collection and analysis process used in determining your strengths and needs.
SAT 10 Spring 2011
100% of the Second Grade Students were assessed with the SAT 10 in April 2010. The results in
Reading/Language Arts and Mathematics from norm-referenced test is as follows:
2nd Grade RLA Risk Level
(# of Students and %)
In reading and language arts, 60 students were tested.
Only one student scored at such a level that is
Low
1 student
considered “low risk.” Three students scored at a level
Risk
(1.6%)
that is considered “at risk”, 6 scored at a level
considered “considerable risk”, and 7 scored at a level
AT
3 students
considered “severe risk.” Most notably, 71.4% (n=43) of
Risk
(5%)
the second grade students scored at the highest and
Considerable
6 students
most critical risk stage.
Risk
(10%)
Severe
Risk
7 students
(12%)
Critical
Risk
43 students
(71.4 %)
This norm-referenced test indicates that, compared to
second graders across the country, the greatest
majority of our second graders are at great risk of
achieving below proficiency in reading and language
arts.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 23 of 159
2nd Grade Mathematics Risk Level
(# of Students and %)
Low
Risk
2 students
(3.3%)
AT
Risk
4 students
(6.6%)
Considerable
Risk
2 students
(3.3%)
Severe
Risk
10 students
(16.6%)
Critical
Risk
42 students
(70.2 %)
In mathematics, 60 students were tested. Only two
students scored at such a level that is considered “low
risk.” Four students scored at a level that is considered
“at risk”, 2 scored at a level considered “considerable
risk”, and 10 scored at a level considered “severe risk.”
Most notably, 70.2 % (n=42) of the second grade
students scored at the highest and most critical risk
stage.
This norm-referenced test indicates that, compared to
second graders across the country, the greatest
majority of our second graders are at great risk of
achieving below proficiency in mathematics.
SAT 10- 2nd Grade Assessment
Strengths
100% of students in grades 3-5 were tested.
Improvement Needs
Getwell 2nd grade students have a critical need to increase proficiency in reading/language arts and
mathematics.
TCAP : Grades 3-5 Criterion Referenced Achievement Test
100% of the students in grades 3-5 at Getwell Elementary were assessed by the Tennessee Comprehensive
Assessment Program (TCAP). This is a criterion-referenced achievement test given across the state of
Tennessee to measure student performance and Adequate Yearly Progress (AYP) as outlined by the No Child
Left Behind Act. The subject areas tested are reading/language arts, mathematics, science and social studies.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 24 of 159
TCAP Reading and Language Arts
Reading and
Language
Arts
Advanced
Proficient
Basic
Below Basic
3rd
Grade
4th
Grade
5th
Grade
All
Students
1 student
(2%)
0 students
(0%)
0 students
(0%)
1 student
(.5%)
6 students
(12%)
1 student
(2%)
7 students
(14%)
21
students
(10.5%)
22 students
(45%)
31 students
(56%)
24 students
(47%)
97 students
(48%)
20 students
(41%)
23 students
(42%)
20 students
(39%)
83 students
(41%)
TCAP Reading and Language Arts
Strengths
100% of students in grades 3-5 were tested.
Improvement Needs
Getwell students in grades 3-5 have a critical need to
increase proficiency in reading/language arts.
In third grade reading and language arts,
7 students (14%) scored at proficient or
advanced levels, and 42 students (86%)
scored at basic or below basic
proficiency levels.
In fourth grade reading and language
arts, only one student (2%) scored at a
proficient level, and all remaining fourth
graders (98%) scored at basic or below
basic proficiency levels.
In fifth grade reading and language arts,
7 students (14%) scored at a proficient
level, and 44 students (86%) scored at
basic or below basic proficiency levels.
In all grades combined, in reading and
language arts, 22 students (11%) scored
proficient or advanced, and the
remaining 180 students (89%) scored at
basic or below basic proficiency levels.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 25 of 159
TCAP Mathematics
Mathematics
3rd
Grade
4th
Grade
5th
Grade
All
Students
Advanced
Proficient
Basic
Below Basic
2
students
(4%)
0
students
(0%)
0
students
(0%)
3
students
(1.5%)
10
students
(20%)
2
students
(4%)
8
students
(16%)
23
students
(11.5%)
22
students
(51%)
19
students
(40%)
26
students
(51%)
85
students
(42%)
15
students
(30%)
27
students
(56%)
17
students
(33%)
91
students
(45%)
TCAP Mathematics
Strengths
100% of students in grades 3-5 were tested.
Improvement Needs
Getwell students in grades 3-5 have a critical need to
increase proficiency in mathematics.
In third grade mathematics, 12 students
(24%) scored at proficient or advanced
levels, and 37 students (81%) scored at
basic or below basic proficiency levels.
In fourth grade mathematics, two
students (4%) scored at a proficient level,
and all remaining fourth graders (96%)
scored at basic or below basic
proficiency levels.
In fifth grade mathematics, 8 students
(16%) scored at a proficient level, and 43
students (84%) scored at basic or below
basic proficiency levels.
In all grades combined, in mathematics,
26 students (13%) scored proficient or
advanced, and the remaining 176
students (87%) scored at basic or below
basic proficiency levels.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 26 of 159
TCAP Science
Science
3rd
Grade
4th
Grade
5th
Grade
All
Students
Advanced
Proficient
Basic
Below Basic
0
students
(0%)
0
students
(0%)
0
students
(0%)
0
students
(0%)
8
students
(16%)
2
students
(4%)
0
students
(2%)
11
students
(6%)
11
students
(22%)
9
students
(16%)
9
students
(18%)
37
students
(19%)
30
students
(62%)
44
students
(80%)
40
students
(80%)
152
students
(75%)
In third grade science, 8 students (16%)
scored at proficient or advanced levels,
and 41 students (84%) scored at basic or
below basic proficiency levels.
In fourth grade science, two students
(4%) scored at a proficient level, and all
remaining fourth graders (96%) scored at
basic or below basic proficiency levels.
In fifth grade science, no students (0%)
scored at a proficient level, and all
students (100%) scored at basic or below
basic proficiency levels.
In all grades combined, in science, 11
students (6%) scored proficient or
advanced, and the remaining 189
students (94%) scored at basic or below
basic proficiency levels.
TCAP Science
Strengths
100% of students in grades 3-5 were tested.
Improvement Needs
Getwell students in grades 3-5 have a critical need to
increase proficiency in science.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 27 of 159
TCAP Social Studies
Science
3rd Grade
4th Grade
5th Grade
All Students
Advanced
Proficient
5
students
(10%)
0
students
(0%)
0
students
(0%)
5
students
(2%)
17
students
(35%)
29
students
(53%)
25
students
(50%)
116
students
(52%)
Below
Proficient
26
students
(55%)
26
students
(47%)
25
students
(50%)
102
students
(46%)
In third grade social studies, 22 students
(45%) scored at proficient or advanced
levels, and 26 students (55%) scored at
basic or below basic proficiency levels.
In fourth grade social studies, 29 students
(53%) scored at a proficient level, and all
remaining fourth graders (47%) scored at
basic or below basic proficiency levels.
In fifth grade social studies, 25 students
(50%) scored at a proficient level, and 25
students (50%) scored at basic or below
basic proficiency levels.
In all grades combined, in social studies,
121 students (54%) scored proficient or
advanced, and the remaining 102
students (46%) scored at basic or below
basic proficiency levels.
TCAP Social Studies
Strengths
100% of students in grades 3-5 were tested.
Improvement Needs
Getwell students in grades 3-5 have a critical need to
increase proficiency in social studies.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 28 of 159
TCAP Writing: Grade 5 Writing Achievement Test
Getwell Elementary 5 year TCAP Writing Trend
% Proficient
% Non-Proficient
20102011
72%
28%
20092010
51%
49%
20082009
20072008
52%
48%
80%
20%
20062007
74%
26%
Each year, Getwell Elementary 5th grade
students participate in the TCAP Writing
test. Scores range from 0-6, and scores
ranging between 4 and 6 are considered
proficient.
In 2010-2011, 72% of Getwell 5th grade
students scored at proficient levels on the
TCAP Writing test. There was a
remarkable increase (+21%) of proficient
scores from 2009-2010 to 2010-2011.
TCAP Writing Achievement Test
Strengths
100% of students were tested.
There was a 21% increase in proficient scores from 2009-2010
to 2010-2011.
Improvement Needs
Continued increase in students scoring at proficient levels
on the TCAP Writing Assessment is needed.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 29 of 159
Adequate Yearly Progress
The Tennessee Comprehensive Assessment Program measures a student’s academic knowledge and skill in
Mathematics, Reading/Language Arts, Science and Social Studies. The No Child Left Behind Act has
determined benchmarks of proficiency that must be met each school year, in order make adequate yearly
progress (AYP). In order to make AYP, the state of Tennessee has set Annual Measurable Objectives (AMOs),
which are proficiency value goals that increase incrementally in both reading/language arts and
mathematics on an annual basis. In order to make AYP, then, students in all subgroups must meet the AMOs
set forth by the state in reading/language arts, mathematics, and attendance.
In the 2010-2011 school year, the AMO target for reading/language arts was 49% proficient/advanced. The
AMO target for mathematics was 40% proficient/advanced and the AMO target for attendance was 93%. In
order to make the AMO target for 2011-2012, 66% of our students must score at proficient/advanced levels in
reading/language arts, 60% of our students must score at proficient/advanced levels in mathematics, and the
student body must meet or exceed a 93% rate of attendance.
Getwell Elementary Adequate Yearly Progress, 2010-2011
Math
% Tested
%Prof/
Advanced
All
White
Hispanic
African
American
Native
American
Asian/Pacific
Islander
Economically
Disadv.
Students with
Disabilities
Limited
English
Proficiency
Y
N
<45
<45
<45
<45
Y
N
<45
<45
<45
<45
Y
N
<45
<45
<45
<45
<45
<45
<45
<45
Y
N
<45
<45
<45
<45
R/LA
% Tested
%Prof/
Advanced
Attendance
Y
N
<45
<45
<45
<45
Y
N
Y
Y= Made AYP N=AYP Not Met
<45= Subgroup contains less than 45 students, therefore not applicable
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 30 of 159
Getwell Elementary Adequate Yearly Progress, 2010-2011
Strengths
100% of students were tested.
Adequate Yearly Progress was achieved in Attendance.
Improvement Needs
An increase in math and reading/language arts proficiency in all applicable subgroups is critical to
meeting the AMOs set forth for the 2011-2012 academic year.
Discovery Formative Assessment: Grades 3-5
Getwell Elementary uses the Discovery Education Formative Assessment program to capture formative
assessment information to inform instruction as the year progresses. The formative assessments offered through
Discovery Education are research-based, as they are said to be reliable, state-specific and built on the most
up-to-date research, software and psychometrics. They are used to predict proficiency for reading/language
arts and mathematics, and measure academic growth within and across years. Students in grades 3-5 are
given the Discovery Formative assessment three times a year.
Getwell Elementary’s most recent Discovery Formative assessment scores are from the assessment given in the
September, 2011. The results are as follows:
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 31 of 159
Discovery Formative Assessment: Mathematics
Test A: September, 2011
Grade
Below Basic
Basic
Proficient
Advanced
3
7 students
(11.1%)
42 students
(66.7%)
12 students
(19.0%)
2 students
(3.2%)
4
5 students
(11.9%)
20 students
(47.6%)
14 students
(33.3%)
3 students
(7.1%)
3 students
(6.8%)
18 students
(40.9%)
19 students
(43.2%)
4 students
(9.1%)
27 students
(15%)
98 students
(52%)
53 students
(28%)
9 students
(5%)
5
Total
Total Non Proficient:
125 Students
(67%)
Total Proficient:
62 students
(33%)
100% of 3-5 students were tested. As this is
a predictive test, it is predicted that the
scores on this test would mimic scores on
the TCAP if students were taking the TCAP
at this time. This year, in order to make
AYP, 60 % of Getwell Elementary students
must score at proficient or advanced
levels in math.
22% of third graders scored at proficient
or advanced levels in mathematics, and
88% scored below proficiency.
40% of fourth graders scored at proficient
or advanced levels in mathematics, and
60% scored below proficiency.
52% of fifth graders scored at proficient or
advanced levels in mathematics, and
48% scored below proficiency.
Discovery Formative Assessment: Mathematics
Strengths
100% of students in grades 3-5 were tested.
Improvement Needs
Getwell students in grades 3-5 have a critical need to
increase proficiency in mathematics, most notably, 3rd
grade students.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 32 of 159
Discovery Formative Assessment: Mathematics
Test A: Subskill Analysis
3rd Grade Proficiency Level by Percent
Grade 3
Below Basic
Basic
Proficient
Advanced
Math
Process
28%
27%
18%
27%
Number
Operations
21%
46%
23%
10%
Algebra
11%
38%
35%
16%
Geometry
5%
56%
25%
14%
Data
Analysis
8%
40%
32%
20%
Discovery Formative Assessment: Mathematics
Strengths
100% of students in grade 3 were tested.
Improvement Needs
Getwell students in grade 3 have a critical need to
increase proficiency in mathematics, most notably in
number operations and geometry.
100% of 3rd grade students were tested.
As this is a predictive test, it is predicted
that the scores on this test would mimic
scores on the TCAP if students were taking
the TCAP at this time. This year, in order to
make AYP, 60 % of Getwell Elementary
students must score at proficient or
advanced levels in each subskill.
45% of third graders scored at proficient
or advanced levels in math process, and
55% scored below proficiency.
33% of third graders scored at proficient
or advanced levels in number operations,
and 67% scored below proficiency.
51% of third graders scored at proficient
or advanced levels in algebra, and 49%
scored below proficiency.
39% of third graders scored at proficient
or advanced levels in geometry, and 61%
scored below proficiency.
52% of third graders scored at proficient
or advanced levels in data analysis, and
48% scored below proficiency.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 33 of 159
Discovery Formative Assessment: Mathematics
Test A: Subskill Analysis
th
4 Grade Proficiency Level by Percent
Grade 4
Below Basic
Basic
Proficient
Advanced
Math
Process
19%
19%
21.4%
40.5%
Number
Operations
9.5%
21%
54.8%
14.3%
Algebra
9.5%
26.2%
28.6%
35.7%
Geometry
42.9%
28.6%
21.4%
7.1%
Data
Analysis
11.9%
31%
7.1%
19%
Discovery Formative Assessment: Mathematics
Strengths
100% of students in grade 4 were tested.
4th grade students scored > than the AMO benchmark in
math process, number operations and algebra.
Improvement Needs
Getwell students in grade 4 have a need to increase
proficiency in mathematics, most notably in data analysis
and geometry.
100% of 4th grade students were tested.
As this is a predictive test, it is predicted
that the scores on this test would mimic
scores on the TCAP if students were
taking the TCAP at this time. This year, in
order to make AYP, 60 % of Getwell
Elementary students must score at
proficient or advanced levels in each
subskill.
62% of 4th graders scored at proficient or
advanced levels in math process, and
38% scored below proficiency.
69% of 4th graders scored at proficient or
advanced levels in number operations,
and 31% scored below proficiency.
64% of 4th graders scored at proficient or
advanced levels in algebra, and 36%
scored below proficiency.
28% of 4th graders scored at proficient or
advanced levels in geometry, and 72%
scored below proficiency.
26% of 4th graders scored at proficient or
advanced levels in data analysis, and
74% scored below proficiency.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 34 of 159
Discovery Formative Assessment: Mathematics
Test A: Subskill Analysis
th
5 Grade Proficiency Level by Percent
Grade 5
Below Basic
Basic
Proficient
Advanced
Math
Process
38.6%
31.8%
25.0%
4.5%
Number
Operations
22.7%
9.1%
31.8%
36.4%
Algebra
4.5%
20.5%
45.5%
29.5%
Geometry
6.8%
20.5%
27.3%
45.5%
Data
Analysis
4.5%
11.4%
36.4%
47.7%
Discovery Formative Assessment: Mathematics
Strengths
100% of students in grade 5 were tested.
5th grade students scored > than the AMO benchmark in
number operations, algebra, geometry and data analysis.
Improvement Needs
Getwell students in grade 5 have a need to increase
proficiency in math process.
100% of 5th grade students were tested.
As this is a predictive test, it is predicted
that the scores on this test would mimic
scores on the TCAP if students were
taking the TCAP at this time. This year, in
order to make AYP, 60 % of Getwell
Elementary students must score at
proficient or advanced levels in each
subskill.
30% of 5th graders scored at proficient or
advanced levels in math process, and
70% scored below proficiency.
68% of 5th graders scored at proficient or
advanced levels in number operations,
and 32% scored below proficiency.
75% of 5th graders scored at proficient or
advanced levels in algebra, and 25%
scored below proficiency.
73% of 5th graders scored at proficient or
advanced levels in geometry, and 27%
scored below proficiency.
84% of 5th graders scored at proficient or
advanced levels in data analysis, and
16% scored below proficiency.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 35 of 159
Discovery Formative Assessment: Reading/LA
Test A: September, 2011
Grade
Below Basic
Basic
Proficient
Advanced
3
12 students
19%
40 students
63.5%
10 students
15.9%
1 student
1.6%
4
5 students
11.9%
28 students
66.7%
8 students
19%
1 student
2.4%
5
10 students
22.7%
25 students
56.8%
9 students
20.5%
0 students
0%
Total
33 students
18%
114
students
60%
40 students
21%
2 students
1%
Total Non Proficient:
147 students
78%
Total Proficient:
42 students
22%
Discovery Formative Assessment: Reading/LA
Strengths
100% of students in grades 3-5 were tested.
Improvement Needs
Getwell students have a critical need to increase
proficiency in reading and language arts in each
grade, 3-5.
100% of 3-6 students were tested. As this is
a predictive test, it is predicted that the
scores on this test would mimic scores on
the TCAP if students were taking the
TCAP at this time. This year, in order to
make AYP, 66 % of Getwell Elementary
students must score at proficient or
advanced levels in reading/language
arts.
18% of third graders scored at proficient
or advanced levels in reading/language
arts, and 82% scored below proficiency.
21% of fourth graders scored at proficient
or advanced levels in reading/language
arts, and 79% scored below proficiency.
33% of fifth graders scored at proficient or
advanced levels in reading/language
arts, and 67% scored below proficiency.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 36 of 159
Discovery Formative Assessment: Reading/LA
Test A: Subskill Analysis
rd
3 Grade Proficiency Level by Percent
Grade 3
Below Basic
Basic
Proficient
Advanced
Language
& Vocab
38.1%
36.5%
17.5%
7.9%
Comm/
Media
9.5%
27%
34.9%
28.6%
Write/
Research
12.7%
71.4%
7.9%
7.9%
Logic
14.3%
38.1%
31.7%
15.9%
Information
30.2%
34.9%
30.2%
4.8%
Literature
11.1%
27.0%
36.5%
25.4%
Discovery Formative Assessment: Reading/LA
Strengths
100% of students in grade 3 were tested.
Improvement Needs
Getwell students in grade 3 have a critical need to
increase proficiency in all reading/ language arts subskills,
most notably in language and vocabulary, writing and
research, logic and information.
100% of 3rd grade students were tested. As
this is a predictive test, it is predicted that the
scores on this test would mimic scores on the
TCAP if students were taking the TCAP at this
time. This year, in order to make AYP, 66 % of
Getwell Elementary students must score at
proficient or advanced levels in each subskill.
26% of third graders scored at proficient or
advanced levels in language and
vocabulary, and 74% scored below
proficiency.
64% of third graders scored at proficient or
advanced levels in communication and
media, and 36% scored below proficiency.
16% of third graders scored at proficient or
advanced levels in writing and research, and
84% scored below proficiency.
48% of third graders scored at proficient or
advanced levels in logic, and 52% scored
below proficiency.
35% of third graders scored at proficient or
advanced levels in information, and 65%
scored below proficiency.
62% of third graders scored at proficient or
advanced levels in literature, and 38%
scored below proficiency.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 37 of 159
Discovery Formative Assessment: Reading/LA
Test A: Subskill Analysis
4th Grade Proficiency Level by Percent
Grade 4
Below Basic
Basic
Proficient
Advanced
19%
64.3%
14.3%
2.4%
21.4%
21.4%
23.8%
33.3%
19%
42.9%
26.2%
11.9%
Logic
16.7%
11.9%
28.6%
42.9%
Information
9.5%
59.5%
28.6%
2.4%
Literature
9.5%
35.7%
23.8%
31%
Language
& Vocab
Comm/
Media
Write/
Research
Discovery Formative Assessment: Reading/LA
Strengths
100% of students in grade 4 were tested.
4th grade students scored > than the AMO benchmark in logic.
Improvement Needs
Getwell students in grade 4 have a critical need to increase
proficiency in language and vocabulary,
communication/media, writing and research, information and
literature.
100% of 4th grade students were tested. As
this is a predictive test, it is predicted that the
scores on this test would mimic scores on the
TCAP if students were taking the TCAP at this
time. This year, in order to make AYP, 66 % of
Getwell Elementary students must score at
proficient or advanced levels in each subskill.
17% of 4th graders scored at proficient or
advanced levels in language and
vocabulary, and 83% scored below
proficiency.
57% of 4th graders scored at proficient or
advanced levels in communication and
media, and 43% scored below proficiency.
38% of 4th graders scored at proficient or
advanced levels in writing and research, and
62% scored below proficiency.
72% of t4th graders scored at proficient or
advanced levels in logic, and 28% scored
below proficiency.
31% of 4th graders scored at proficient or
advanced levels in information, and 69%
scored below proficiency.
55% of 4th graders scored at proficient or
advanced levels in literature, and 45%
scored below proficiency.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 38 of 159
Discovery Formative Assessment: Reading/LA
Test A: Subskill Analysis
th
5 Grade Proficiency Level by Percent
Grade 5
Below Basic
Basic
Proficient
Advanced
25%
54.5%
20.5%
0%
Comm/
Media
13.6%
27.3%
29.5%
29.5%
Write/
Research
31.8%
50%
18.2%
0%
Logic
13.6%
34.1%
22.7%
29.5%
Information
9.1%
50%
22.7%
18.2%
Language
& Vocab
Literature
18.2%
29.5%
43.2%
9.1%
Discovery Formative Assessment: Reading/LA
Strengths
100% of students in grade 5 were tested.
Improvement Needs
Getwell students in grade 5 have a critical need to
increase proficiency in all reading/ language arts subskills,
most notably in language and vocabulary and writing and
research.
100% of 5th grade students were tested. As
this is a predictive test, it is predicted that the
scores on this test would mimic scores on the
TCAP if students were taking the TCAP at this
time. This year, in order to make AYP, 66 % of
Getwell Elementary students must score at
proficient or advanced levels in each subskill.
21% of 5th graders scored at proficient or
advanced levels in language and
vocabulary, and 79% scored below
proficiency.
60% of 5th graders scored at proficient or
advanced levels in communication and
media, and 40% scored below proficiency.
18% of 5th graders scored at proficient or
advanced levels in writing and research, and
82% scored below proficiency.
52% of 5th graders scored at proficient or
advanced levels in logic, and 48% scored
below proficiency.
41% of 5th graders scored at proficient or
advanced levels in information, and 59%
scored below proficiency.
52% of 5th graders scored at proficient or
advanced levels in literature, and 48% scored
below proficiency.
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AimsWeb Fall Benchmark Scores: Reading
Getwell Elementary utilizes AIMSweb benchmarking assessments to determine students’ instructional tiers.
AIMSweb assessments are research-based, as they are said to be reliable, state-specific and built on the most
up-to-date research, software and psychometrics. Students in kindergarten through grade 5 are
benchmarked three times per year, and the data is used to inform instruction. Based on the benchmark scores
taken from September, 2011’s Fall benchmark assessment, we have obtained data that places students in
instructional tiers. Tier one students receive no additional intervention, Tier two students receive daily
intervention and are progress monitored on a biweekly basis, and Tier thee students, receive daily intervention
from the school intervention team, and are progress monitored weekly.
AimsWeb Fall Benchmark Scores: Reading
Distribution of Student Tiers Fall 2011
Grade
KK
In Kindergarten, our AIMSweb benchmarking data tells us that 20% of our
KK students require tier II intervention, and 42% require tier III intervention.
In First Grade, our AIMSweb benchmarking data tells us that 10% of our 1st
graders require tier II intervention, and 16% require tier III intervention.
Tier 1
Tier 2
Tier 3
38%
20%
42%
73%
10.4%
15.7%
In Third Grade, our AIMSweb benchmarking data tells us that 48 % of our
3rd graders require tier II intervention, and 34% require tier III intervention.
21%
36%
43%
In Fourth Grade, our AIMSweb benchmarking data tells us that 16% of our
4th graders require tier II intervention, and 84% require tier III intervention.
18%
48%
34%
0%
16%
84%
14%
51%
8%
1st
2nd
3rd
4th
5th
In Second Grade, our AIMSweb benchmarking data tells us that 36% of our
2nd graders require tier II intervention, and 43% require tier III intervention.
In Fifth Grade, our AIMSweb benchmarking data tells us that 51% of our 5th
graders require tier II intervention, and 8% require tier III intervention.
AIMSweb Benchmarking Data
Strengths:
100% of our K-5 students were assessed for the Fall benchmark
Improvement Needs
Work must be done to improve the reading proficiency of all students. Most
notably in fourth grade, where we have no students who can perform at
grade level without reading intervention.
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School Attendance Data
Getwell Elementary places a priority on maintaining high attendance rates throughout the school year. In
order to make AYP in attendance, the student attendance rate must meet or exceed a rate of 93%.
Graph
Year to date, Getwell students have maintained an attendance rate of 96.3%. By the end of the 2010-2011
academic year, Getwell students rate average attendance was 93.1%. When broken-down into 20 day
periods, we have analyzed that student attendance exceeded our goal for the first, second, third and
seventh 20-day period, and was below our goal for the fourth, fifth, sixth, eighth and final 20 day period last
year.
School Attendance Data
Strengths:
The attendance rate for 2010-2011 academic rate was 93.1% and met the AYP goal.
The attendance rate thus far this academic rate is 96.3%, which exceeds the AYP goal
Improvement Needs
Historical data indicates that attendance has decreased below 93% during the third through ninth 20- day attendance
periods.
School Behavior Data
Getwell Elementary values a positive learning environment and works with great focus to facilitate positive
student behavior. Year to date, Getwell Elementary has five behavior referrals. In the 2010-2011 school year,
there were a total of 199 behavior referrals. Year to date, Getwell Elementary has 4 suspensions. In the 20102011 school year, there were 42 suspensions. Year to date, there have been 4 fights. In the 2010-2011 school
year, there were 122 fights.
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School Behavior Data
Strengths
Year to date, Getwell Elementary has only five behavior referrals.
Improvement Needs
Historical data shows that by the end of the 2010-2011 academic year, there were 199 behavior
referrals, and without interventions in place, this could reoccur.
School Climate Survey for Parents
Questions from the School Climate Parent survey were distributed to parents. Results are being reported in percentages,
by the % of parents who responded in the categories of: Always, Most-Times, Some-Times, and Never. Relevant Findings
are summarized as follows:
Strengths
100 % of parents indicate that the following statements are ALWAYS true:
 Teachers work hard to meet the needs of your child
 Teachers keep you informed about your child
 This school is a good place for your child to learn
 The school provides a safe environment
 Your child’s teacher is doing a good job
 The school’s principal is concerned about improving the school
 This school id doing a good job preparing your child for the next level of school/college
 The principal is doing a good job
 When you visit the school people make you feel welcome
 The principal cares about students
 This school’s principal sets a good example for students
 You feel safe when you go to the school
 Parents have input in the decision making process at school
 If there is a problem, you are quickly notified
 The school returns your phone calls or emails promptly
 The school gives you information about what your child should be learning in school
 The school treats all parents fairly
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

The principal is welcoming
The school promotes good relationships with parents
Improvement Needs
Areas where parents rated Some-Times or Never above 40% are as follows:
 Do you participate in any school-based parent organizations?
 Do you attend parent workshops?
 Do you visit your child’s classroom during the school day?
School Climate Survey for Students
Opinion Surveys from WINSS Successful School Guide: Continuous School Improvement were distributed to students to
collect school climate data from the student perspective. The relevant findings were:
Strengths
 100% of students responded that they could be a better student
 100% responded that very good work is expected at my school
 100% responded that students are treated fairly by teachers
 100% responded that they have support for learning at home
 100% responded that their family believes they can do well at school
 100% responded that their family wants them to do well in school
Improvement Needs
All students rated every item in this survey at an 80% or higher rate except one:
60% responded that they disagree or strongly disagree “that students at my school treat me with respect.”
TEL Teacher Climate Survey
Opinion surveys were administered to the faculty of Getwell Elementary School that asked questions in seven domains to
capture the working and instructional climate of the school. The results were based on a percentage scale, and a
summary of relevant findings are as follows:
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Strengths:
The Use of Time in the School
78.9% of teachers feel that they have time available to collaborate with colleagues
The School’s Facilities and Resources
94.7% of Teachers reported that they have sufficient access to instructional technology including phones, fax and
email
Community Support and Involvement in the School
100% of teachers reported that teachers provide parents/guardians with useful information about student
learning
Managing Student Conduct
89.5% of teachers reported that policies and procedures about student conduct are clearly understood b the
faculty
Teacher Leadership
88.9% of teachers felt that teachers are recognized as educational experts
School Leadership
94.7% of teachers felt that they are held to high professional standards for delivering instruction
Professional Development
94.4% of teachers responded that there are sufficient resources available for professional development at school
Instructional Practices
94.7% of teachers responded that teachers in this school use assessment data to inform their instruction
Overall Instructional and Work Environment
77.8% of teachers responded that overall, Getwell Elementary is a good place to work and learn
Improvement Needs:
The Use of Time in the School
36.8% of teachers reported that they have sufficient instructional time to meet the needs of all students
The School’s Facilities and Resources
63.2% of teachers reported that the reliability of speed and internet connections in this school are sufficient to
support the instructional process
Community Support and Involvement in the School
47.4% of teachers reported that parents/guardians were support teachers, contributing to the success with
students
Managing Student Conduct
15.8% of teachers reported that students follow the rules of conduct
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Teacher Leadership
57.9% of the teachers responded that the school takes steps to solve problems
School Leadership
56.3% of the teachers responded that the leadership makes a sustained effort to address concerns about
leadership issues, community support and involvement
Professional Development
66.7% feel that follow-up is provided from professional development in this school
Instructional Practices
55.6% of teachers feel that they have autonomy to make decisions about instructional delivery
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SECTION 1.6: Report Card Data Disaggregation
Provide narrative analysis of disaggregated Report Card data. Disaggregation is the separating of data into pieces for a detailed
review. The results would focus on what you learn about the individual data pieces.
SECTION 1.6: Report Card Data Disaggregation
(Rubric Indicator 1.6)
Report Card Data Disaggregation
Students at Getwell Elementary have consistently
maintained a high daily attendance rate and have met
or exceeded the state’s target rate of 93%. There was a
6.2% decrease in attendance rate from the 2008-2009
school year to the 2009-2010 school, however the AYP
goal of 93% was still met.
Attendance: All Students
100
100
98
96
93.8
94
2008-2009
93.1
2009-2010
2010-2011
92
90
88
Attendance Rate %
Attendance decreased by an additional .7% from the
2009-2010 school year to the 2010-2011 school year.
Again, the AYP goal of 93% was still achieved.
Each 9 weeks, students with perfect attendance receive
special recognition and an incentive during an awards
program.
Strengths
Students have met the AYP attendance goal of 93% for
the past three years.
Improvement Needs
Historical data is showing that the school attendance
rate has been in decline for three consecutive years.
Special attention is required in order to prevent the
attendance from further decline.
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Report Card Data Disaggregation
Adequate Yearly Progress by Subgroup
Getwell Elementary has a majority heterogeneous student population. Most of our students are African
American and Economically Disadvantaged. When disaggregating data, it becomes clear that most students
share the same AYP subgroups. Therefore students in the “ALL,” “African American” and “Economically
Disadvantaged” subgroups represent the same majority of students.
For state report card reporting, subgroups with less than 45 students are not included. Getwell Elementary has
far less than 45 Hispanic and white students, and zero native American, Asian, or Hawaiian/Pacific Islander.
This disaggregation analysis includes academic year 2009-2010 and 2010-2011. Previous years are excluded for
compression validity. State standards were dramatically changed in 2009-2010, rendering previous scores noncomparable.
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Report Card Data Disaggregation
Reading, Language Arts and Writing Grades 3-5
% Proficient
All
African American
Hispanic
White
Native American
Asian
Hawaiian /Pacific
Islander
Economically
Disadvantaged
Students with
Disabilities
Limited English
Proficiency
2009-2010
19%
2010-2011
19%
19%
20%
N<45
N<45
N<45
N<45
N<45
N<45
N<45
N<45
N<45
N<45
19%
19%
21%
15%
N<45
N<45
Due to the implementation of new state standards that had a
severe impact on student proficiency, AYP benchmark scores
were waived. In 2010-2011, the AYP annual measurable
objective was 49% in reading/language arts.
19% of 3rd through 5th grade Getwell students in the “ALL”
subgroup scored at levels of proficiency in 2009-2010 and
again in 2010-2011.
19% of 3rd through 5th grade Getwell students in the “African
American” subgroup scored at levels of proficiency in 20092010 and 20% scored at levels of proficiency in 2010-2011.
19% of students in the Economically Disadvantaged subgroup
scored at proficient levels in 2009-2010, and again in 20102011.
21% of students in the students with disabilities subgroup
scored at proficient levels in 2009-2010, and 15% scored at
proficient levels in 2010-2011.
Reading, Language Arts and Writing AYP Results
Strengths
There is essentially no gap in achievement among ethnic
origins or economic status at Getwell Elementary in reading,
language arts and writing.
Improvement Needs
Proficiency declined by 6 percentage points in the students
with disability subgroup from 2010-2011.
No subgroup met the proficiency benchmark of 49%
proficiency in 2010-2011 in reading, language arts and writing.
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Report Card Data Disaggregation
Due to the implementation of new state standards that had a
severe impact on student proficiency, AYP benchmark scores
were waived. In 2010-2011, the AYP annual measurable
objective was 49% in reading/language arts.
Math Grades 3-5 % Proficient
All
African American
Hispanic
White
Native American
Asian
Hawaiian /Pacific
Islander
Economically
Disadvantaged
Students with
Disabilities
Limited English
Proficiency
2009-2010
15%
2010-2011
14%
15% of 3rd through 5th grade Getwell students in the “ALL”
subgroup scored at levels of proficiency in math 2009-2010
and 14% performed at proficient levels in 2010-2011.
15%
15%
N<45
N<45
15% of 3rd through 5th grade Getwell students in the “African
American” subgroup scored at levels of proficiency in 20092010 and 15% scored at levels of proficiency in 2010-2011.
N<45
N<45
N<45
N<45
N<45
N<45
N<45
N<45
15%
14%
18%
16%
N<45
N<45
15% of students in the Economically Disadvantaged subgroup
scored at proficient levels in 2009-2010, and 14% performed
at proficient levels in 2010-2011.
18% of students in the students with disabilities subgroup
scored at proficient levels in 2009-2010, and 16% scored at
proficient levels in 2010-2011.
Reading, Language Arts and Writing AYP Results
Strengths
There is essentially no gap in achievement among ethnic
origins or economic status at Getwell Elementary in
mathematics.
Improvement Needs
Proficiency declined by 2 percentage points in the students
with disability subgroup from 2010-2011.
No subgroup met the proficiency benchmark of 40%
proficiency in 2010-2011 in mathematics.
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Report Card Data Disaggregation
Growth Differences Between High, Middle and Low Achievers
Reading/Language Arts and Mathematics 2010 to 2011
100
90
3.4
11.3
3.2
11.2
3.1
2.6
15.5
16.7
46.3
44.9
80
70
60
52.2
42
Advanced
50
Proficient
40
Baisc
30
Below Basic
20
33
43.6
35
35.8
10
0
Math
2010
Math
2011
R/LA
2010
R/LA
2011
In Mathematics, Below Basic students
increased 10.6 percentage points from 2010
to 2011. Basic achievers decreased by 10
percentage points from 2010-2011. The
number of students scoring proficient
decreased by .1% from 2010 to 2011, and
the number of students scoring advanced
decreased by .2%. Although the overall
math proficiency scores were identical, this
data indicates a significant drop in
proficiency from middle-low achieving
students.
In reading/language arts, Below Basic
students increased by .3% from 2010-2011.
Basic achievers decreased by 1.4
percentage points from 2010-2011. Students
scoring proficient increased by 1.2
percentage points and students scoring
advanced decreased by .5 percentage
points. Growth differences between high
middle and low achievers in Reading
Language arts remained very low from
2010-2011.
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Report Card Data Disaggregation
Gender Analysis:
% Proficient in RLA and Mathematics
TCAP 2009-2010
The most current report card data on gender
performance comes from the 2009-2010
Tennessee State Report Card.
Male
Female
Reading/
Language Arts
12.1%
18.4%
Mathematics
12.1%
15.8%
Data indicates that females exceeded male
students in proficient or advanced scores for
reading and language arts by 6.3 percentage
points.
Additionally, data indicates that females
exceeded male students in proficient or
advanced scores for mathematics by 3.7
percentage points.
Strengths:
100% of male and female students were tested
Areas of Needed Improvement
There is a 6.3% gap in performance based on
gender in reading/language arts.
There is a 3.7% gap in performance based on
gender in mathematics.
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SECTION 1.7: Narrative Synthesis of All Data
Give a narrative synthesis of all data. Synthesis would be the blending of the data reviews to give the big picture.
SECTION 1.7: Narrative Synthesis of All Data
(Rubric Indicator 1.7)
Narrative Synthesis of Data
Getwell Elementary’s school leadership and staff are committed to the success of all students. There is a
consensus among the school, students, parents and community that Getwell Elementary is committed to the
educational achievement and academic excellence.
The strengths of Getwell Elementary are:




Parents believe that teachers work hard to meet the needs of students, keep parents informed, and that
Getwell is a good place for their children to learn. They believe that Getwell provides a safe
environment, the school makes families feel welcome, and that the staff is doing a good job preparing
students for the net level of schooling.
Students believe that they have the potential to improve, that there are high expectations in place for
them, that they are treated fairly, they are supported for learning at home, and their family wants them
to do well in school.
Teachers believe that they have time available to collaborate with colleagues, that they have sufficient
access to instructional technology including phones, fax and email, that teachers provide
parents/guardians with useful information about student learning, that policies and procedures about
student conduct are clearly understood by the faculty, that teachers are recognized as educational
experts, that they are held to high professional standards for delivering instruction, that there are
sufficient resources available for professional development at school instructional practices, that
teachers in this school use assessment data to inform their instruction, and that overall, Getwell
Elementary is a good place to work and learn.
100% of students were tested in the 2nd grade SAT-10 achievement test, the 3-5th grade TCAP
achievement test and the 5th grade TCAP writing, in the AIMSweb benchmark assessment, and in the 3-6
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Narrative Synthesis of Data
Discovery formative assessments.
 21% increase in proficient scores on the TCAP Writing test from 2010-2011
 4th grade exceeded the math AMO benchmark of 60% proficient/advanced on the predictive
Discovery assessment in September 2011 in the subskills of: math process, number operations and
algebra
 5th grade exceeded the math AMO benchmark of 60% proficient/advanced on the predictive
Discovery assessment in September 2011 in the subskills of: number operations, algebra, geometry and
data analysis.
 4th grade exceeded the reading AMO benchmark of 66% proficient/advanced on the predictive
Discovery assessment in September 2011 in the subskills of: logic.
 AYP was met for 2008-2009, 2009-2010, 2010-2011 in Attendance
 There is essential no gap in achievement among ethnic origins or economic status from 2009-2010 to
2010-2011 in reading/language arts.
 There is essential no gap in achievement among ethnic origins or economic status from 2009-2010 to
2010-2011 in mathematics.
The areas of Needed Improvement are:





Parents indicated that they have difficulty being able to participate in school-based parent
organizations, attending parent workshops and visiting their child’s classroom during the school day.
Students indicated that there is a problem with students treating each other with respect.
Teachers indicated that they have difficulty with: sufficient instructional time to meet the needs of all
students, the reliability of speed and internet connections in this school are sufficient to support the
instructional process, parents/guardians as support teachers, contributing to the success with students,
students following the rules of conduct, the school’s steps to solve problems,
the leadership’s effort to address concerns about leadership issues, community support and
involvement, follow-up provided from professional development in this school, and autonomy to make
decisions about instructional delivery.
A 6.3% gap in performance was identified based on gender in reading/language arts on the 2009-2010
TCAP
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Narrative Synthesis of Data
 A 3.7% gap in performance was identified based on gender in mathematics on the 2009-2010 TCAP.
 There is a critical need for 2nd grade students to increase proficiency in reading/language arts based on
2010-2011 SAT-10 scores and AIMSweb benchmark scores.
 There is a critical need for 2nd grade students to increase proficiency in mathematic arts based on 20102011 SAT-10 scores.
 There is a critical need for 3-5 graders to increase proficiency in reading/language arts based on 20102011 TCAP scores, Fall 2011 Discovery assessment scores, AIMSweb benchmarking scores, and increased
2011-2012 AYP benchmark target.
 There is a critical need for 3-5 graders to increase proficiency in mathematics based on 2010-2011 TCAP
scores, Fall 2011 Discovery assessment scores, AIMSweb benchmarking scores , and increased 2011-2012
AYP benchmark target.
 There is a critical need for 3-5 graders to increase proficiency in science based on 2010-2011 TCAP
scores.
 There is a critical need for 3-5 graders to increase proficiency in social studies based on 2010-2011 TCAP
scores.
 Continued increase in 5th grade writing is needed based on 2010-2011 TCAP writing scores, and 20102012 increase in AYP benchmark target.
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SECTION 1.8: Prioritized List of Goal Targets
List in priority order your goal targets. The goals for Component 4 (Action Plan) will be derived from this prioritized list of goal targets.
Prioritized goals would identify the most critical areas of need and where your wok would start.
SECTION 1.8: Prioritized List of Goal Targets
(Rubric Indicator 1.8)
Prioritized List of Goal Targets
Now that the data has been synthesized, a list of goals , in order or priority are as follows:
Goal 1: Increase Reading/Language Arts and Writing Achievement
Our goal is to increase the percentage of students in all population groups (ethnicity, economically
disadvantaged, special education, limited English proficiency and gender) to meet or exceed the State of
Tennessee’s AMO reading/language arts and writing benchmark target of 66% proficient/advanced in the
2011-2012 academic year, and to further increase proficiency to meet the AMO target of 83%
proficient/advanced for the 2012-2013 academic year.
Goal 2: Increase Mathematics Achievement
Our goal is to increase the percentage of students in all population groups (ethnicity, economically
disadvantaged, special education, limited English proficiency and gender) to meet or exceed the State of
Tennessee’s AMO mathematics benchmark target of 60% proficient/advanced in the 2011-2012 academic
year, and to further increase proficiency to meet the AMO target of 80% proficient/advanced for the 20122013 academic year.
Goal 3: Increase Attendance
Our goal is to increase attendance to exceed the AYP benchmark of 93% for the 2011-2012 and the 2012-2013
academic years.
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Component 2: Beliefs, Common
Mission and Shared Vision
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Component 2 – Beliefs, Common Mission and Shared Vision
SECTION 2.1: Beliefs, Common Mission and Shared Vision
Collaborative Process:
Getwell Elementary School involved teachers, parents, educational assistants, community members, and
stakeholders in the process of defining its beliefs, mission, and vision. The Tennessee School Improvement
Planning Process (TSIPP) guide and rubric were used to review and reconsider our school beliefs, mission, and
vision statements. Focus was placed on student learning assessment, curriculum, and instructional practices.
Current research of “best practices” was used to focus on the rapidly changing educational trends and
environment. Evaluation of the District’s Mission Statement and Goals, Beliefs, and Guiding Principles assisted
the committee in defining Getwell’s school beliefs, mission and vision statements. Direct input was provided by
all staff members and stakeholders throughout the development and cultivation of our school beliefs, mission,
and vision. Through assessment and revision, all stakeholders reached a consensus regarding the modifications
and developed an appreciation for each point of view presented.
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Section 2.1: Beliefs, Common Mission and Shared Vision
(Rubric Indicator 2.1)
Evidence of the purpose of beliefs, mission, and share vision is shown by: utilizing research-based information and data to drive
decisions, holding high expectations for all students, providing a clear purpose and direction, aligning policies and procedures to
maintain a focus on achieving the school’s goals for student learning, engaging in adequate and appropriate internal and external
communication, fostering collaboration among staff and stakeholders, and establishing a link between the beliefs, mission and vision.
(Rubric Indicator 2.2)
Evidence of our commitment to academic achievement for all students is shown by promoting a high performing learning culture
which includes all students and stakeholders, promoting the use of data driven decision-making process, promoting the use of share
decision-making processes, meeting the individual needs of students by striving for a quality education for all students, and achieving
proficiency and beyond for all students.
Beliefs
The faculty, staff, administrators, parents, students, and community members of Getwell School believe that
the following indicators are necessary to attain our vision.
Learning
All students can learn.
Student learning is the chief priority for the school.
Schools need to function as a learning organization and promote opportunities for all those who have a
stake in the success of the school to work together as a community of learners.
Challenging expectations increase individual student performance.
A student’s self-esteem is enhanced by positive relationships and mutual respect among and between
students and staff.
Instruction
Curriculum and instructional practices should incorporate a variety of learning activities to accommodate
different learning styles.
Assessment
Assessments of student learning should provide teachers with a variety of measures evaluate student
achievement of learning expectations and guide classroom instruction.
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Decision Making
Students’ learning needs should be the primary focus of all decisions impacting the work of the school.
Policy
Exceptional students (e.g., special education, limited English proficiency, talented and gifted, etc.) require
special services and resources.
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 Getwell 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 Getwell Elementary:
Getwell 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.
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Component 3: Curricular,
Instructional, Assessment and
Organizational Effectiveness
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SECTION 3.1.a: Curricular Practices
Section 3.1.a: Curricular Practices
(Rubric Indicators 3.1 and 3.2)
Faculty and staff at Getwell Elementary work to ensure that policies and practices lead all students to meet the
state’s levels of proficiency. This is evident in the following evaluation of curricular practices.
Current
Curricular
Practices
Evidence of
Practice (State
in
definitive/tangi
ble terms)
Curriculum
Aligned to State
Standards
-Curriculum
guides and
lesson plans are
aligned with state
standards
Weekly grade
level meetings
with focus on
state standards
-Use of Student
Performance
Indicators to
guide instruction
-Standards based
model for literacy
and math
instruction
-Comparisons of
MCS Instructional
guides have
been generated
on a Spreadsheet
to ensure fidelity
of SPI alignment.
Data Driven
Instruction
Interventions
-Grade level teams
review curriculum
and state
standards based
on formative and
summative
assessment
practices
-Data is used to
prioritize student
performance
objectives
-Comparisons of
MCS Instructional
guides have been
generated on a
Spreadsheet to
ensure fidelity of
SPI alignment.
Indicators that are
not set by the
district instruction
based on research
based brain
compatibility
strategies are
added to reteaching sections
in teacher lesson
plans and tested
by weekly and
common
assessments.
- Interventions are
offered to students
to ensure timely
additional
assistance to
students
experiencing
difficulty as well as
for proficient
students who need
enrichment
programs for
growth.
During and after
school tutoring
-Additional 30
minutes of
differentiated
reading instruction
in KK-2nd
-Headsprout
Reading webbased computer
intervention
program for KK-3rd
students
-Reading Plus
software
intervention
program for 4-5th
grade students
-Stanford Math
web- based
computer
intervention
Collaborative
Team Planning/
Professional
Learning
Communities
-Twice weekly
Professional
Learning
Community
meetings
-Curriculum and
formative student
data is reviewed
during School
Leadership
Council, TSIPP, and
Grade Level
Chair/Problem
Solving Meetings
Benchmarks for
Student
Achievement
-Student
achievement
benchmarks are
established yearly
-Formative and
summative
assessments are
used to monitor
student mastery of
the curriculum
-Rewards and
Recognition for
students and
teach classroom
who are identified
as making the
most progress
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Adapt for
Students’ Needs
Materials and
Resources
-Curriculum is
adapted for
individual students’
needs through STeam IEP process ,
and differentiated
instruction
-Teaching
materials and
resources are
aligned with
state curriculum
- Researchbased
instructional
materials and
resources are
used to support
the curriculum
and instructional
objectives
-Comparisons of
MCS
Instructional
guides have
been generated
on a
Spreadsheet to
ensure fidelity of
SPI alignment.
-Comparisons of
MCS Instructional
guides have been
generated on a
Spreadsheet to
ensure fidelity of
SPI alignment.
Indicators that are
not set by the
district instruction
based on research
based brain
compatibility
strategies are
added to reteaching sections
in teacher lesson
plans and tested
by weekly and
common
assessments.
Page 61 of 159
Is the current
practice
researchbased?
Is it a principle
& practice of
high-performing
schools?
Has the current
practice been
effective or
ineffective?
What data
source(s) do
you have that
support your
answer?
(identify all
applicable
sources)
Yes
Yes
program for K-5th
grade students
My Sidewalks:
Tier 3 reading
program for
grades K-5
SRI Reading for 5th
grade over-age for
grade students
-Gizmos Interactive
learning for Math
and Science
-Destination Online
Reading Programreaches Below
Basic as well as
Provides
Enrichment growth
for Proficient
Students
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
-Contributes to
proficiency in
R/LA and
Mathematics, but
adequate yearly
proficiency has
not yet been
achieved.
-Contributes to
proficiency in R/LA
and Mathematics,
but adequate
yearly proficiency
has not yet been
achieved.
-Contributes to
proficiency in R/LA
and Mathematics,
but adequate
yearly proficiency
has not yet been
achieved.
-Contributes to
proficiency in R/LA
and Mathematics,
but adequate
yearly proficiency
has not yet been
achieved.
-Contributes to
proficiency in R/LA
and Mathematics,
but adequate
yearly proficiency
has not yet been
achieved.
Contributes
proficiency in R/LA
and Mathematics,
but adequate
yearly proficiency
has not yet been
achieved.
-Memphis City
Schools
Curriculum
Guides
-Learning Village
Lesson Plans
-Grade level
team minutes
-AIMSweb data
-Formative
Assessment data
-SPI tracking forms
-Weekly and unit
tests
-AIMSweb progress
monitoring data
-Formative
Assessment data
-TCAP data
-Headsprout data
-Stanford Math
data
-Reading Plus data
-Progress reports
-Professional
Development
Survey
-School Climate
Survey
-Formative
assessment data
-TCAP data
-AIMSweb data
-Formative
Assessment data
-SPI tracking
-Weekly and unit
tests
-Progress reports
and report cards
-TCAP data
-IEP goal sheets
-AIMSweb
data
-Formative
Assessment data
-SPI tracking
-Weekly and unit
tests
-Progress reports
and report cards
-Contributes to
proficiency in
R/LA and
Mathematics,
but adequate
yearly
proficiency has
not yet been
achieved.
-IEP goal sheets
-AIMSweb
data
-Formative
Assessment data
-SPI tracking
-Weekly and unit
tests
-Progress reports
and report cards
Yes
Yes
Yes
Yes
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 62 of 159
and report cards
-Gizmos Interactive
learning for Math
and Science
-Destination Online
Evidence of
effectiveness or
ineffectiveness
(State in terms
of quantifiable
improvement)
Evidence of
equitable
school support
for this practice
Next Step
(changes or
continuations)
2010-2011 AYP
Data: % Proficient
2010
2011
R/LA
36
33
Math
30
28
2010-2011 AYP
Data: % Proficient
2010
2011
R/LA
36
33
Math
30
28
-Grade level PLC
meeting minutes
-Agendas, Sign
Ins and minutes
-Data notebooks
-Grade level PLC
meeting minutes
-Agendas, sign ins,
minutes
-Continue
monitoring
standards based
lesson plans
-Ongoing
professional
development in
curriculum and
instructional
strategies
focusing on
Reading/Langua
ge Arts and Math
-Continue ongoing
data analysis
process for
formative and
summative
assessments and
school data in
grade level teams
and school-wide
planning teams
2010-2011 AYP
Data: % Proficient
2010
2011
R/LA
36
33
Math
30
28
-Tutoring group
rosters
-Class rosters
-Schedules
-Lesson plans
-Data reports from
software and webbased intervention
programs
-Continue current
intervention
strategies in Math
-Implement a
school-wide writing
intervention
program
-Purchase
additional webbased and
software
(Accelerated
Reader) programs
in Reading for all
grade levels
-Provide additional
professional
development and
resources for
Science instruction
2010-2011 AYP
Data: % Proficient
2010
2011
R/LA
36
33
Math
30
28
2010-2011 AYP
Data: % Proficient
2010
2011
R/LA
36
33
Math
30
28
-TCAP data
-TCAP data
2010-2011 AYP
Data: % Proficient
2010-2011 AYP
Data: %
Proficient
2010
2011
R/LA
36
33
Math
30
28
2010
2011
R/LA
36
33
Math
30
28
-School-wide
planning schedule
-Grade level PLC
meeting minutes
-Agendas, minutes
-Data reports of
benchmark
progress
monitoring for
AIMSweb and
formative
assessments
-S-Team meeting
minutes
-Class rosters
-Progress
monitoring forms
for ELL and T1/T2
students
-IEP goal sheets
-Site-based and
Title I budget
Continue twiceWeekly PLCs to
focus on planning
and instructional
practices
-Continue ongoing
data analysis and
instructional
planning based on
formative and
summative
assessment data
-Continue S-Team
process
-Implement
ongoing
professional
development in
differentiated
instruction and
inclusive practices
-Provide further
professional
development and
resources in the
implementation of
our Response-toIntervention
Program to
address the
learning needs
Students with
Disabilities
subgroup
-Continue to
purchase
research-based
instructional
materials and
resources
aligned with the
state curriculum
for students
-Purchase
additional
research-based
instructional
resources and
materials to
support
Reading/Langu
age Arts, Math
objectives
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 63 of 159
SECTION 3.1.b: Curriculum Gap Analysis
Section 3.1.b: Curriculum Gap Analysis
Curriculum Gap Analysis - Narrative Response Required
Current Utilization of Resources
State and district guidelines mandate the curriculum at Getwell Elementary. Memphis City Schools’ Curriculum
Guides outline the Student Performance Indicators at each grade level and in each content area. The state
and local standards are consistent.
Current Utilization of Resources
Time
 Throughout the school year and during the summer months teachers attend professional development
focused on the implementation of mandated curriculum.
 Weekly common planning time is provided at all grade levels to analyze data, plan instruction based on
data, reflect, and share strategies and resources for improving student learning.
 The scheduling of classes includes all content areas: School-wide pre-K –5 and special education classes
observe a 90 minute block of literacy instruction daily. A 75 minute block of math instruction is
conducted daily. Thirty minutes of literacy intervention instruction takes place daily for targeted students
through Scotts Foresman. After school tutoring is available to students in grades K – 5, from November to
April. Kindergartens through fifth grade students attend a 50 minute support class five times weekly.
Support classes include: art, p. e., music, computer, and library. Grade level PLCs take place during
student support classes.
Budget
 Getwell Elementary funding comes primarily from Title I, and Site-Based budgets. Title I is allocated based
on the number of economically disadvantaged students. The Site-Based budget is determined by
student enrollment.
 Title I funds at Getwell Elementary assist in providing additional personnel, materials, supplies, equipment,
and professional development.
 The Site-Based budget is utilized to purchase instructional materials, computers, equipment and supplies.
Each teacher is given $400.00 from the state for the purchase of materials to support the curriculum. One
hundred dollars of this amount is pooled to mass purchase large items and duplicating materials.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 64 of 159


The district supports an Extended Day contract to be used for after school tutoring that supplements the
curriculum.
SES- Tutoring Programs are allocated by the Federal Government for Striving School children to have
access to Free Tutoring Program Services as part of the No Child Left Behind Act.
Human Resources
The faculty of Getwell Elementary consists of 21 regular education teachers, 3 special education teachers, 4
support staff teachers, 2 paraprofessional teachers. Instruction in kindergarten through fifth grade is provided
by highly qualified teachers. All support staff teachers, are highly qualified.
 Getwell Elementary has a professional school counselor, school psychologist, social worker, part-time
school nurse that offer assistance to families in securing services which support educational needs. The
school counselor implements character education, anger management, gang awareness, and college
and career awareness program. Services for Special/At Risk, Student Support Team development and
referral are conducted by the counseling program.
 The Instructional Facilitator provides professional development on data analysis, curriculum
implementation, and instructional strategies as well as keeps the school federal documentation in
compliance.
 District level support for curriculum is provided by the Standards Curriculum and Assessment Department,
Exceptional Children, Staff Development Coordinators, Literacy Leaders and the Striving School Zone,
Math and Literacy Coaches.
 School adopters assist in enriching school curriculum through donation of time and learning
opportunities.

Optimal Utilization of Resources:
Time
 Planning time is needed for special education, support, and regular education teachers to collaborate.
 Reorganization of time is needed to utilize all materials that support the curriculum.
 Time is needed for paraprofessionals to plan and implement classroom intervention.
Budget
 Additional funds are needed to update computer hardware.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 65 of 159

Additional funds are needed for literacy workstations.
Human Resources
 Additional classroom paraprofessionals are needed to assist in the equity of curriculum implementation.
 Additional certificated personnel are needed to provide students with consistent science laboratory
experiences and coaching/professional development in literacy.
Other Resources
 Additional computer software to enhance instruction.
 Provision of written notifications to parents regarding curricular practices, expectations, and ways to
become involved in their child’s studies.
Equity and Adequacy:
All regular education and special education teachers implement district wide curriculum. These curriculums
serve as road maps for teachers to support the implementation of Scott Foresman Reading Street and
Mathematics.
Title I and site based funds are provided to all teachers for supplemental instructional materials. Title I funds
allocate money for all teachers to attend professional development. Site-Based money is provided to regular,
special education, and support staff to purchase instructional materials.
Data shows that we have not met AYP; therefore, we are not fully meeting the needs of our students in the
areas of Mathematics and Reading/Language Arts. Students who are performing below proficient have been
provided opportunities to participate in intervention programs based on their learning needs.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 66 of 159
Curriculum Summary Questions- Narrative Response Required
Getwell Elementary strengths are as follows:
 The district wide curriculum being used correlates to state standards and benchmarks. Evidence of this is
included in targeted SPIs taught and assessed. Getwell has created a document that identifies how
many times each skill is addressed and what nine-weeks it is being addressed in.
 Memphis City Schools curriculum guides, state SPIs and assessment data are utilized by all teachers to
ensure students meet grade level proficiencies. Evidence of this is in the PLC logs, lesson plans,
formal/informal observations, research based computer reports, formative results, student achievement,
and TCAP data.
 The curriculum allows students to engage in higher-order thinking, problem solving and decision making.
Evidence of this is in quality student work, integration of subject matter, and inclusion of higher-order
thinking skills.
 Execution of research-based practices strengthens the implementation of the curriculum.
Curriculum Summary Questions- Narrative Response Required
Getwell Elementary challenges are as follows:
 Professional development is needed to develop and incorporate curriculum resources. Evidence of this
is found in professional development surveys, PLC minutes, sign ins, agendas, evaluations, minutes and
classroom observation forms.
 There is a need to update technology to provide additional practice for content area integration and
support for real-world learning experiences. Evidence of this is documented on the inventory control
forms.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 67 of 159
Curriculum Summary Questions- Narrative Response Required
The following strategies may be used to address our challenge areas:
 Professional development training schedules will focus on developing and reviewing curriculum
practices. It is linked with the Teacher Effectiveness Initiative and is addressed during feedback meetings
after observations.
 Title I funds and Site Base funds will be used to update technology throughout the school.
 Title 1 funds will be used to provide additional written notifications to parents regarding curricular
practices, expectations, and ways to become involved in their child’s studies.
SECTION 3.2.a: Instructional Practices
Current Instructional
Practices
Evidence of Practice
(State in
definitive/tangible
terms)
Standards
Based
Curriculum
Classroom
instruction is
directly aligned
with the standard
based curriculum.
Implementation
of the following
ensures this:
Learning Village
Curriculum
Guides
Lesson Plans
Data
Driven
Instruction in the
classroom is data
driven.
Implementation
of the following
ensures this:
Learning
Environments
Instruction
focuses on
higher-order
thinking skills.
Implementation
of the following
ensures this:
Differentiated
Instruction
Display of Quality
Work
AIMSweb
Benchmarking
Progress
Monitoring
Technology
Based Instruction
Word Walls
Thinking Maps
Formative
Assessment
Work Stations
Unit Skills tests
Rubrics
Researched
Based
Strategies
Daily
schedules of
instruction are
formulated for
maximum
learning and
school-wide
reform
strategies
based on
scientific
research are
used.
Implementatio
n of the
following
ensures this:
Literacy Block
(90 minutes)
Classroom
Organization
And
Management
School-wide
and classroom
rules,
procedures,
and practices
are consistent.
Implementation
of the following
ensures this:
Responsive
Classrooms
Differentiated
Instruction
Classroom instruction
supports the diverse
learning needs of
students.
Implementation of the
following ensures this:
Differentiated
Instruction
IEPs
Inclusion
Morning
Meetings
Small Group Instruction
Large/Small
Group
Instruction
After-School Tutoring
Workstations
Lesson Plans
CLUE
Math Block (75
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 68 of 159
Report Cards
TCAP
Responsive
Classroom
Environments
minutes)
Cooperative
Groups
Work Stations
Leveled Readers
Stanford Math
Calendar Math
Progress Reports
Responsive
Classrooms
Reading Plus
Guided
Reading
Is the current practice
research-based?
Is it a principle &
practice of highperforming schools?
Has the current
practice been
effective or
ineffective?
Yes
Yes
Yes
Differentiated
Instruction
Yes
Yes
Yes
Yes
Yes
Yes
Yes
-Contributes to
proficiency in R/LA
and Mathematics,
but adequate
yearly proficiency
has not yet been
achieved.
-Contributes to
proficiency in R/LA
and Mathematics,
but adequate
yearly proficiency
has not yet been
achieved.
-Contributes to
proficiency in R/LA
and Mathematics,
but adequate
yearly proficiency
has not yet been
achieved.
-Contributes to
proficiency in
R/LA and
Mathematics,
but adequate
yearly
proficiency has
not yet been
achieved.
-Contributes to
proficiency in
R/LA and
Mathematics,
but adequate
yearly
proficiency has
not yet been
achieved.
-Contributes to
proficiency in R/LA and
Mathematics, but
adequate yearly
proficiency has not yet
been achieved.
Curriculum
Guides
Professional
Development
Agendas
Project
Description
(posted with
quality work)
Lesson Plans
Observation
Feedback
Forms
AIMSweb reports
Daily Schedules
Rubric (posted
with quality work)
PLC Minutes
Inclusion Class Lesson
Plans
Lesson Plans
What data source(s)
do you have that
support your answer?
(identify all applicable
sources)
Grade Level PLC
Minutes
Professional
Development
Sign-In Forms
Posted SPIs
PLC Minutes
Formative
Assessments
SPI Tracking Forms
Classroom
Observation
Forms
District Monitoring
Forms
District Monitoring
Forms
DIBELS &
Daily
Schedules
Monitoring
Forms
Professional
Development
Logs
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Yes
Yes
Focused
Instruction
Posted rules,
Procedures,
Expectations,
Rewards, and
Celebrations
IEPs
Professional
Development Logs,
Agendas, and Sign-In
Forms
Support Team Minutes
Page 69 of 159
Voyager
Benchmarks
Data Displays
Agendas, and
Sign-In Forms
Assessment
Results
Tutoring Rosters
Discipline Plan
CLUE
TCAP Data
Stanford Math
Intervention Program
2010-2011 AYP
Data: % Proficient
2010
2011
R/LA
36
33
Math
30
28
*SPI Tracking
Forms show
increased student
growth in mastery
of skills from
previous year.
2010-2011 AYP
Data: % Proficient
2010
2011
R/LA
36
33
Math
30
28
*95 % increase
of teachers
providing
Morning
Meetings.
Evidence of
effectiveness or
ineffectiveness (State
in terms of quantifiable
improvement)
All teachers utilize
Learning Village
database.
Evidence of equitable
school support for this
practice
*100% of K – 6
daily schedules
include a 90
minute reading
block and 75
minutes of
math.
All teachers
participate in
PLCs weekly.
All students K-5,
including special
education, are
assessed for
mastery of skills.
All teachers
participate in
Data Analysis
All grades levels
keep PLC minute
logs.
All teachers
participate in
Professional
Development.
All schedules
consist of a 90
minute reading
block and 75
minutes of
math.
All teachers
are provided
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
*20% increase
of teachers
receiving
explicit training
on Responsive
Classrooms.
2010-2011 AYP Data: %
Proficient
2010
2011
R/LA
36
33
Math
30
28
*95 % increase
of teachers
providing
Morning
Meetings.
*95% of
teachers
implement the
essential
components of
Calendar
Math.
*100% of
students
enrolled are
provided a
student
handbook.
Professional
Development is
provided for all
teachers on
the
implementatio
n of learning
stations.
All teachers have
received training on
Differentiated
Instruction.
All teachers have
instructional materials
that assist in small
group instruction.
Page 70 of 159
sessions.
Students’
strengths and
weaknesses are
identified during
weekly PLC
meetings.
All teachers in
grades 3-5 utilize
the SPI tracking
forms.
*Continue to
align classroom
instruction with
standard based
curriculum.
Next Step (changes or
continuations)
Kindergarten- fifth
grade utilize the
Baseline
Assessment to
drive instruction.
*Continue to
administer,
analyze, and
evaluate data to
drive instruction.
All teachers
received
materials to
implement
practices learned
during
Professional
Development.
sets of leveled
reading books.
All teachers
have received
Professional
Development
on Morning
Meetings.
All teachers
receive
materials and
training for
Responsive
Classrooms
and Morning
Meetings.
All teachers have
access to Voyager
and Ticket to Read
Professional
Development
agendas are set.
Professional
Development
evaluations are
given to all
teachers.
*Continue to plan
effective
Professional
Development
that focuses on
creating learning
environments that
ensures on higherorder thinking
skills.
*Continue to
implement a
90- minute
reading block
and 75minutes of
math
instruction in
daily
schedules.
*Continue to
create classroom
environments that
are conducive to
learning.
* Continue to
provide
effective
professional
development
that focuses on
researched
based
strategies.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
*Continue to
post schoolwide rules and
procedures
throughout the
school.
*Continue to
implement
Responsive
Classroom
practices.
*Continue to focus on
meeting all student
needs by analyzing
data to drive
instruction.
*Continue to provide
small group instruction
for students
experiencing difficulty
mastering skills.
*Increase the
use of small
groups in all
content areas.
Page 71 of 159
SECTION 3.2.b: Instructional Gap Analysis
Instructional Gap Analysis - Narrative Response Required
The faculty at Getwell Elementary works together to ensure that all students have access to multiple supports to
maximize academic growth. Teachers use research-based strategies to promote individual development,
meaningful learning, and social cooperation. Instruction is data driven and aligned with state and federal
guidelines.
Current Utilization of Resources
Time
 All teachers attend district and on-site professional development for training in the use of research-based
and data driven instruction. The professional development activities occur throughout the school year,
during in-services, weekly PLCs, and faculty meetings. Many teachers also participate in professional
development activities during the summer.
 Our school collaborates with local colleges, universities, and professional development consultants to
implement strategies to attract highly qualified teachers.
 In addition to the job-embedded professional development activities, many teachers pursue additional
training to enhance their professional knowledge and skills.
 Common planning time is provided five days per week for each grade level. PLCs are conducted during
common planning time. Each grade level focuses on planning research-based instruction based on the
data for their grade.
 Daily schedules include instruction of all content areas. Every grade level observes daily uninterrupted 90
minute literacy block in the morning. Every grade level participates daily in Morning Meeting and
Calendar Math. Math instruction is scheduled daily for 75 minutes. Thirty minutes of literacy intervention
is practiced daily in grades K-5 using Voyager.
 In order to offer timely additional assistance to students experiencing difficulty, interventionists provide 30
minute of reading intervention daily to students in grades K-3.
 SES tutoring is offered to students for additional literacy and mathematics intervention
 Support classes are scheduled in fifty-five minute blocks. Kindergarten through second grade attends
support classes five times per week. Support classes consist of art, computer, P.E., library and music.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 72 of 159
Budget
 Getwell Elementary funding comes primarily from Title I and Site-Based budgets. Title I is allocated based
on the number of economically disadvantaged students. The Site-Based budget is determined by
student enrollment.
 Title I funds at Getwell Elementary assist in providing additional personnel, materials, supplies, equipment,
and professional development to remove the school from the High Priority List.
 SES tutoring is offered to students for additional literacy and mathematics intervention, provided by Title
One funds used to remove the school from the High Priority List.
 The Site-Based budget is utilized to fund textbooks, professional development, instructional materials,
computers, equipment and supplies. Each teacher is given $400.00 from the state for the purchase of
materials to support instructional practices.
 The district supports an Extended Day contract to be used for after school tutoring that supplements
instruction.
Human Resources
 The faculty of Getwell Elementary consists of 27 regular education teachers, 2 special education
teachers, 4 support staff teachers, and 7 paraprofessional teachers. Instruction in kindergarten through
fifth grade is provided by highly qualified teachers. All support staff teachers, with the exception of the
art teacher, are highly qualified.
 Getwell Elementary has a school counselor, school psychologist, social worker, full-time and part-time
school nurse that offer assistance to families in securing services that support educational needs. The
school counselor implements character education, anger management, gang awareness, and college
and career awareness programs.
 The Instructional Facilitator provides professional development on data analysis, research-based
instructional strategies and differentiated instruction.
 District level support for instruction is provided by the Standards Curriculum and Assessment Department,
Exceptional Children, Staff Development Coordinators, and Literacy Leaders.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 73 of 159
Other Resources
 School adopters assist in enriching school instruction through donation of time and learning opportunities.
 Our State funded Early Childhood Program provides kindergarten readiness skills and social skills
development in a formal, learning environment.
 Supplemental instructional materials and learning experiences are supplemented with student fee waiver
funds.
Optimal Utilization of Resources:
Time
 Planning time is needed for special education and regular education teachers to collaborate and plan
for instruction.
 Reorganization of time is needed to utilize all instructional materials that support the curriculum.
 Time is needed for paraprofessionals to plan and assist with classroom intervention.
Budget
 Additional funds are needed to update computer hardware.
 Additional funds are needed for mathematics.
Human Resources
 Additional classroom paraprofessionals are needed to assist in effective instructional practices.
 A certificated personnel is needed to serve as a Math Intervention Specialist.
Other Resources
 Additional technology is needed to supplement the curriculum.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 74 of 159
Equity and Adequacy:
All regular education and special education teachers are provided opportunities to enhance their knowledge
of research-based instructional strategies to implement in their classrooms to improve students’ mastery of skills
and concepts. All teachers are provided time to organize materials and plan lessons that will assist their
students in skills mastery.
Title I funds are provided to all teachers for supplemental instructional materials. Title I allocate money for all
teachers to attend professional development. Site-Based money is provided to regular, special education, and
support staff to purchase instructional materials.
Data shows that we have not met AYP; therefore, we are not fully meeting the needs of our students in the
areas of Mathematics and Reading/Language Arts. Students who are performing below proficient have been
provided opportunities to participate in intervention programs based on their learning needs.
Instructional Summary Questions- Narrative Response Required
Getwell Elementary strengths are as follows:
 Teachers utilize proven research-based instructional practices that actively engage the students in the
learning process and support students’ needs based on a variety of data. Evidence of this is found in
daily lesson plans and PLCs.
 The school implements instruction aligned with the Standard-based curriculum. Evidence of this is in PLC
minutes, agendas, and daily lesson plans.
 The school provides and supports ongoing job-embedded learning opportunities for all stakeholders to
improve their effectiveness. The school also encourages staff to participate in additional professional
opportunities to further individualize professional knowledge. Evidence of this is in the school
professional development plan, professional development agendas, and professional development
evaluations.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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Instructional Summary Questions- Narrative Response Required
Getwell Elementary challenges are as follows:
 There is a need for reorganization of time to implement and utilize research-based instructional resources
and district-mandated programs. Evidence for this can be found in PLC meeting minutes, classroom
observations, and professional development evaluations.
 There is a need for additional instructional materials for mathematics, science and social studies.
Evidence to support this can be found in surveys, classroom environments, and classroom observations.
 Additional personnel are needed to support intervention programs to promote instructional strategies
that provide differentiated instruction based on students’ strengths and weaknesses. Evidence for this
challenge can be found in assessment data results.
Instructional Summary Questions- Narrative Response Required
The following strategies may be used to address our challenge areas:
 We will continue to analyze data to identify our students’ strengths and weaknesses and utilize
instructional strategies to meet our students’ needs.
 Instructional Facilitator will continue to provide job-embedded professional development on researchbased instructional strategies and district-wide initiatives.
 Learning Labs may be created for hands-on activities in Writing.
 Additional volunteers may be used for tutoring and small group instruction.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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SECTION 3.3.a: Assessment Practices
Current Assessment
Practices
Standard Based
Curriculum
Tennessee
Department of
Education standards
based curriculum is
used to align student
assessments.
Implementation of
the following ensures
this:
Assess
Data Driven
All Student Categories
A wide variety of
All students in Pre Kdata is used to
5 and special
determine
education are
instructional
assessed throughout
strategies for
the school year.
student
Implementation of
achievement.
the following
Implementation of
ensures this:
the following
ensures this:
*AimsWeb
Variety of
Assessments
Teachers use a
variety of
materials and
data in order to
determine the
academic needs
of students.
Implementation
of the following
ensures this:
*MCS Curriculum
* Formative
Assessments
*3-5 Formative
Assessments
*TCAP
*Learning Village
*TCAP
*K-5 Baseline Tests
*Inclusion
*K-5 Weekly and
Unit Skills Tests
Support and
Technical
Assistance
Assistance and
technical support
is provided to
teachers to aid in
the development
and use of
assessments.
Implementation
of the following
ensures this:
Assessment
Communication
Students, parents,
and community
members receive
assessment
notifications
regarding student
learning.
Implementation
of the following
ensures this:
*Tennessee SPIs
*Technology
Based Instruction
*Unit Skills Tests
Evidence of Practice
(State in
definitive/tangible terms)
*IEPs
*Team Meetings
*K-5 Common
Assessment Tests
*AIMSweb
Benchmarks
*Tuesday Folders
*Selection Tests
*PLCs (School &
District)
*Formative
Assessments
*Literacy Coach,
Math Coach
*Teacher Made
Tests
*New Teacher
Induction Staff
*Rubric Based
Projects
*Student
Attendance
Review Team
*Voyager
Expanded
Learning
*Portfolios
*Benchmark Tests
*Progress Reports
*TCAP Scores
*Report Cards
*Parent Student
Handbook
*Parent Teacher
Conferences
*School Website
*Newsletters
(Grade Level)
*Pretests
* Post-tests
*Renaissance
Learning
Yes
Yes
Yes
* IEPs
Yes
*Exam View
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Is the current practice
research-based?
Is it a principle & practice
of high-performing
schools?
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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Has the current practice
been effective or
ineffective?
-Contributes to
proficiency in R/LA
and Mathematics,
but adequate yearly
proficiency has not
yet been achieved.
-Contributes to
proficiency in R/LA
and Mathematics,
but adequate
yearly proficiency
has not yet been
achieved.
-Contributes to
proficiency in R/LA
and Mathematics,
but adequate
yearly proficiency
has not yet been
achieved.
-Contributes to
proficiency in
R/LA and
Mathematics, but
adequate yearly
proficiency has
not yet been
achieved.
*SPI Tracking Forms
*Teacher
Observations
*AYP
*TCAP Scores
*TVAAS
*TCAP Portfolio
Scores
*SPI Tracking Forms
*SPI Tracking Forms
*Grade Level Minute
Logs
*Lesson Plans
*Formative
Assessments
*TCAP
*TCAP Portfolios
*Summary Reports
What data source(s) do
you have that support
your answer? (identify all
applicable sources)
*Benchmark Scores
*Formative
Assessments
*Weekly
Assessments
-Contributes to
proficiency in
R/LA and
Mathematics,
but adequate
yearly
proficiency has
not yet been
achieved.
*PLC minutes
-Contributes to
proficiency in R/LA
and Mathematics,
but adequate
yearly proficiency
has not yet been
achieved.
*Agendas
*School Website
*Sign-In Forms
*Report Cards
* Teacher
Evaluations
*Progress Reports
*Newsletters
*PLT Minutes/PLC
Minutes
*Data Wall
*Reading Grouping
Forms
*STAR Reports
*Professional
Development
Logs
*IEPs
*Professional
Development
Evaluations
*Support Team
Minutes
* Report Cards
2010-2011 AYP Data:
% Proficient
Evidence of effectiveness
or ineffectiveness (State in
terms of quantifiable
improvement)
2010
2011
R/LA
36
33
Math
30
28
*PLC Grade
Level Minute Log
2010-2011 AYP
Data: % Proficient
2010
2011
R/LA
36
33
Math
30
28
*SPI Tracking forms
show increased
student growth in
mastery of skills
from previous year.
*Student growth in
mastery of grade
level SPIs from fall to
spring.
*Increase in
students with
disabilities scoring
proficient or
advanced in math
*Early Intervention
for struggling
learners.
2010-2011 AYP
Data: % Proficient
2010
2011
R/LA
36
33
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Math
30
28
*100% of
teachers
analyze data to
drive instruction.
100% of students
receive progress
reports and report
cards.
*100% of students
receive TCAP
scores.
*100% of students
enrolled receive a
student/parent
handbook.
Page 78 of 159
*All teachers use the
Tennessee State
standards to ensure
assessments are
aligned with state
standards.
Evidence of equitable
school support for this
practice
*All teachers utilize
Learning Village
database.
*Continue to align
assessment to state
standards.
Next Step (changes or
continuations)
* Regular and
special education
teachers use
formative
assessments to
determine
instructional
strategies.
*Regular and
special education
teachers give
students a baseline
reading assessment.
*All teachers use
Unit Skills tests.
*All teachers meet
in PLCs to analyze
data.
*Continue to
administer,
analyze, and
evaluate data to
direct instruction.
*All teachers
administer,
analyze and
evaluate student
assessments to
direct their
instruction.
*All teachers
have access to
multiple formative
assessments.
*Continue to assess
all students.
* Use more
assessments that
are in TCAP format.
*Continue to use
data to
determine
individual needs.
*All teachers
participate in
ongoing and
professional
development.
*All teachers use
Tuesday folders to
communicate to
parents students’
assessment results.
*All teachers
have access to
on-line technical
support.
* All teachers
participate in data
analysis of the
TCAP.
*Continue to
provide
professional
development on
the use of
assessment to
drive instruction.
*All teachers are
provided progress
reports to record
student progress
and communicate
to parents.
*Continue to
communicate
assessment results
to students,
parents, and
communities.
.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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SECTION 3.3.b: Assessment Gap Analysis
Assessment Gap Analysis – Narrative Response Required
Getwell Elementary currently uses multiple researched-based assessments to identify weaknesses and strengths
of individual students. These assessments are aligned with state standards and used for the purpose of
planning and implementing instruction that will support and advance student learning.
Current Utilization of Resources
Time
 Getwell Elementary teachers attend professional development training on the implementation of
research-based assessments and analyzing data results.
 In order to include teachers in assessment decisions to improve student performance, weekly common
planning time is provided at all grade levels to analyze data, plan instruction, and reflect and share
strategies and resources for improving student learning.
 Kindergarten Readiness Inventory and Baseline assessments are administered at the beginning of the
school year.
 Assessments are aligned with daily classroom instruction.
 Formative Assessments are administered three times a year for Reading, Language Arts, and
Mathematics for grades three through five.
 Reading, Writing, and Language Arts unit skills tests are given at the end of each six weeks to monitor
students’ progress.
 TCAP is administered to all students in grades three through five during the spring of the year.
Budget
 Discovery Formative Assessments, KRI, unit skills tests, and TCAP are funded by the district.
 Getwell Elementary funding comes primarily from Title I and Site-Based budgets. Title I is allocated based
on the number of economically disadvantaged students. The Site-Based budget is determined by
student enrollment.
 Title I funds at Getwell Elementary assist in providing additional personnel, materials, supplies, equipment,
and professional development that aids in administering a variety of assessments.
 Title 1 funds are used to provide individual assessment results to parents in a language they understand.
 The Site-Based budget is utilized to purchase instructional materials, computers, equipment and supplies
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 80 of 159
that aid in administering a variety of assessments.
Human Resources
 The faculty of Getwell Elementary consists of 27 regular education teachers, 2 special education
teachers, and 7 paraprofessional teachers which administer and monitor assessments.
 The Instructional Facilitator and teachers analyze assessment data in order to drive instruction.
 The principal and Instructional Facilitator monitor the administration of assessments.
Other Resources
 Paraprofessionals, parents, and volunteers serve as proctors during formative assessments and TCAP.
OPTIMAL UTILIZATION OF RESOURCES
Time
 Reorganization of time is needed to provide an extensive analysis of all student assessments.
 More time is needed to implement intervention strategies to accommodate students who score below
proficiency on certain skills.
 Supplemental time is needed to provide assistance to students experiencing difficulty at grade level.
Budget
 Additional funds are needed for more paraprofessional to provide assistance to students who are
experiencing difficulty.
 Additional funds are needed to update computer hardware that would assist in providing more
assessments that are directly aligned with TCAP.
 Additional funds are needed to provide laser printers for each grade level to assist in the printing of
assessment results.
Human Resources
 Additional paraprofessionals are needed to assist with small group tutoring.
Other Resources
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 81 of 159
Additional printers are needed to assist in printing assessments in a timely manner so instruction can be planned
based on individual student needs.
Equity and Adequacy
All teachers are provided district mandated assessments to administer to regular and special education
students. Regular education and special education are provided common planning and professional
development to analyze assessment data and plan instruction according to the data.
Title I funds are provided to all teachers for supplemental instructional materials that assist students in gaining
mastery on assessments. Title I funds allocate money for all teachers to attend professional development that
train them how to use data to drive instruction. Site-Based money is provided to regular, special education,
and support staff to purchase instructional materials that assist in helping students achieve proficiency on
assessments.
Data shows that we have not met AYP; therefore, we are not fully meeting the needs of our students in the
areas of Mathematics and Reading/Language Arts. Students who are performing below proficient have been
provided opportunities to participate in intervention programs based on their learning needs.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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SECTION 3.3.c: Assessment Summary Questions
Assessment Summary Questions- Narrative Response Required
Getwell Elementary strengths are as follows:
 All teachers administer and analyze a variety of assessments to determine the academic needs of
students.
 Assessments are aligned with instruction.
 Computer generated assessment results are available so teachers can provide immediate feedback to
students and plan for future instruction.
 Formative assessments are directly aligned with state standards.
 Formative assessments are funded by the district.
Assessment Summary Questions- Narrative Response Required
Getwell Elementary challenges are as follows:
 Reorganization of time is needed to directly focus on state assessed SPIs before TCAP testing.
 Meeting the state target of 66% proficiency scores in Reading/Language Arts and target 60%
proficiency in Mathematics.
Assessment Summary Questions- Narrative Response Required
The following strategies may be used to address challenge areas:
 Continue to ensure assessments are aligned with instruction.
 Continue to analyze assessments results and use results to drive instruction and focus on individual
student needs.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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SECTION 3.4.a: Organizational Practices
Current Organizational
Practices
Organizational
Practices
Professional
Development
Organizational
practices promote
effective use of time for
all students.
Implementation of the
following ensures this:
Teachers are active
participates in
continuous
professional
development.
Implementation of
the following
ensures this:
*Responsive classrooms
* Literacy Block
(90 minutes)
Evidence of Practice (State in
definitive/tangible terms)
*Literacy and Math
Workstations
*Cross grade PLCs
*Professional
Development Plan
School Issues
Getwell
Elementary
envisions a safe
and secure
learning
environment that
encourages
productive
teaching and
learning.
Implementation of
the following
ensures this:
Practices are
designed to meet the
needs of all students.
Implementation of the
following ensures this:
*Inclusion Classes
*IEPs
*Differentiated
Instruction
Parents and Community
Getwell Elementary
encourages parents and
community members to
become actively
engaged in the growth
and learning
opportunities for the
students.
Implementation of the
following ensures this:
*Title I/NCLB Parent
Meetings
*Leveled Readers
*Discipline Plan
*Posted SPIs
*Professional
Development
Agendas and
Evaluations
*Word Walls
*PLC minutes
*Exit Routes Posted
*Calendar Math
Diverse Learning
Community
*Multi-Hazard
Emergency Plan
*Safety and
Disaster Drills
*Stanford Math
*School Based Decision
Making Council
(SBDMC)
*Behavior Intervention
Plan
*Open House
*S-Team Meeting
*School Choice Fair
*Reading Plus
*PTA
*Video
Surveillance
*TCAP Parent Night
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Is the current practice
research-based?
Is it a principle & practice of
high-performing schools?
Has the current practice been
effective or ineffective?
-Contributes to
proficiency in R/LA and
Mathematics, but
adequate yearly
proficiency has not yet
been achieved.
*Classroom
Observation Monitoring
Forms
-Contributes to
proficiency in R/LA
and Mathematics,
but adequate
yearly proficiency
has not yet been
achieved.
*Professional
Development Logs
-Contributes to
proficiency in R/LA
and Mathematics,
but adequate
yearly proficiency
has not yet been
achieved.
*Discipline Reports
-Contributes to
proficiency in R/LA
and Mathematics, but
adequate yearly
proficiency has not
yet been achieved.
-Contributes to
proficiency in R/LA and
Mathematics, but
adequate yearly
proficiency has not yet
been achieved.
*TCAP data
*PTA Roster
*Multi-Hazard Plan
*IEPs
*PTA Sign-In Forms
*PLC Minutes
*Emergency Drill
Schedule
*Support Team
Meeting Minutes
*Title I/NCLB Sign-In
Forms
*Professional
Development Plan
*School Report
Card
*Progress Monitoring
Reports
*SBDMC Minutes and
Sign-In Forms
*PLC Agendas
*Lesson Plans
*Discipline Reports
What data source(s) do you
have that support your
answer? (identify all
applicable sources)
*TCAP Data
*Daily Schedules
*Professional
Development
Evaluations
*Stanford Math
Reports
*Classroom
Observation Forms
*School Climate
Survey
*Lesson Plans
*FEPSI Report
2010-2011 AYP Data: %
Proficient
Evidence of effectiveness or
ineffectiveness (State in terms
of quantile improvement)
2010
2011
R/LA
36
33
Math
30
28
*Increased
Professional
Development
*150 minutes of
common planning
time.
*decrease in office
referrals
*Effective and
efficient
emergency drills
Evidence of equitable school
support for this practice
*School wide 75
minutes of math
instruction
*School wide
*All teachers are
members of cross
grade and grade
level PLCs.
*All teachers are
provided
Professional
2010
2011
R/LA
36
33
Math
30
28
*20% increase of
usage on Stanford
math intervention
program
*Increased
awareness and use
of best practices
*School wide 90Minute Literacy Block
2010-2011 AYP Data: %
Proficient
*All teachers and
students
participate in
routine emergency
drills.
*All teachers
implement the same
intervention model (K
– 6 and special
education.)
*All stakeholders
and parents were
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
*Increased
parent/community
involvement in the
school.
*Increased number of
parent participation on
the SBDMC.
*PTO membership drive
is open to all teachers,
parents and community
members.
*All school activities are
publicized through
newsletters and flyers
Page 85 of 159
Professional
Development
Development
*School wide Discipline
Plan
*All teachers post SPIs
and implement word
walls.
*Continue to
implement research
based best practices.
Next Step (changes or
continuations)
*Continue to engage in
on-going professional
development.
*Continue to plan
effective
professional
development that
supports student
and teacher needs.
given school
handbooks that
contain safety
procedures.
*Continue to plan
and implement
safety precautions.
are given to Pre K – 6
students.
*All students are given a
parent/student
handbook upon
registration.
*Continue to focus on
meeting all student
needs by analyzing
data to drive
instruction.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
*Continue to keep
parents and community
abreast of events
occurring in school
through a variety of
media.
Page 86 of 159
SECTION 3.4.b: Organizational Gap Analysis
Getwell Elementary School’s vision, mission, and beliefs are jointly developed by teachers, students, parents,
and community stakeholders, in order to support student learning and development. The vision, mission, and
beliefs are revisited and reassessed each year to address the academic and social concerns of our students
and their individual needs.
Organizational Gap Analysis – Narrative Response Required
Getwell Elementary School’s vision, mission, and beliefs are jointly developed by teachers, students, parents,
and community stakeholders, to support student learning and development. The vision, mission, and beliefs
are revisited and reassessed each year to address the academic and social concerns of our students and
their individual needs. Goals are established each year that support our vision. These goals drive our
instruction and establish the overall climate of our school. The organizational practices and processes ensure
high quality instruction by establishing an academic environment conducive to student learning.
Current utilization of resources
Time
 Weekly common planning time is provided at all grade levels to analyze data, plan instruction, reflect
and share strategies and resources for improving student learning and ensuring alignment with our
vision, mission, and beliefs.
 Our school collaborates with local colleges, universities, and professional development consultants to
implement strategies to attract highly quality highly qualified teachers.
 School-wide Pre-K – 5 and Special Education classes observe a 90 minute block of literacy instruction
daily. A 75 minute block of math instruction is conducted daily. Thirty minutes of literacy intervention
instruction takes place daily for targeted students through Sidewalks Intervention Program. After school
tutoring is available to students in grades 3 – 5, from November to April.
 Our school vision, mission, beliefs, and discipline plan are communicated through the student/parent
handbook, website, parent meetings, and SBDMC meeting.
 Time is allocated throughout the school year to practice safety procedures.
 Time is allotted for parents to become engaged in the growth and learning opportunities for the student
through scheduled parent meetings.
Budget
 Getwell Elementary funding comes primarily from Title I and Site-Based budgets. Title I is allocated based
on the number of economically disadvantaged students. The Site-Based budget is determined by
student enrollment.
 Two percent of Title I funds is allocated for parental involvement.
 Title I funds at Getwell Elementary assist in providing additional personnel, materials, supplies, equipment,
and professional development.
 The Site-Based budget is utilized to purchase instructional materials, computers, equipment and supplies.
Each teacher is given $400.00 from the state for the purchase of materials to support the curriculum.
One hundred dollars was allocated for printing instructional materials. Three hundred dollars was
allocated for instructional materials.
 The district supports an Extended Day contract to be used for after school tutoring that supplements
curriculum.
Human Resources
 The principal of Getwell Elementary ensures and evaluates the practices and procedures that are
aligned with the school vision, mission, beliefs, and state and federal guidelines.
 Job embedded professional development that supports effective organization is provided by the
Instructional Facilitator.
 The faculty of Getwell Elementary is responsible for implementing the practices and procedures that
support the school vision, mission, and beliefs.
 All stakeholders aid in maintaining a safe and nurturing learning environment.
 Paraprofessionals assist in providing timely assistance to students experiencing difficulty mastering
standards.
 Leadership and staff members are responsible for maintaining an equitable environment which is
conducive to student learning.
Other Resources
 School adopters assist in supporting the school vision, mission, and beliefs through donation of time and
learning opportunities.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 88 of 159
OPTIMAL UTILIZATION OF RESOURCES
Time
 More time is needed to implement intervention strategies.
 Restructuring of time is needed for teachers to organize materials to implement differentiated instruction
effectively.
Budget
 Additional funds are needed for full time assistants at all grade levels.
 Additional funds are needed to lower teacher student ratio.
 Additional funds are needed for an on-site Parent Advocate.
Human Resources
 Additional paraprofessionals are needed to assist in providing equitable instructional practices.
Other Resources
Additional volunteers are needed to assist in enriching school based learning.
Equity and Adequacy
Our school vision, mission, and beliefs are jointly developed by all regular education teachers, special
education teachers, and support staff, in addition to parents and community volunteers. All input is noted and
recommendations are considered upon review of the school’s organizational practices. All stakeholders
support and uphold the school vision, mission, and beliefs which support effective organizational practices.
Supplemental funds are provided to all teachers to purchase instructional materials that foster organizational
best practices.
Data shows that we have met AYP; therefore, we are meeting the needs of our students in the areas of
Mathematics and Reading/Language Arts. Students who are performing below proficient have been
provided opportunities to participate in intervention programs based on their learning needs.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 89 of 159
SECTION 3.4.c: Organization Summary Questions
The following summary questions are related to organization. They are designed as a culminating activity for your self-analysis, focus
questions discussions, and findings, regarding this area.
Section 3.4.c: Organization Summary Questions
(Rubric Indicator 3.8)
Organization Summary Questions- Narrative Response Required
Getwell Elementary strengths, which also attract highly qualified teachers, are as follows:
 Instruction is provided by highly qualified teachers which is evident by growth and performance over a
three year period.
 School goals are directly aligned with the vision, mission, and beliefs. This is evident through school
climate surveys, FEPSI reports, professional development evaluations and district monitoring forms.
 Organizational practices are aligned with Tennessee State Standards. This is evident in PLC minutes,
scheduling of classes, and daily lesson plans.
 High quality and job embedded professional development is ongoing and focused on best practices
that support our school vision, mission, and beliefs. This is evident by our professional development plan,
agendas, and evaluations.
Organization Summary Questions- Narrative Response Required
Getwell Elementary challenges are as follows:
 Restructuring of time is needed to fully implement organizational practices that support our school vision.
Evidence of this is in our TEL survey.
 Additional parental and community support is needed. Evidence of this is low PTO participation and
inconsistent parental and community involvement in school functions.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 90 of 159
Organization Summary Questions- Narrative Response Required
The following strategies will be used to address the organizational challenges:
 Organize a parent and community engagement PLC to assist in obtaining more parental and
community support. Continue to offer opportunities for community and parental support.
 Additional adopters may be acquired for an increased variety of resources.
 Provide more opportunities for teachers to collaborate to develop curriculum and plan instruction
through grade level PLCs, cross grade PLC’s, and during professional development.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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Component 4: Action Plan
Development
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 92 of 159
GOAL 1 – Action Plan Development
Section 4.1 – (Rubric Indicator 4.1)
Revised DATE: October, 2011
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the system’s Five-Year
Plan?
ACTION STEPS – Section 4.2 – (Rubric Indicator 4.2)
Section B – Descriptively list the action you plan to take to
ensure you will be able to progress toward your goal. Action
steps are strategies and interventions which should be
scientifically based where possible and include professional
development, technology, communication, and parent and
community involvement initiatives within the action steps of
each goal.
1.
Action
Step
Daily reading/language arts and
writing instruction will be
implemented in a two-hour literacy
block that includes a 90-minute
uninterrupted block to improve
literacy, where teachers will
incorporate reading and language
arts tested objectives from the
TCAP formative assessments, state
standards, MCS curriculum and
academic vocabulary into daily
focused instructional lessons that
will include a focus on quality work
and differentiated instruction to
meet the needs of all learners.
The students at Getwell Elementary will improve achievement in Reading/Language Arts and Writing in
all AYP subgroups. The percentage of proficient/advanced students in benchmark grades will increase
from 33% to meet Tennessee’s AMO in R/LA of 66% in 2011-2012, and to meet Tennessee’s AMO in R/LA of
83% proficient/advanced in 2012-2013.
A synthesis of school data, formative and summative, has indicated a critical need to increase
proficiency in all sub-skills in reading, language arts and writing for all grade levels. 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: Language and Vocabulary,
Communication/Media, Writing/Research, Logic, Information and Literature.
MCS Strategic Goal: Academic Achievement
Accelerate the academic performance of all students.
IMPLEMENTATION PLAN – Section 4.3 – (Rubric Indicator 4.3)
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required
resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define
how you will evaluate the action step.)
Timeline
Daily
from
August
2011May 2013
Person(s)
Responsible
Reading
/Language
Arts
Teachers,
grades
Pre-K-5.
Required
Resources
*Tennessee
state standards
*MCS
Curriculum
Guides
*Scott
Foresman
Reading Series
*Researchbased
instructional
materials
Projected
Cost(s) &
Funding
Sources
$ 10,000 Title
One fundsMaterials
$ 30,000 Site
Based FundsInstructional
Materials
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Evaluation Strategy
Performance
Results /
Outcomes
*Formal teacher
Evaluations
*Weekly Classroom
Observations
*Lesson Plans
*AimsWeb
Benchmarks
*Weekly Formal and
Informal
assessments
*Formative
Assessments
* Report card
grades
*Progress Reports
Increased student
achievement in
Reading/Languag
e Arts and Writing
Page 93 of 159
2.
Action
Step
3.
Action
Step
4.
Action
Step
Throughout each week, all
teachers will focus on elements of
the writing process: pre-writing,
drafting, editing, revising and
publishing as students participate
in collaborative writing, shared
writing, interactive writing, guided
writing and/or independent
writing.
Daily
from
August
2011May 2013
Reading
/Language
Arts
Teachers,
grades
Pre-K-5.
Reading/language arts and
writing intervention strategy:
RLA/W will be taught through the
3-tiered approach, and struggling
students (tier 2 and tier3) will
receive reading interventions with
research-based districtimplemented intervention
programs daily.
30
minutes
Daily for
tier2 and
Tier 3
students
from
August
2011May 2013
All reading
/language
arts
teachers in
grades K-5
and
Intervention
ists:
Hammond,
Reed and
Washington
Instructional technology will be
used to increase proficiency in
reading/language arts through
research-based best-practice
instructional delivery, student
practice, intervention and
assessment.
Daily
from
August
2011May 2013
All K-5
Teachers
All
intervention
ists
All teacher
assistants
*Tennessee
state standards
*MCS
Curriculum
Guides
*Scott
Foresman
Reading Series
*Researchbased
instructional
materials
*Scott
Foresman
Intervention
materials
*Headsprout
Early Reading
*Headsprout
Comprehension
*Reading Plus
*SRI
Smart Boards
Document
Cameras
Computers
Response
Systems
Printers
$ 10,000 Title
One fundsMaterials
$ 30,000 Site
Based FundsInstructional
Materials
$20,000 Title
One fundsComputers
$ 30,000 Title
One funds:
Computer
Equipment
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
*Formal teacher
Evaluations
*Weekly Classroom
Observations
*Lesson Plans
*Folio Writing
Assessments
*Weekly Formal and
Informal
assessments
*Formative
Assessments
* Report card
grades
*Progress Reports
Increased student
achievement in
Writing.
*AIMSweb progress
monitoring and
benchmarking
*Reading Plus
assessments
* Discovery
Assessments
*SRI benchmarking
Increased student
achievement in
Reading/
Language Arts
and Writing
*Formal teacher
Evaluations
*Weekly Classroom
Observations
*Lesson Plans
*Folio Writing
Assessments
*Weekly Formal and
Informal
assessments
*Formative
Assessments
* Report card
grades
*Progress Reports
Increased student
achievement in
Reading/
Language Arts
and Writing
Page 94 of 159
5.
Action
Step
6.
Action
Step
7.
Action
Step
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, as Schoolwide
reform strategies based on
scientific research. 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
Students with disabilities will receive
individual education plans that
focus on reading and language
arts instruction and are studentcentered and implemented
instructionally by classroom and
special education teachers daily.
All students in grades K-5 are will
receive after-school tutoring
through Supplemental Education
Services that will implement
research-based strategies to
improve reading proficiency. Funds
provided for this service are for the
sole purpose to remove school
from improvement status.
(Coordination and Integration of
Daily
from
August
2011May 2013
Daily
from
August
2011May 2013
Mondays,
Tuesdays
and
Thursdays
October
2011May 2012
All K-5
Teachers
All
intervention
ists
All teacher
assistants
All K-5
Teachers
All
intervention
ists
All teacher
assistants
Kecia
Helminski,
Site SES
Coordinato
r
SES service
providers
Technical
Assistance
provided
Responsive
Classroom
Materials
*Tennessee
state standards
*MCS
Curriculum
Guides
*Scott
Foresman
Reading Series
*Researchbased
instructional
materials
* instructional
technology
SES tutoring
curriculum and
materials
$10,000 Title
One Fundsmaterials
$10,000 Title
One Fundsmaterials
$10,000 District
Special
Education
Funds
Funds for
material and
supplies
provided by the
district and SES
service
providers
(
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
*Formal teacher
Evaluations
*Weekly Classroom
Observations
*Lesson Plans
*Folio Writing
Assessments
*Weekly Formal and
Informal
assessments
*Formative
Assessments
* Report card
grades
*Progress Reports
*Formal teacher
Evaluations
*Weekly Classroom
Observations
*Lesson Plans
*Folio Writing
Assessments
*Weekly Formal and
Informal
assessments
*Formative
Assessments
* Report card
grades
*Progress Reports
*Weekly Classroom
Observations
*Lesson Plans
*Folio Writing
Assessments
*Weekly Formal and
Informal
assessments
*Formative
Assessments
Increased student
achievement in
Reading/
Language Arts
and Writing
Increased student
achievement in
Reading/
Language Arts
and Writing
Increased student
achievement in
Reading/
Language Arts
and Writing
Page 95 of 159
Federal, State and Local Services
and Programs)
8.
Action
Step
9.
Action
Step
by FPG&C
Office
High-Quality on-going Professional
Development in research based
instructional strategies in
reading/language arts and writing
will be provided to classroom
teachers during PLCs with the
school day, at school outside of
the school day, and off-site by
research-based professionals, as
opportunities arise.
Weekly
during
PLCs,
Monthly
during
Faculty
Meetings,
and as
opportuni
ties arise
off-site
from
August
2011May 2013
Bobby
Walker,
Principal
Kecia
Helminski,
Instructiona
l Facilitator
*Instructional
Facilitator
*PLC Supplies
*Professional
Learning
Materials
(Books)
Strategies o increase and promote
effective parental and community
involvement and communication
with a focus on reading and
language arts achievement will
be addressed by providing gradelevel parent meetings, take-home
literacy packets, parent literacy
workshops, book lists/reading logs,
annual title one meeting, parentteacher conferences, benchmark
and progress monitoring reports
Parent
meetings:
Monthly
Parent
Communi
cations:
Weekly
from
August
2011May 2013
Bobby
Walker,
Principal
Kecia
Helminski,
Instructiona
l Facilitator,
All teachers
Communicatio
n Materials
Take-Home
Literacy
Packets
$ $60,000
Instructional
Facilitator
salary
$ 1,000.00 PLC
Supplies
$1,000
Professional
learning
materials
$3,000 Off-Site
Professional
Development
$2,000 Title One
Funds- Parent
Involvement
Supplies
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
* Report card
grades
*Progress Reports
*Formal teacher
Evaluations
*Weekly Classroom
Observations
*Lesson Plans
*Folio Writing
Assessments
*Weekly Formal and
Informal
assessments
*Formative
Assessments
* Report card
grades
*Progress Reports
Parent Surveys
Parent Attendance
Data
Student
Achievement—
Formative and
Summative
Increased student
achievement in
Reading/
Language Arts
and Writing
Increased student
achievement in
Reading/
Language Arts
and Writing
Page 96 of 159
GOAL 2 – Action Plan Development
Section 4.1 – (Rubric Indicator 4.1)
Revised DATE: October, 2011
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the system’s Five-Year
Plan?
ACTION STEPS – Section 4.2 – (Rubric Indicator 4.2)
Section B – Descriptively list the action you plan to take to
ensure you will be able to progress toward your goal. Action
steps are strategies and interventions which should be
scientifically based where possible and include professional
development, technology, communication, and parent and
community involvement initiatives within the action steps of
each goal.
1.
Action
Step
Daily math instruction will be
implemented in a 75 minute block
to improve numeracy, where
teachers will incorporate
mathematics tested objectives
from the TCAP formative
assessments, state standards, MCS
curriculum and academic
vocabulary into daily focused
instructional lesions that will include
a focus on quality work and
differentiated instruction to meet
the needs of all learners.
The students at Getwell Elementary will improve achievement in Mathematics in all AYP subgroups. The
percentage of proficient/advanced students in benchmark grades will increase from 28% to meet
Tennessee’s AMO in Mathematics of 60% in 2011-2012, and to meet Tennessee’s AMO in Math of 80%
proficient/advanced in 2012-2013.
A synthesis of school data, formative and summative, has indicated a critical need to increase
proficiency in all sub-skills in mathematics for all grade levels. In order to maintain NCLB and AYP
performance standards and increase student achievement in mathematics, it is necessary to continue
rigorous instruction designed to increase mastery in the following sub-skill areas: math process, number
operations, algebra, geometry, and data analysis.
MCS Strategic Goal: Academic Achievement
Accelerate the academic performance of all students.
IMPLEMENTATION PLAN – Section 4.3 – (Rubric Indicator 4.3)
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required
resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define
how you will evaluate the action step.)
Timeline
Daily
from
August
2011May 2013
Person(s)
Responsible
All Math
teachers
grades
Pre-K-5.
Required
Resources
*Tennessee
state standards
*MCS
Curriculum
Guides
*Pearson Math
Series
*Researchbased
instructional
materials
Projected
Cost(s) &
Funding
Sources
$ 10,000 Title
One fundsMaterials
$ 30,000 Site
Based FundsInstructional
Materials
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Evaluation Strategy
Performance
Results /
Outcomes
*Formal teacher
Evaluations
*Weekly Classroom
Observations
*Lesson Plans
*AimsWeb
Benchmarks
*Weekly Formal and
Informal
assessments
*Formative
Assessments
* Report card
grades
*Progress Reports
Increased student
achievement in
Mathematics
Page 97 of 159
2.
Action
Step
3.
Action
Step
4.
Action
Step
Teachers will implement the
research-based algebra readiness
program: Everyday Counts
Calendar Math to improve
mathematics proficiency in all
subskills on a daily basis.
Mathematics Intervention
strategy: Mathematics will be
taught through the 3-tiered
approach, and struggling students
(tier 2 and tier3) will receive
mathematics interventions with
research-based districtimplemented intervention
programs daily.
Instructional technology will be
used to increase proficiency in
math through research-based
best-practice instructional delivery,
student practice, intervention and
assessment.
Daily
from
August
2011May 2013
20
minutes
Daily for
tier2 and
Tier 3
students
from
August
2011May 2013
Daily
from
August
2011May 2013
All Math
Teachers,
grades
Pre-K-5.
All math
teachers in
grades K-5
and
Computer
Lab
Teacher
Avis Hamar
All K-5
Teachers
All
intervention
-ists
All teacher
assistants
Everyday
Counts
Calendar Math
Kit
Stanford Math
Computerbased program
Smart Boards
Document
Cameras
Computers
Response
Systems
Printers
$ 1,000 Title
One fundsMaterials
$20,000 Title
One fundsComputers
$ 30,000 Title
One funds:
Computer
Equipment
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
*Weekly Classroom
Observations
*Lesson Plans
Assessments
*Weekly Formal and
Informal
assessments
*Formative
Assessments
* Report card
grades
*Progress Reports
*AIMSweb progress
monitoring and
benchmarking
*Stanford Math
assessments
* Discovery
Assessments
*Formal teacher
Evaluations
*Weekly Classroom
Observations
*Lesson Plans
*Stanford Math
Data
*Weekly Formal and
Informal
assessments
*Formative
Assessments
* Report card
grades
*Progress Reports
Increased student
achievement in
Mathematics
Increased student
achievement in
Mathematics
Increased student
achievement in
Mathematics
Page 98 of 159
5.
Action
Step
6.
Action
Step
7.
Action
Step
Mathematics instruction will be
delivered through research-based
strategic methods that address
brain compatible learning and
learning styles, student motivation
and active engagement
Schoolwide reform strategies
based on scientific research. 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
Students with disabilities will receive
individual education plans that
focus on math instruction and are
student-centered and
implemented instructionally by
classroom and special education
teachers daily.
All students in grades K-5 are will
after-school tutoring through
Supplemental Education Services
that will implement strategies to
improve math proficiency. Funds
provided for this service are for the
sole purpose to remove school
from improvement status.
(
Daily
from
August
2011May 2013
Daily
from
August
2011May 2013
Mondays,
Tuesdays
and
Thursdays
October
2011May 2012
All K-5
Teachers
All
intervention
-ists
All teacher
assistants
All K-5
Teachers
All
intervention
-ists
All teacher
assistants
Kecia
Helminski,
Site SES
Coordinator
SES service
providers
Technical
Assistance
provided
by FPG&C
Responsive
Classroom
Materials
*Tennessee
state standards
*MCS
Curriculum
Guides
*Pearson Math
Series
*Researchbased
instructional
materials
* instructional
technology
SES tutoring
curriculum and
materials
$10,000 Title
One Fundsmaterials
$10,000 Title
One Fundsmaterials
$10,000 District
Special
Education
Funds
Funds for
material and
supplies
provided by the
district and SES
service
providers
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
*Formal teacher
Evaluations
*Weekly Classroom
Observations
*Stanford Math
Data
*Lesson Plans
Assessments
*Weekly Formal and
Informal
assessments
*Formative
Assessments
* Report card
grades
*Progress Reports
*Formal teacher
Evaluations
*Weekly Classroom
Observations
*Lesson Plans
*Stanford Math
Data
*Weekly Formal and
Informal
assessments
*Formative
Assessments
* Report card
grades
*Progress Reports
*Weekly Classroom
Observations
*Lesson Plans
*Stanford Math
Reports
*Weekly Formal and
Informal
assessments
*Formative
Assessments
* Report card
Increased student
achievement in
Mathematics
Increased student
achievement in
Mathematics
Increased student
achievement in
Mathematics
Page 99 of 159
Office
8.
Action
Step
9.
Action
Step
High-Quality on-going Professional
Development in research based
instructional strategies
mathematics will be provided to
classroom teachers during PLCs
with the school day, at school
outside of the school day, and offsite by research-based
professionals, as opportunities arise.
Strategies o increase and promote
parental and community
involvement and communication
with a focus on math achievement
will be addressed by providing
grade-level parent meetings, takehome numeracy packets, parent
literacy workshops, annual title one
meeting, parent-teacher
conferences, benchmark and
progress monitoring reports
Weekly
during
PLCs,
Monthly
during
Faculty
Meetings,
and as
opportuni
ties arise
off-site
from
August
2011May 2013
Parent
meetings:
Monthly
Parent
Communi
cations:
Weekly
from
August
2011May 2013
grades
*Progress Reports
Bobby
Walker,
Principal
Kecia
Helminski,
Instructiona
l Facilitator
*Instructional
Facilitator
*PLC Supplies
*Professional
Learning
Materials
(Books)
Bobby
Walker,
Principal
Kecia
Helminski,
Instructiona
l Facilitator,
All teachers
Communicatio
n Materials
Take-Home
Numeracy
Packets
$ 60,000
Instructional
Facilitator
salary
$ 1,000.00 PLC
Supplies
$1,000
Professional
learning
materials
$3,000 Off-Site
Professional
Development
$2,000 Title One
Funds- Parent
Involvement
Supplies
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
*Formal teacher
Evaluations
*Weekly Classroom
Observations
*Lesson Plans
*Folio Writing
Assessments
*Weekly Formal and
Informal
assessments
*Formative
Assessments
* Report card
grades
*Progress Reports
Increased student
achievement in
Mathematics
Parent Surveys
Parent Attendance
Data
Student
Achievement—
Formative and
Summative
Increased student
achievement in
Mathematics
Page 100 of 159
GOAL 3 – Action Plan Development
Section 4.1 – (Rubric Indicator 4.1)
Revised DATE: October, 2011
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the system’s Five-Year
Plan?
ACTION STEPS – Section 4.2 – (Rubric Indicator 4.2)
Section B – Descriptively list the action you plan to take to
ensure you will be able to progress toward your goal. Action
steps are strategies and interventions which should be
scientifically based where possible and include professional
development, technology, communication, and parent and
community involvement initiatives within the action steps of
each goal.
1) Getwell Elementary administrators, staff
and teachers will provide incentives for
students who attain perfect attendance
weekly, each nine weeks, per semester,
and for the entire year.
Action
Step
The students at Getwell Elementary, Pre-K- 6, will maintain or exceed the AYP yearly attendance rate of
93% for academic years 2011-2012 and 2012-2013.
To maintain a sufficient attendance of 93%
To support student learning/retention of information
MCS Strategic Goal: Academic Achievement
Accelerate the academic performance of all students.
IMPLEMENTATION PLAN – Section 4.3 – (Rubric Indicator 4.3)
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required
resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define
how you will evaluate the action step.)
Timeline
Will begin
August
2011 and
will be
implement
ed and
monitored
as
indicated
until May,
2013.
Person(s)
Responsible
-Classroom
Teachers
- Kecia
Helminski,
Instructional
Facilitator
-Helen
Sudberry,
Professional
School
Counselor
-Bobby
Walker,
Principal
-Malkah
Lewis,
Attendance
Secretary
Required
Resources
-Incentives
purchased with
fund raising
-Adopter
donations
Projected
Cost(s) &
Funding
Sources
Perfect
attendance
award, weekly
classroom
activities, sixweeks ribbon
awards, trophies,
treats, prizes,
semester awards
presentations and
end-of-year
awards program
Incentives cost:
$700, Student
Fundraiser funds
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Evaluation Strategy
Performance
Results /
Outcomes
SMS reports produced
the attendance daily.
The principal will
announce the results.
Attendance rate will
be = or > than 93%
for the year.
Page 101 of 159
2) The administrators and K-5 teachers will
facilitate meetings each six-weeks with
students to discuss strategies to maintain
daily attendance.
Action
Step
3) Strategies o increase and promote
parental involvement 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.
Action
Step
Will begin
August
2011 and
will be
implement
ed and
monitored
as
indicated
until May,
2013.
Teachers
- Kecia
Helminski,
Instructional
Facilitator
-Helen
Sudberry,
Professional
School
Counselor
-Bobby
Walker,
Principal
-Malkah
Lewis,
Attendance
Secretary
Good
attendance
strategies
provided by the
staff
Will begin
August
2011 and
will be
implement
ed and
monitored
as
indicated
until May,
2013.
-Guidance
Teachers
- Kecia
Helminski,
Instructional
Facilitator
-Helen
Sudberry,
Professional
School
Counselor
-Bobby
Walker,
Principal
-Malkah
Lewis,
Attendance
Secretary
Parent
communication
materials,
refreshments,
No additional
funding required.
SMS daily reports and
number of perfect
attendance rewards
earned each six
weeks.
$1000.00 Title 1
parental
involvement
funds
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Monitor participation
and attendance at
meetings throughout
the year and
compare.
-Decrease in the
number of
unexcused
absences and
tardies.
-Increase the
number of students
with perfect
attendance per six
weeks period
--Decrease in the
number of
unexcused
absences and
tardies.
-Increase the
number of students
with perfect
attendance per six
weeks periodIncrease parent
involvement
Page 102 of 159
Action
Step
4) High-Quality on-going 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.
Will begin
August
2011 and
will be
implement
ed and
monitored
as
indicated
until May,
2013.
-Principal
-Assistant
Principal
INSTRUCTION
AL
FACILITATOR
-District PD
staff
-Grade
Chairpersons
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
$60000.00
INSTRUCTIONAL
FACILITATOR
Salary: Title One
Funds
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
-PD evaluations
-PLC minutes
-SPI Mastery
-Observations of best
practices
-SPI focused
instruction
-Differentiated
Instruction
-Increased math
proficiency
Page 103 of 159
Component 5 – The School Improvement Plan and Process Evaluation
SECTION 5.1: Process Evaluation
The following summary questions are related to Process. They are designed as a culminating activity for you to analyze the process
used to develop the school improvement plan.
SECTION 5.1: Process Evaluation
(Rubric Indicator 5.1)
Evidence of Collaborative Process – Narrative response required
What evidence do we have that shows that a collaborative process was used throughout the entire planning
process?
The collaborative process used throughout the school improvement planning process involved administrators,
teachers, parents, school staff, and community members. Time was allotted each Wednesday for TSIPP
committee teams to meet regularly throughout the school year to analyze, review, and edit their respective
sections. Team members review critical data and answer the guiding questions for each section. Revisions of
the sections are continuously updated and revised. Presentations by chairpersons for faculty and stakeholder
help review and keep this plan current. Evident documents include TSIPP committee team planning minutes,
planning agendas, faculty meeting agendas, weekly school memos, PTO meeting and School Leadership
Council presentations, Professional Learning Community agendas, and sign-in sheets.
The TSIPP process meets federal, regional, and state requirements. The School Improvement Plan
leadership team has works diligently with subcommittees to ensure the production of an accurate
and current document. The Component 5 committee works collectively to ensure that the evaluation
process involves all faculty, staff, and stakeholders. Moreover, committee members work
collaboratively to obtain data from each component committee.
 The school climate survey is administered to all stakeholders in the Spring of 2011.
 Stakeholders meet to yearly revise Getwell’s vision and mission statements to ensure the
alignment of Getwell’s focus and student needs.
 The school leadership team meets to map out a strategic plan of TSIPP completion and provide
a time line for committee chairpersons.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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Evidence of Collaborative Process – Narrative response required
 Chairpersons and team members are secure.
 The leadership team delegates assignments to correlating TSIPP components as needed.
 In order to facilitate a collaborative effort, the principal allots time during school-wide staff
development meetings to analysis TSIPP documentation.
 Committee chairpersons meet with team members weekly.
 Minutes are recorded at all meetings.
 Committees met continuously to review, edit, revise, and evaluate the effectiveness of our data,
to ensure adherence and address need for each standard.
Committees continually evaluate TSIPP components for necessary revisions, before and after final
submittal of the School Improvement Plan to the state.
Evidence of Alignment of Data and Goals – Narrative response required
What evidence do we have that proves alignment between our data and our goals?
Data is consistently used throughout the school year in all decision-making activities. Getwell uses multiple
assessment and survey instruments to assess the school culture, climate, attendance, and achievement of all
students. The data is disaggregated and analyzed by the school’s professional learning community, School
Leadership Council, Grade Level Chair/Problem Solving Team, administration, and School Improvement
Planning teams. All teachers have a Data Notebook that includes information that is organized and updated
throughout the school year. The Teacher Effectiveness Initiative TEM and Teaching and Learning Framework for
all employee evaluations are aligned with the development and design of School improvement efforts and
documentation. Staff, teachers, parents, administration and district personnel review and use data to make
decisions regarding assessment results. This information is communicated to all stakeholders through team
meetings, data boards, the school’s website, letters, and informational programs and Family Nights.
Collection and careful analysis of pertinent information plays a critical role in determining the
effectiveness of the existing programs and services at Getwell. These data assist the teams in planning
and sustaining school improvement initiatives on behalf of student learning.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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Evidence of Alignment of Data and Goals – Narrative response required
Based on research-based assessments, the following instruments are used to assess student performance in
Pre-kindergarten through fifth grade:

TCAP Data

















TVAAS, subgroups
School Report Card
Weekly Assessments
AIMs Web Results
Progress Monitoring
Discovery Formative Assessments
Stanford Math Assessment
Headsprout Assessments K-2
Bailey’s Bookhouse Pre-K
Reading Plus 3-5
Scott Foresman Reading Weekly, Unit and Benchmark Test
Baseline Assessments
Weekly Assessments
Test
Climate surveys
Community demographics
TCAP Writing Assessments
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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Evidence of Alignment of Data and Goals – Narrative response required
Evident alignment between Getwell assessment instruments, data and school goals are demonstrated
through:


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


100% participation rate on all state assessments
TEM: The Teacher Effectiveness Initiative
Teaching and Learning Framework Evaluations
Required proficiency in Math on TCAP achievement test
Required proficiency in Reading/Language Arts and Writing on TCAP achievement test
All staff utilizing Data Notebooks for grade level and professional learning community team meetings
School-wide focus on data during professional development activities
School Improvement Plan team minutes reflecting a comprehensive and thorough data review focusing
on critical data and guiding questions throughout the school improvement planning process
The goals of the 2011-2012 school year are derived from the current three year academic and nonacademic data. Component 1 allows for thorough analysis and presentation of this data, and reflects
an accurate and succinct profile of the students and community served by our school. Collection
and careful analysis of pertinent information plays a critical role in determining the effectiveness of
the existing programs and services at Getwell. These data assist the teams in planning and sustaining
school improvement initiatives on behalf of student learning.
The following target goals match data priorities for Getwell Elementary and directly address the goals
of No Child Left Behind in ensuring that all students are academically proficient in reading, language
arts, and math by 2014:
 The students at Getwell Elementary will improve achievement in Reading/Language Arts and Writing in all AYP subgroups. The percentage
of proficient/advanced students in benchmark grades will increase from 33% to meet Tennessee’s AMO in R/LA of 66% in 2011-2012, and to
meet Tennessee’s AMO in R/LA of 83% proficient/advanced in 2012-2013.

The students at Getwell Elementary will improve achievement in Mathematics in all AYP subgroups. The percentage of
proficient/advanced students in benchmark grades will increase from 28% to meet Tennessee’s AMO in Mathematics of 60% in 2011-2012,
and to meet Tennessee’s AMO in Math of 80% proficient/advanced in 2012-2013.

The students at Getwell Elementary, Pre-K-5, will maintain or exceed the AYP yearly attendance rate of 93% for academic years 2011-2012
and 2012-2013.
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Evidence of Communication with All Stakeholders – Narrative response required
What evidence do we have of our communication of the TSIPP to all stakeholders?
Getwell is committed to a shared purpose and vision for student achievement, and this is regularly
communicated to all stakeholders through the TSIPP process. The school’s mission, vision, beliefs, and AYP data
is posted throughout the school. There is a main data board in the front entrance that displays the school’s
AYP and current attendance data. Each grade levels data board portrays grade level AYP goals, attendance
information, and formative assessment data that is posted and regularly updated.
The school’s vision and mission is regularly communicated to all parents and stakeholders through the school’s
newsletter distributed each nine-weeks, the student and teacher handbooks, morning announcements, the
school’s website, Title I informational meetings, grade level programs, letters sent home to parents, a weekly
progress folder for all students, school flyers, state report card, PIPE report card, PTO, School Leadership
Council and parent informational programs and events.
All stakeholders, including support staff, teachers, students, adopters, and community representatives are
involved in the development and evaluation of the TSIPP document. This is evident through TSIPP meeting
agendas and sign-in sheets, weekly staff memos, professional learning community and grade level team
minutes, and PTO and School Leadership Council meeting agendas and minutes. Evaluations, surveys, and
informational sessions are regularly used to update stakeholders on the school’s progress of TSIPP goals.
The leadership of Getwell Elementary is effective in establishing and communicating a shared purpose and
focus for student achievement. Stakeholders are involved in developing and evaluating the TSIPP document..
Evaluations and surveys are used to continually to receive feedback and explore needs that help update
stakeholder awareness and promote support for TSIPP goals. These opportunities for feedback are used as
tools to increase communication with stakeholders, help find leaders for school improvement and allow insight
into the effectiveness of the school
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals – Narrative response required
What evidence do we have that shows our beliefs, shared vision and mission in Component 2 align with our goals in Component 4?
All stakeholders were involved in the collaborative development of our school’s beliefs, shared vision, and
mission statement. The school’s demographic data, School Climate Survey, student performance data,
existing beliefs, mission, and vision statements were used in the process. The committee collected feedback
on drafts and through a consensus of all stakeholders during school improvement planning meetings a final
edition was agreed upon. The belief, mission and vision statements have been communicated to all
stakeholders through our newsletter and are posted throughout the school building. This correlates with our
belief in Component 2 that “teachers, administrators, parents, and the community share the responsibility of
advancing the school’s mission.”Our beliefs, mission and vision in Component 2 focus on learning, instruction,
assessment, decision-making, relationships, and expectations. Our goals are directly correlated with our
school’s vision and purpose. This is evident through the goals’ focus on raising the academic achievement
and performance of all students in Reading/Language Arts, Mathematics, Writing, and Science. The goals are
continually reviewed through data analysis for evidence of student achievement throughout the year.
All stakeholders were involved in a collaborative effort to develop beliefs, vision, and mission that
aligned with Getwell’s focus and goals. These directly correlate the vision and purpose of the school
in meeting the educational and social needs of students. This purpose was focused on the continual
improvement of student achievement, and goals were analyzed for evidence of achievement.
The faculty and staff of Getwell Elementary have developed action plans to address each of the
targeted goals for student achievement that have been identified in the School Improvement Plan:
reading/language arts, writing, math, science, and attendance. All goals are measured by Adequate
Yearly Progress (AYP). The plan addresses the need to improve the performance of students within
grade level expectations. Additionally, the plan addresses the development of literacy skills, higher
order thinking skills, problem-solving strategies, and reasoning skills. Moreover, the School Improvement
Plan provides strategies to increase student attendance. The leadership committee reviews actions
within our plan to make certain they are aligned with Getwell’s school profile, beliefs, vision, and
mission to develop a focus on accountability for data driven leaders..
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization – Narrative
response required
What evidence do we have that shows our action steps in Component 4 align with our analyses of the areas of curriculum,
instruction, assessment and organization in Component 3?
The action steps in Component 4 are aligned with the areas of curriculum, instruction, assessment, and
organization in Component 3. This is evident through the alignment of our identified needs with a
comprehensive data analysis and gap analysis. Component 3 members analyzed the strengths and
challenges in each area with suggestions of how to address the identified area of need. Component 4
members used these suggestions in the development of our identified goals for the school’s action plan. Areas
of improvement include raising the Reading/Language Arts, Math, Writing, and Science performance of all
students and in the ELL, Hispanic, and Students with Disabilities subgroups. These needs are addressed in the
Component 4 action steps focusing on measurable goals with specific instructional strategy outcomes for
raising student performance and achievement. Reading/Language Arts, Writing, Mathematics, and Science
goals address the identified needs in Component 3 through the use of research-based instructional best
practices and ongoing professional development for all staff.
The school’s leadership team evaluates student performance and school effectiveness to guide
decision making that is reflective of the school’s goals for student learning. Primary goals for Getwell
include continuous school improvement and student achievement. Thorough data analysis provides
direction for the revision of action plans.
The action steps contained in component four align with curriculum, instruction, assessment, and
organization. Explicit strengths and areas for improvement are detailed in the gap analyses. These
needs are addressed through action steps to ensure target goals are reached. The action steps
support the school and system goals for the increased use of scientifically research based instructional
practices.
The action steps detailed in component four are characterized by the following:
 Evidence indicates that there is a direct correlation between data analysis and student and
school needs.
 Student, teacher, and school centered plans are identified.
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Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization – Narrative
response required
 Professional development and parental involvement are included in steps for each goal.
Needs identified in the gap analysis are addressed in the goal action steps.
Reading Strategies
 Focus on GLE and Content Academic Vocabulary
 Teachers will collaborate to create exemplars for GLE’s and work together in teams to create rigorous
activities for instruction
 Scope and Sequences will be a focus and a resource for each grade level
 Intense focus on Quality Work and continuous team level “Show and Tell” of growth
 Word Wall Focus-Reading and Math Academic Vocabulary used as tools for learning and aligned with
what your currently teaching current/reviewed vocab will be color coded in a school-wide cross
curriculum manner
 School wide T chart Vocabulary strategies will be used to introduce new vocabulary to create a familiar
approach that creates continuous vocabulary growth by familiar repetition
 Weekly/Unit/9 week assessments will be aligned and created in GLE Focus meetings for each grade
level
 Lesson Plans and assessments will be aligned and driven by data and turned in as a grade level by the
Grade Chairs on Thursdays
 Lesson Plans will be developed based on what the students know, current teaching and what GLE’s
need to be addressed prior to the test
 Data Boards will be posted based on Grade Levels, broken down by teacher and individual student
needs
 State Goals will be posted and AYP calculation for each individual class by assessment data each 9
weeks
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Suggestions for the Process – Narrative response required
What suggestions do we have for improving our planning process?
Suggestions for improvement in the TSIPP process include ongoing professional development for all staff on the
new format. Additional support from the district level is suggested with cluster meetings addressing the unique
needs of each school. Additional time should be allocated throughout the school year for our professional
learning communities, grade level teams, and School Leadership Council to review TSIPP goals and outcomes.
Improvements for the planning process have been noted and addressed throughout revisions of the TSIPP
document. This data includes academic and nonacademic data, as well as the implementation of best
instructional practices for data-driven instruction and assessment. The following improvements facilitated the
revisions of the new TSIPP document:
 Interpretation of data results
 Classroom walk-throughs and formal observations
 Data analysis of all subgroups
Continual improvement may be provided by the following steps:
 Continue to collect and analyze multiple data sources
 Include TSIPP component chairs in Leadership Council meetings
Provide professional development for faculty and staff on the School Improvement Planning process
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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SECTION 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.
SECTION 5.2: Implementation Evaluation
(Rubric Indicator 5.2)
Evidence of Implementation – Narrative response required
What is our plan to begin implementation of the action steps?
Action steps are implemented at the beginning of each school year. Our professional learning
community/grade level teams will begin the implementation of the research-based instructional strategies
listed in Component 4. This will be documented through professional learning community/grade level team
agendas and minutes, lesson plan review, classroom observations, and walkthroughs. Ongoing professional
development activities will support Component 4 action plan goals. This will be documented through
professional development agendas, sign-in sheets, meeting minutes, surveys, and financial expenditures are
directly related to the action plan.
The professional learning communities, School Leadership Council, administrative and TSIPP teams will monitor
the implementation of the action steps to ensure effective implementation of the School Improvement Plan’s
goals.
AYP data is thoroughly analyzed in order to evaluate existing action steps. Professional development plans
support action steps.
Baseline data, Weekly, Common Formative, Summative Assessment results are used to identify student needs.
Grade level data meetings are held weekly to monitor student progress and plan differentiated instruction
lessons. The committee assigned to TSIPP component 5 monitors the effectiveness of action steps as they
relate to target goals. Moreover, continuous evaluation occurs throughout the school year to ensure effective
implementation of the School Improvement Plan. The Teaching and Learning Framework evaluation and the
Teacher Effectiveness Initiative observations are aligned with professional development needs. Differentiated
Instruction for teachers and staff are addressed and feedback is given Finally, professional development
activities are held during grade level PLCs and school-wide PLCs to facilitate the action steps necessary to
reach target goals. PD opportunities are addressed in house, by the district or by attending training in or
out of town based on need and availability.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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Evidence of the Use of Data – Narrative response required
What is the plan for the use of data?
Data is consistently used in all decision-making and monitoring processes throughout the year. Multiple
assessment instruments are used to monitor student achievement, attendance, conduct, and the school’s
climate. This takes place during bi-weekly grade level/professional learning community meetings and monthly
School Leadership Council, Grade Level Chair/Problem Solving, and TSIPP team meetings. Weekly, Formative
and Summative assessments include TCAP, AIMs Web, My sidewalk sings progress monitoring, various
computer-based assessments, and weekly selection and unit tests common assessments. These measurements
allow classroom teachers to monitor the effectiveness of instructional strategies and adjust for individual
student needs. All teachers have a data notebook where this information is kept and organized for
instructional planning. Data is disaggregated focusing on the specific needs of all subgroups. School data is
compared to district, state and national norms and performance. Getwell Elementary utilizes a myriad of
state mandated, district endorsed research based assessments in order to obtain valid measurements
of student performance. This data is administered to 100% of the students and analyzed regularly in an
effort to assess student performance. These measurements also afford classroom teachers the
opportunity to evaluate instructional methods and modify methods to better meet the needs of
students.
 Baseline and AIMs Web assessments are used to determine students’ instructional needs and
provide teachers with information to group students effectively so that they receive optimal
instructional support.
 Unit skills tests and benchmark assessments and Common Assessments in reading and math
provide a variety of assessments that support classroom instruction by identifying areas of focus.
 The Discovery Education formative assessment is administered three times during the school
year to third through fifth grade students. Assessment results indicate skill mastery and those that
require additional instruction or remediation. The skills assessed by the formative assessment are
mandated by the state and are in line with those on the TCAP achievement test. State
Performance Indicator that are deficit 80% or more are identified and retaught.
 TCAP is the state mandated assessment system. The results of TCAP are used to determine the
attainment of Adequate Yearly Progress (AYP) in the academic areas of reading, language arts,
writing, and math.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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Data is reviewed and analyzed by the leadership team and faculty. Comparisons are made to past
performances (both state and local), and national norms are indicated. Teachers meet weekly with
the Instructional Facilitator to discuss student progress, and SPIs mastery.
Memphis City Schools 2011-2012 Testing Calendar
Dates
Test
Grade(s)
August 8- 26, 2011
August 8-Sept 2, 2011
August 8 - 25, 2011
Kindergarten Readiness Indicator
AIMSweb Benchmark 1
Fall Gateway Window 1 On-line Tests
Kindergarten (First full day August 15, 2011)
Grades K-5
Students who entered 9th grade prior to the 09-10
school year and have not passed the Gateways
Sept 20 - Sept 23, 2011
Discovery Formative Assessment A
Grades 3-8 & Algebra I, English II, Biology I
September - November
ASVAB (Armed Services Vocational Aptitude Battery)
Grades 11 and 12
October 3 - 31, 2011
October 5, 2011
Scholastic Reading Inventory (SRI)
Writing Folio Assessment 1
Grades 6- 8
Grades 5, 8, and 11
October 12, 2011
PSAT/NMSQT Testing
Students in grade 11
Oct 17 - Dec 15, 2011
Fall Gateway Window 2 On-line Tests
Students who entered 9th grade prior to the 09-10
school year and have not passed the Gateways
October 25, 2011
EXPLORE and PLAN
All students currently enrolled in 8th grade
(EXPLORE) and 10th grade (PLAN)
Nov 15 - Nov 18, 2011
Discovery Formative Assessment B
November 28, 2011
November 29, 2011
U. S. History End-of-Course Test
Algebra II End-of-Course Test
November 30, 2011
December 1, 2011
English III End-of-Course Test
English I End-of-Course Test
Grades 3-8 & Algebra I, English II, Biology I
4x4 Block Schedule Schools Only
All students currently enrolled in U.S. History
(including AP U.S. History), Algebra II, English III, or
English I
December 6, 2011
December 7, 2011
December 8, 2011
Algebra I End-of-Course Test
English II End-of-Course Test
Biology I End-of-Course Test
All students currently enrolled in Algebra I, English II,
or Biology I
November 29, 2011
Writing Folio Assessment 2
Grades 5, 8, and 11
December 6 -8, 2011
Constructed Response Assessment (CRA)
All students currently enrolled in grades 3 and 7
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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January 3-20, 2012
AIMSweb Benchmark 2
Grades K-5
January 17, 2012
TCAP-Alt Portfolio Assessment due date
Students assessed using alternative assessments
February 1, 2012
Feb 20 - March 30, 2012
TCAP Writing Assessment
ELDA
Grades 5, 8, and 11
All ELL (English Language Learner) students
Feb 21 - Feb 24, 2012
Discovery Formative Assessment C
Grades 3-8 & Algebra I, English II, Biology I
Feb 27 - March 9, 2012
Spring Gateway Window 1 On-line Tests
March 20, 2012
ACT Testing
Students who entered 9th grade prior to the 09-10
school year and have not passed the Gateways
All students currently enrolled in 11th grade
Apr 24-27 (Apr 30 make-up) TCAP Achievement Test
April 30 - May 15, 2012
AIMSweb Benchmark 3
April 30 - May 18, 2012
Spring Gateway Window 2 On-line Tests
Grades 2-8
Grades K-5
Students who entered 9th grade prior to the 09-10
school year and have not passed the Gateways
April 30 - May 25, 2012
May 1, 2012
Scholastic Reading Inventory (SRI)
Algebra I End-of-Course Test
May 2, 2012
May 3, 2012
English II End-of-Course Test
Biology I End-of-Course Test
Grades 6-8
All students currently enrolled in Algebra I, English
II, or Biology I
May 2 - May 22, 2012
International Baccalaureate (IB) Exams
Students currently enrolled in the corresponding
classes (Ridgeway High only)
May 7, 2012
May 8, 2012
May 9, 2012
May 10, 2012
U.S. History End-of-Course Test
Algebra II End-of-Course Test
English III End-of-Course Test
English I End-of-Course Test
All students currently enrolled in U.S. History
(including AP U.S. History), Algebra II, English III, or
English I
June 11 - 22, 2012
July 9 - 20, 2012
July 10-12, 2012
Summer Gateway Window 1 On-Line Tests
Summer Gateway Window 2 On-Line Tests
End-of-Course Tests (Algebra I, English II, Biology I)
Students who entered 9th grade prior to the 09-10
school year and have not passed the Gateways
May 7, 2012
Advanced Placement (AP) Exams Dates
Morning Session - 8:00 a.m.
Afternoon Session - 12 noon or 2:00 p.m.
Chemistry
Psychology
Environmental Science
May 8, 2012
Computer Science A
Spanish Language
Art History
May 9, 2012
Calculus AB
Calculus BC
Chinese Language and Culture
May 10, 2012
English Literature and Composition
Japanese Language and Culture
Latin:Vergil
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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May 11, 2012
German Language and Culture
United States History
European History
Studio Arts (portfolios due)
May 14, 2012
Biology
Music Theory
Physics B
Physics C: Mechanics
Physics C: Electricity and Magnetism (2:00 p.m.)
May 15, 2012
United States Government and Politics
Comparative Government and Politics
French Language and Culture
May 16, 2012
English Language and Composition
Statistics
May 17, 2012
Macroeconomics
Microeconomics
World History
Italian Language and Culture
May 18, 2012
Human Geography
Spanish Literature
Memphis City Schools ● Office of Assessment ● Phone (901) 416-5450
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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SECTION 5.3: Monitoring and Adjusting Evaluation
The following summary questions are related to TSIPP Monitoring and Adjusting. They are designed as a culminating activity for the
school to plan the monitoring process that will ensure that the school improvement plan leads to effectively supporting and building
capacity for improved student achievement for all students.
SECTION 5.3: Monitoring and Adjusting Evaluation
(Rubric Indicator 5.3)
Evidence of Monitoring Dates – Narrative response required
The School Leadership Team will regularly meet to monitor and recommend any necessary adjustments to the
school improvement plan. The plan will be adjusted based on student assessment results, changes in school
goals and instructional practices, required district initiatives, and parent and community needs.
Monitoring Process
Provide a professional
development in-service
on the new School
Improvement Plan Team
Process
Establish regular TSIPP
committee meeting times
and dates
Meet with the School
Leadership Council, PTO
and Grade Level
Chair/Problem Solving
Team to review progress
Monitor the ongoing use
of formative and
summative assessments to
Calendar Date(s)
Name/Position of person
Responsible
-Bobby Walker, Principal
September In-service 2011 -Kecia Helminski,
Instructional Facilitator
Monitoring Strategy
Agenda, sign in sheet
September 2011 – April
2012
(Bi-weekly)
-Bobby Walker, Principal
-Kecia Helminski,
Instructional Facilitator
Sign in sheets, agenda,
minutes
September 2011 – April
2012
(Monthly)
-Bobby Walker, Principal
-Kecia Helminski,
Instructional Facilitator
Agenda, sign in sheet,
minutes from meetings
September 2011 – May
2012
(Monthly)
-Bobby Walker, Principal
-Kecia Helminski,
Instructional Facilitator
Data Books, Formative
and Summative
Assessment Reports,
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 118 of 159
determine student
mastery of district and
state curriculum
Review implementation
and compliance with
TSIPP action plan goals
September 2011 – May
2012
(Weekly)
Monitor implementation
of TSIPP action plan goals
during classroom
instruction
September 2011 – May
2012
(Weekly observations)
Provide ongoing
professional development
activities that support the
TSIPP process and action
plan goals
September 2011 – May
2012
(Monthly)
- Professional Learning
Community, Grade Level
Team members
-Bobby Walker, Principal
-Kecia Helminski,
Instructional Facilitator
- Professional Learning
Community/Grade Level
Team members
-Bobby Walker, Principal
-Kecia Helminski,
Instructional Facilitator
- Professional Learning
Community/Grade Level
Team members
-Bobby Walker, Principal
-Kecia Helminski,
Instructional Facilitator
- Professional Learning
Community/Grade Level
Team members
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
agenda, sign in sheet,
minutes from meetings
Agenda, sign in sheet,
minutes from meetings,
classroom observation
forms
Classroom observation
OPTES
Agenda, sign in sheet,
minutes from meetings
Page 119 of 159
Memphis City Schools
Kindergarten
Letter Naming Fluency
Letter Sound Fluency
Phonemic Segmentation
Fluency
Nonsense Words Fluency
First Grade
Letter Naming Fluency
Letter Sound Fluency
Phonemic Segmentation
Fluency
Nonsense Words Fluency
Oral Reading Fluency
(R-CBM)
Second Grade
Oral Reading Fluency
(R-CBM)
Third Grade
Oral Reading Fluency
(R-CBM)
MAZE
Fourth Grade
MAZE
Fifth Grade
MAZE
AIMSweb Targets
Reading 2011-2012
Benchmark 1
Benchmark 2
Benchmark 3
21
5
43
27
30
52
39
48
25
39
47
31
41
50
34
54
36
68
67
62
88
106
87
111
127
12
15
16
13
20
20
17
22
26
These targets are based on the AIMSweb National Norms for the 50th percentile.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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Evidence of a Process for Monitoring Plan – Narrative response required
What will be the process that the School Leadership Team will use to review the analysis of the data from the assessments and
determine if adjustments need to be made in our plan?
The School Leadership Team will regularly review weekly, formative and summative assessment data to
determine if adjustments need to be made to the school improvement plan. The team will review TCAP, AIMs
Web, My Sidewalk Sings progress monitoring reports, Discovery computer-based assessments, and weekly
selection and unit tests. Data will be disaggregated to determine the effectiveness of instructional strategies
and interventions for all subgroups.
The team makes decisions to determine the effectiveness of the TSIPP. After effectiveness is
determined, necessary adjustments are made TEM Teacher Effectiveness Initiative, Teaching and
Learning Framework Evaluations, alignment of teacher professional development, research-based
instructional practices, mentoring, and student and parent activities.
The following summative assessments were utilized:
 TCAP Achievement Tests-The results will be analyzed and comparisons made with previous data.
Trends, improvements, and deficits will be identified.
Individual Student Data provides information on students’ and teachers’ yearly performance.
 CRT: Performance Status: Proficient or Advanced-Trends will be evident when data is compared
previous assessments.
 Group Data Reports are used to determine high priority objective performance indicators.
 TCAP Writing Assessment- Score comparisons will be made to identify trends that occur.
 Tennessee Value Added Assessment Scores-The TVAAS scores will be used to determine growth
of students at varied achievement levels. The data will be used to track the pattern of student
academic gains.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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Evidence of a Process for Adjusting Plan – Narrative response required
What will be the process that the School Leadership Team will use for adjusting our plan (person(s) responsible,
timeline, actions steps, resources, evaluation strategies) when needed?
The School Leadership Team will regularly meet to monitor and recommend any necessary adjustments to the
school improvement plan. The plan will be adjusted based on student assessment results, changes in school
goals and instructional practices, required district initiatives, and parent and community needs.
The School Improvement Plan, in accordance with state recommendations, will be revised and adjusted as
needed. School goals and instructional practices will be modified based on assessment results. Additional
adjustments will be made based on changes in demographics, student needs, and additional school
requirements.
The leadership team will monitor, review, evaluate, and adjust action plans created for Getwell Elementary
based on current needs. It is vital that the leadership team works to ensure the action steps are executed and
modified in an effort to meet the educational needs of the students. The committee chairs will be responsible
for the implementation and documentation of the School Improvement Plan.
Evidence of a Plan for Communicating to All Stakeholders – Narrative response required
How will the School Leadership Team communicate success/adjustments of the plan to stakeholders and
solicit ongoing input from stakeholders?
The School Leadership Team will communicate the success and/or adjustment of the school improvement
plan to all stakeholders through: Title I meetings, newsletters sent home each nine-weeks, the school’s website,
PTO presentations, School Leadership Council meetings, grade level programs, parent-teacher conferences,
and Open House programs. The school will use parent and community surveys and regularly scheduled
informational meetings for all stakeholders to solicit feedback on the school improvement plan and its
implementation throughout the school year.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 122 of 159
2011-2012
Addendum
Getwell Elementary School
Bobby Walker, Principal
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 123 of 159
2010-2011 Title One Appendix
Table of Contents
1
2
3
4
5
6
7
8
9
10
11
12
13
Assurance Page
Professional Development Plan
Intervention Plan
Strategies to Attract High Quality, Highly Qualified Teachers
Strategies to Increase Parental Involvement
School Home Compacts
Family Engagement Plan
Family Engagement Action Plan
School Transition Plan
List of State-Federal-Local Programs that will be Consolidated
List of Assessment Reports to Parents
Parent Notification of School Improvement Status
Parent Notification Checklist
Communication on School Improvement Status
2011-2012 Teacher Mentoring Action Plan
2011-2012 Schoolwide Instructional Programs Report
Ten Components of a Title One Schoolwide Program
Ten Revised Components of a High Priority School Improvement Plan
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
130
131
138
140
142
144
146
153
156
157
159
160
162
164
165
167
Page 124 of 159
Assurance Page
I, Bobby Walker, principal of Getwell Elementary School, give assurance that this Title I Schoolwide Plan was
developed during a one-year period with parents and other members of the community. This plan is available
to the local educational agency, parents, and the public.
When appropriate, there is coordination with programs under Reading First, Early Reading First, Evan Start, Carl
D. Perkins Vocational Act, and Head Start.
_______________________________
Principal Signature
___10-07-2011______
Date
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 125 of 159
2011-2012
Professional Development Plan
School:
Getwell Elementary School
Principal:
Bobby Walker
*Beginning PD Budget Amount=
$35,000.00
Date:
September 1, 2011
Regional Supt:
Dr. Roderick Richmond
INSTRUCTIONAL FACILITATOR:
Kecia Helminski
*Each itemized expenditure must be subtracted from the PD budget balance until the remaining amount
equals zero.
Professional Development Plan Overview
Based on an extensive review of student data, teacher data and school data, our school identified and
prioritized measurable objectives by subgroups as follows:
1.To increase levels of proficiency in Reading/Language Arts and Math
2.To provide good first teaching and intensive intervention for students at each grade level in R/Language Arts
and Mathematics
3. To continue training, support and supervise teachers in best practices and the most effective teaching
methods.
The Professional Development Plan has goals that will provide teachers with the knowledge, skills, attitudes,
behaviors and resources to meet our identified objectives:
Goal 1: Increase teachers’ expertise in reading/language arts and math through the continued approach of
faculty as a community of learners
Goal 2: Increase teachers’ ability to analyze data to focus on instruction and timely interventions
Goal3: To provide teachers with tools, materials, and training on instructional strategies and responsive
classroom practices to increase students’ positive growth in all subject areas.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 126 of 159
Action Plans
The following plans describe our school’s professional learning activities/events, the content, process and
context we plan for each, our implementation timeline, expected outcomes, data sources used to evaluate
effectiveness and the budget commitment required
Goal 1:
Content: What will be learned?
Increase teachers’ expertise in
Reading/Language Arts and math through
the continued approach of faculty as a
community of learners
Process: What effective processes will be
used?
The Training model, smart team and
coaching will be used to ensure
appropriate application of the professional
development.
Context: What aspects of our learning
environment will support this goal?
Our learning environment is characterized
by the following principles:
 Results-Focused: The professional
learning activities included in our
professional development plan
have been proved to improve
teaching and learning in schools
like ours. We will keep higher
academic achievement as the
focus of our plan implementation.
 Job-Embedded: Many of the
professional leaning opportunities
will be folded into the workday.
Faculty members will meet in
Professional Learning Communities
weekly. Technology will be widely
used to communicate much of the
information traditionally provided in
faculty meetings.
 Collaboration: Faculty members will
use many opportunities to
collaborate. The major
collaborative strategies include:
Professional Learning
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 127 of 159
Professional Learning
Activities/Events
Title and Avatar
Number
Reading and Math and
Research-Based
Instructional Strategies
What data
sources will you
use to evaluate
Implementation
Expected
Presenters/Leaders
effectiveness?
Timeline
Outcomes
(i.e., teacher
data, student
data)
Instructional
August, 2011Teachers gain PLC Minutes
Facilitator,
May, 2012
and reflect
Professional
Weekly
on Research- Teacher
Learning
Based
Observations
Communities,
Reading and
Staff In-service
Math
Student Data
Instructional
Practices
$ 35,000.00
PD Budget
Balance
½
Instructional
Facilitator
Salary:
$30,000.00
PD Printing
and
Supplies
$ 2,000.00
Balance:
$3,000.00
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 128 of 159
Goal 2:
Content: What will be learned?
Process: What effective processes
will be used?
Increase teachers’ ability to
The Training model, smart team
analyze data to focus on instruction and coaching will be used to
and timely interventions
ensure appropriate application of
the professional development.
Context: What aspects of our learning
environment will support this goal?
Our learning environment is characterized
by the following principles:
 Results-Focused: The professional
learning activities included in our
professional development plan
have been proved to improve
teaching and learning in schools
like ours. We will keep higher
academic achievement as the
focus of our plan implementation.
 Job-Embedded: Many of the
professional leaning opportunities
will be folded into the workday.
Faculty members will meet in
Professional Learning Communities
weekly. Technology will be widely
used to communicate much of the
information traditionally provided in
faculty meetings.
Collaboration: Faculty members will use
many opportunities to collaborate. The
major collaborative strategies include:
Professional Learning
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 129 of 159
Professional Learning
Implementation
Activities/Events
Presenters/Leaders
Timeline
Title and Avatar Number
Using Data to Drive
Instruction
INSTRUCTIONAL
FACILITATOR
Teachers
Principal
August, 2010May, 2011
Weekly
Expected
Outcomes
Teachers’
ability to
analyze data
and use it to
improve
student
achievement
will be
increased
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
What data
sources will you
use to evaluate
effectiveness?
(i.e., teacher
data, student
data)
PLC Minutes
Teacher
Observations
Student Data
$4,000.00
PD
Budget
Balance
No
Additional
Funds
Needed
Balance:
$3,000.00
Page 130 of 159
Goal 3:
Content: What will be learned?
To provide teachers with tools,
materials, and training on
instructional strategies and
responsive classroom practices to
increase students’ positive growth
in all subject areas
Process: What effective processes
will be used?
The Training model, smart team
and coaching will be used to
ensure appropriate application of
the professional development.
Context: What aspects of our learning
environment will support this goal?
Our learning environment is characterized
by the following principles:
 Results-Focused: The professional
learning activities included in our
professional development plan
have been proved to improve
teaching and learning in schools
like ours. We will keep higher
academic achievement as the
focus of our plan implementation.
 Job-Embedded: Many of the
professional leaning opportunities
will be folded into the workday.
Faculty members will meet in
Professional Learning Communities
weekly. Technology will be widely
used to communicate much of the
information traditionally provided in
faculty meetings.
Collaboration: Faculty members will use
many opportunities to collaborate. The
major collaborative strategies include:
Professional Learning
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 131 of 159
Professional Learning
Activities/Events
Title and Avatar
Number
Gender Equity in
Elementary Classrooms
Additional Professional
Development
Conferences as they
present themselves
during the 2011 - 2012
school year
Presenters/Leaders
Implementation
Timeline
K. Helminski,PLCs
10/10/2011
TBD
TBD
Expected
Outcomes
What data
sources will you
use to evaluate
effectiveness?
(i.e., teacher
data, student
data)
$4,000.00
PD Budget
Balance
Teachers will
increase
expertise of
effective
teaching of
children with
emotional
and
behavior
problems.
PLC Minutes
Student Data
No
Additional
Funds
needed
Lesson Plans
Teacher
Observations
Student Data
Balance:
$3000.00
TBD
TBD
$ 3000.00
Registration,
Travel and
Substitutes
Balance:
0.00
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 132 of 159
20-11-2012 Intervention Plan
School: Getwell Elementary
Date: October 1, 2011
Complete Action Plan for developing and implementing an intervention program.
Action Steps
1. Identify the
students whose
academic
performance is
below expected
levels of student
achievement.
Subject
1. Reading,
Language Arts
and
Mathematics
Timeline
1. September,
2011
Required Resources
1. Report card grades,
data from available
records, teacher
measurements of
student performance,
AIMSweb and
Formative assessment
data.
2. Diagnose
student
intervention
needs.
2. Reading,
Language Arts
and
Mathematics
2. September,
2011
2. Formative
assessment, AIMSweb
benchmark
assessments,
2011TCAP
achievement test
scores
3a. Reading,
Language Arts
and
Mathematics K-5
and Resource
3a. October,
2011through
March 2012
3a.Research-Based
District Approved
Materials
3. Intervention
Application
3a. SES
after school
tutoring program
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Person(s) Responsible
1. Classroom Teachers,
INSTRUCTIONAL FACILITATOR
2. Classroom Teachers,
INSTRUCTIONAL FACILITATOR
3a. SES Providers, Kecia
Helminski-SES Site Coordinator
Page 133 of 159
3b. Destination
3b. Reading and 3b. October,
Reading
Language
2011- May,
Intervention
Arts/Mathematics 2012.
Program/Stanford
Math
(Just-In-Time)
3b. Destination
Reading materials
Stanford Math
Resource
3c. Good First
Teaching
(Prevention)
3c. District curriculum
guides, texts and
resources
4. Monitoring of
Student Progress
5. Evaluation of
Effectiveness
3c. Highlyeffecting
teaching in all
subject areas
3c. August
2011May 2012
4. Reading,
Language Arts
and
Mathematics
4. August
2011May 2012
5. Reading,
Language Arts
and
Mathematics
3b. Educational Assistants,
Classroom Teachers,
INSTRUCTIONAL FACILITATOR
3c. Classroom Teachers,
Educational Assistants,
INSTRUCTIONAL FACILITATOR,
5. To begin
during the
October, 2011
and end in
May 2012
4. Student
progress(determined
by formative
assessment, report
card grades and
teacher
measurements) to be
documented in Excel
Plan for appropriate
adjusting
4. Classroom Teachers,
Instructional Facilitator,
Administrative Staff
5. Collective data
reports
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
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Classroom Teachers,
Instructional Facilitator,
Administrative Staff
Strategies to Attract High Quality, Highly Qualified Teachers
In an effort to attract and retain high quality, highly qualified teachers, Getwell Elementary employs the
strategies listed below.

Getwell Elementary provides ongoing, site-based professional development. Getwell Elementary
schedules, organizes, and conducts professional development sessions that focus on using student
performance data to meet student needs, implementing research-based teaching strategies, and
developing students’ higher order thinking skills.

Getwell Elementary assigns mentors to new teachers. New teachers are assigned to certified (Raising the
Bar) mentors.

Getwell Elementary encourages teachers to attend local, state, and national professional development
activities and join professional organizations. Currently, one Getwell Elementary teacher has achieved
National Board Certification, and an additional teacher is working toward that goal.

Getwell Elementary promotes the school at district and community sponsored events.

Getwell Elementary establishes networks to build capacity in educational practices. Our current networks
center around the following highly effective educational practices: Responsive Classroom, MCS Literacy
Cadre, and Research-Based Vocabulary Implementation.

Getwell Elementary provides support for uncertified personnel to obtain certification. Any faculty
member working through certification is given administrative support and receives coaching from
certified mentors and members of his or her grade level team.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 135 of 159
Strategy Checklist
Help and support uncertified personnel as they work towards certification
Establish collaborative with colleges and universities
Provide ongoing professional development
Encourage local, state, and national professional development (including National Board Certification)
Implement mentoring program
Establish networks to build capacity
Promote school and quality of instruction at MCS School Choice Fair
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 136 of 159
GETWELL ELEMENTARY
SCHOOL-PARENT COMPACT
2011-2012
Getwell Elementary School has jointly developed with parents a school compact that will be reviewed during
parent conferences.
Parent/Guardian Agreement
I want my child to achieve. Therefore, I will encourage him/her by doing the following:
 3 R’s: I will Respect myself, Respect others, and Respect school property at all times.
 Ensure that my child is punctual, attends school regularly, and provide uniforms for daily wear.
 Support the school in its efforts to maintain proper discipline.
 Assist with my child’s homework, other assignments, and provide a quiet, well-lighted study place.
 Encourage my child’s efforts and be available for questions.
 Stay aware of what my child is learning and provide a safe learning environment.
 Provide a library card and all necessary supplies needed for school.
 Read with my child and let my child see me read for 20 minutes each night.
 Attend parent meetings, return report cards, Tuesday Folders, and all other communication.
 Support the school in its efforts to provide supplemental services for my child.
Student Agreement
It is important that I work to the best of my ability. Therefore, I shall strive to do the following:
 3R’s: I will Respect myself, Respect others and Respect school property at all times.
 Attend school and wear uniforms daily.
 Come to school each day with pencils, paper and other necessary tools for learning.
 Complete and return daily homework assignments.
 Observe regular study hours.
 Obey the school rules and the Fight Free policy.
 Look for more peaceful ways for solving problems or conflicts with others.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 137 of 159
Teacher Agreement
It is important that students achieve. Therefore, I shall strive to do the following:
 3R’s: I will Respect myself, Respect others, and Respect school property at all times.
 Provide meaningful homework and assistance to parents to promote parent/child interaction.
 Strive to accommodate the needs of students through the use of differentiated instruction.
 Encourage students and parents by providing ongoing communication about student progress: Weekly
newsletters, Tuesday Folders, Getwell Word and phone calls.
 Provide a welcoming environment to make learning meaningful and enjoyable.
 Focus on enriched skills to provide academic growth and smooth transitions to middle schools.
 Acquire highly-qualified professional development to enhance student learning.
School/Principal Agreement
We support this form of parent involvement. Therefore, we shall strive to do the following:
 3R’s: We will Respect ourselves, Respect others, and Respect school property at all times.
 Provide a respectful and responsive learning environment that allows for positive communication
between the principal, student, teacher and parent.
 Encourage teachers to provide high quality instruction and meaningful homework to reinforce district
curriculum and to achieve state academic standards.
 Encourage parents to participate and observe their child’s class and inform them of access to staff.
 Provide annual teacher conferences an parent meetings to discuss compact and student achievement,
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 138 of 159
GETWELL ELEMENTARY
NO CHILD LEFT BEHIND FAMILY ENGAGEMENT PLAN
2011-2012
The purpose of this plan is to provide parents of participating students an opportunity to be informed of and
involved in the implementation of the Title I project as required by regulations. Also, the purpose of this plan is
to encourage parental involvement in the educational process while ensuring the understanding and
promoting of the “No Child Left Behind Act.” Getwell Elementary endorses the concept that parental
involvement in the affairs of our school is essential if the school and parents are to maintain mutual confidence
and work together to improve the quality of education for all students. Therefore, we will exert efforts to identify
the desires of parents and to be responsible though our actions in addressing those desires.
The school encourages the involvement of parents, both as individuals and as groups, to act as advisors and
resources in the following ways:
1. Become advocators of the instructional practices of the classroom teacher.
2. To express ideas and concerns by responding to surveys and other information-gathering instruments and
meetings, such as: Donuts with Dads, Muffins with Mom, etc…
3. To become actively involved in P.T.O, Watch DOGS, the School Leadership Council and other parentschool groups.
4. Attend and participate in conferences, workshops and instructional activities to enhance parent
knowledge of the school’s curriculum and their child’s education.
It is the policy of Getwell Elementary to jointly develop with parents, written policies with emphasis on shared
responsibilities between parents, students and school. To ensure organized, systematic, meaningful and
ongoing consultations with parents in the planning, design, and implementation of the Title One program,
specific activities to be utilized to increase Title 1 parental involvement are as follows:
1. Provide copies of written policies in a language that parents and stakeholders can understand.
2. Provide parents timely communication, monthly calendars of events, reminder notices to participate in
school activities, and visit and observe classrooms.
3. Provide parents with a student handbook inclusive of school rules, policies, and procedures.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 139 of 159
4. Provide parents with information on curriculum, student progress reports and assessment results.
5. Invite parents to attend annual meetings to inform them of the school’s participation of the Title 1
Program.
6. Convene annual parent meetings at flexible times.
7. Provide regularly a flexible number of diverse parent trainings.
8. Allow parents to complete a needs assessment to identify needed training,
9. Provide trainings that will support the needs of the parents and their child’s education.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 140 of 159
Action
Timeline
Steps
1. Getwell
August
Elementary will
26,2011
Host a Annual
5:00 p.m.
Title One Parent
Meeting and
Parent-Teacher
meet and greet
2. Getwell
Elementary will
host a
Grandparents’
Day Luncheon
to invite
Grandparents
to become
engaged in the
school process.
3. Getwell
Elementary will
host an Open
House Event
2011-2012 Title I Family Engagement Action Plan
Required
Person(s)
Resources
Responsible
Various materials
Coordinated by
and resources
Bobby Walker, Principal;
needed to provide Kecia Helminski, Instructional
parents with
Facilitator;
distributed
K-5 Teachers;
information
Educational Assistants
September
16, 2011
Adult lunches;
Special dining
environment
Cafeteria Manager,
Kecia Helminski, Instructional
Facilitator;
Bobby Walker, Principal;
K-5Teachers;
Educational Assistants;
Thursday
October ,
2011
Various materials
and resources
needed to provide
parents with NCLB
information, light
refreshments
Bobby Walker, Principal;
Kecia Helminski, Instructional
Facilitator;
Helen Sudberry, Professional
School Counselor
K-5 and Support Teachers;
Educational Assistants;
Custodial Staff
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Evaluation
Process
Administration will
observe distribution of
materials and
interactions between
families and staff,
gather/respond to
parent, teacher and
adopter feedback.
Administration will
observe effectiveness
of planned process
and interactions
between families and
staff, gather/respond
to
parent/grandparent,
and staff feedback.
Administration will
observe effectiveness
of planned process
and interactions
between families and
staff, collect survey
data, gather/respond
to parent and staff
feedback.
Page 141 of 159
4. Getwell
Elementary
School will host
Report Card
Pick-Up days on
the Tuesdays
before report
cars officially
go home. This
provides
parents
opportunities to
meet with the
teacher to
discuss report
card progress.
Action
Steps
5. Getwell
Elementary
School will host
individual
parent
conferences to
discuss student
social and
academic
progress
Each
Tuesday
Before
Report
Cards Go
Home
Timeline
October 17,
2011
February 20,
2012
Various materials
and resources
needed to provide
parents academic
progress
information
Administrative Staff
K-5 Teachers
Administration will
observe effectiveness
of planned process
and interactions
between families and
staff, gather/respond
to parent and staff
feedback.
Required
Resources
Various materials
and resources
needed to provide
parents academic
progress
information
Person(s)
Responsible
Administrative Staff
K-5 Teachers
Evaluation
Process
Administration will
observe effectiveness
of planned process
and interactions
between families and
staff, gather/respond
to parent and staff
feedback.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 142 of 159
6. Getwell
Elementary will
conduct parent
workshops to
give parents
strategies to
improve
children’s coresubject skills.
October,
2011
February,
2012
Various materials
and resources
needed to provide
parents with useful
math strategies,
light refreshments
Bobby Walker, Principal;
Kecia Helminski, Facilitator;
Helen Sudberry Professional
School Counselor;
Kindergarten – Fifth Grade
Teachers
7. Getwell
Elementary will
conduct parent
workshops on
Blue Ribbon
Initiative to gain
parental
support for our
plan.
8. Getwell
Elementary will
create,
administer, and
analyze a
Family Needs
Assessment
Survey (send
home to all
parents).
October
2011- April
2012
Copies of PBIS
Bobby Walker, Principal;
Kecia Helminski, Facilitator;
Helen Sudberry Professional
School Counselor
October
2011
Paper
Bobby Walker, Principal;
Kecia Helminski, Facilitator;
Helen Sudberry Professional
School Counselor
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Administration will
review Parent
Workshop Evaluation
forms; Administration
will observe
effectiveness of
planned process and
interactions between
families and staff,
gather/respond to
parent and staff
feedback.
Administration will
review parent
evaluation forms
and monthly
discipline reports.
Survey data will be
analyzed and results
will be used to inform
parent training
sessions. Results will
be posted.
Page 143 of 159
9. Getwell
Elementary will
plan and
conduct
training sessions
to help parents
of ESL and
Special
Education
students help
their children
achieve
academic
success.
10. Getwell
Elementary will
involve parents
in the process
and
development
of our school
improvement
plan.
Action
Steps
11. Getwell
Elementary will
implement a
Watch D.O.G.S.
program to
involve male
Each nine
weeks
beginning in
September
2011
Various materials
and resources
needed to provide
parents with useful
learning strategies,
light refreshments.
Kecia Helminski, Facilitator;
Helen Sudberry Professional
School Counselor; Lorraine
Malone, Instructional Resource
Teacher; Diedra Parham, ESL
Teacher, Leticia Lipsey,
Bilingual Mentor
Instructional
Facilitator and Diedra
Parham, ESL Teacher,
Leticia Lipsey,
Bilingual Mentor will
review parent
evaluation forms.
September
2011 May
2012
State, district, and
school academic
and non-academic
data
Bobby Walker, Principal;
Kecia Helminski, Facilitator;
TSIPP Committee Chairs
Administration will
observe effectiveness
of planned process
and interactions
between parties
involved and
gather/respond to
feedback.
Required
Resources
Various materials
and resources
needed to provide
training and
Identifiable clothing
garments to Watch
Person(s)
Responsible
Helen Sudberry Professional
School Counselor
Samuel Thompson, PE Coach
Evaluation
Process
Administration will
observe effectiveness
of planned process
and interactions
between parties
involved and
Timeline
October
2011May 2012
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 144 of 159
family members
to participate in
the students’
school
experience.
12. Getwell
Elementary will
send home
weekly
classroom
newsletters to
inform parents
about the
week’s
instruction and
activities.
13. Getwell
Elementary will
send home
weekly progress
reports that
indicate each
child’s
academic and
social progress
and allows
parental
feedback.
D.O.G.S. parents.
gather/respond to
feedback.
August 2011- Paper
May 2012
K-5 Teachers
Administration will
observe effectiveness
of planned process
and interactions
between parties
involved and
gather/respond to
feedback.
August 2012- Paper, Tuesday
May 2012
Folders
K-5 Teachers
Administration will
observe effectiveness
of planned process
and interactions
between parties
involved and
gather/respond to
feedback.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 145 of 159
14. Getwell
Elementary will
distribute a
monthly
newsletter and
events
calendar to
inform parents
of school
activities and
events.
15. Getwell
Elementary will
provide a
Webpage that
will allow
families and
any other
member of the
community to
access
information
about the
school.
August 2011- Paper
May 2012
Bobby Walker, Principal;
Kecia Helminski, Facilitator;
K-5Teachers
Administration will
observe effectiveness
of planned process
and interactions
between parties
involved and
gather/respond to
feedback.
August 2011- Web Support
May 2012
Provided by the
district
Celeste Fraser, Media Specialist
Leticia Lipsey, Bilingual Mentor
Kecia Helminski, Facilitator
Administration will
observe effectiveness
of planned process
and interactions
between parties
involved and
gather/respond to
feedback.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 146 of 159
Action
Steps
Getwell
Elementary will
provide
Automated
Parent Phone
Calling
Services to
students and
parents so that
current
information is
available to
students and
families.
Timeline
Required
Resources
August 2011- Support provided
May 2012
by the district.
Person(s)
Responsible
K-5 Classroom teachers
Administrative Team
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Evaluation
Process
Administration will
observe effectiveness
of planned process
and interactions
between parties
involved and
gather/respond to
feedback.
Page 147 of 159
2010-2011 Title I Transition Action Plan
Required
Person(s)
Resources
Responsible
District survey
Bobby Walker,
Principal;
Kecia
Helminski,
Facilitator;
Kindergarten
Teachers
Action
Steps
1. Getwell
Elementary will
create,
administer, and
analyze
preschool
experiences
survey.
2. Getwell
Elementary will
conduct a Preschool
Transition
Seminar for
parents
Timeline for
Implementation
October 2011
Parental
Involvement
Parents
complete and
return preschool
survey.
Evaluation
Process
Administration
will ensure that
survey questions
are applicable
and will gather
needed
information.
November 2011
Handouts for
parents, Sign In for
E-mails to create
list for Local
Daycares
Kindergarten
Teachers
Instructional
Facilitator
Parents learn
strategies to
prepare children
for kindergarten.
Paper, printing
costs$200.00
Bobby Walker,
Principal;
Kecia
Helminski,
Facilitator;
Kindergarten
Teachers
Parents will
receive
pertinent
information to
help prepare
their children for
kindergarten.
Administration
will observe
session, review
parent
evaluation
forms, and
respond to
feedback.
Administration
will gather
feedback from
local preschools and
parents.
3. Getwell
Elementary will
distribute
parent
pamphlet
containing tips
for developing
beginning
kindergarten
skills
4. Getwell
Elementary will
March 2011 - April
2012
May 2012
Getwell
Elementary
Bobby Walker,
Principal;
Parents will
receive general
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Administration
will gather
Page 148 of 159
distribute
information
display at local
preschools.
Kindergarten
Pamphlets
Kecia
Helminski,
Facilitator;
information
about our
kindergarten
program
feedback from
preschools.
Prospective
students will
receive and
have the
opportunity to
experience
general
information
about our
kindergarten
program
Parents will be
invited to attend
informative
meeting to learn
about middle
school.
Administration
will observe
activities, review
parent and
teacher
evaluation
forms, and
respond to
feedback
5.Getwell
Elementary will
Host daycare
visitations from
prospective
Kindergarten
students for
Kindergarten
orientation
activities
May 2012
Handouts,
Coordination by
Instructional
Facilitator
Bobby Walker,
Principal;
Kecia
Helminski,
Instructional
Facilitator;
Kindergarten
Teachers,
Educational
Assistants
6. Getwell
Elementary will
invite middle
school
counselors and
special class
teachers to our
school to
provide
orientation
information for
fifth grade
students and
parents.
March-April 2012
Middle School
brochures
Bobby Walker,
Principal;
Helen
Sudberry,
Professional
School
Counselor
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Administration
will gather and
review student
and parent
feedback.
Page 149 of 159
Action
Steps
7. Getwell
Elementary will
invite local
Middle School
to offer preregistration for
selected
middle school
courses.
Timeline for
Implementation
March-April 2012
Required
Resources
Middle school
registration
packets
Person(s)
Responsible
Bobby Walker,
Principal;
Helen
Sudberry,
Professional
School
Counselor
8. Getwell
Elementary will
plan field trip to
middle school.
March 2012 - May
2012
N/A
Bobby Walker,
Principal;
Helen
Sudberry,
Professional
School
Counselor
9. Getwell
Elementary will
invite middle
school principal
to speak at fifth
grade exiting
ceremony.
May 2012
N/A
Bobby Walker,
Principal;
Helen
Sudberry,
Professional
School
Counselor
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Parental
Involvement
Parents will
receive
information
about special
middle school
courses and
help their
children select
appropriate
courses.
Parents will
receive
information
about the
middle school
children will
attend.
Evaluation
Process
Administration
will gather and
review student
and parent
feedback.
Parents will be
invited to attend
exiting
ceremony
Administration
will gather and
review parent
feedback.
Administration
will gather and
review student
feedback.
Page 150 of 159
Consolidation of State and Federal Programs
State educational programs and other federal programs consolidated in this plan are listed below.
1. Title I- Intervention Programs for At-risk Learners, Professional Development Programs, Parent Involvement
Initiative
2. Title IIA- District-sponsored Professional Development and Literacy Coaches
3. Title II D- District Technology Coaches
4. Title III- ESL Teachers, Bi-lingual Cultural Mentor
5. Title VI-Blue Ribbon Plan
4. Federal Free and Reduced Lunch Program- Free or reduced price breakfast/lunch for qualifying students
5. C.L.U.E. (Creative Learning in a Unique Environment)
6. Title X- Support for Homeless students
7. Extended Contract Funds- After-school Intervention Program for At-risk Learners
8. TN Department of Education- School Age Child Care Program (before and after school)
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 151 of 159
Report of Assessment Results
The office of Research, Evaluation, and Assessment provides individual student academic assessment results to
parents for the following assessments TCAP Achievement Test and the Fifth Grade TCAP Writing Assessment.
When received, Getwell Elementary distributes these results to parents in a timely manner.
In addition to providing parents with results of state assessments, Getwell Elementary uses the following methods
to ensure that parents are informed of student progress.
Report Cards
All MCS students receive report cards at the end of each nine weeks grading period.
Academic Progress Reports (Deficiency Notices)
MCS Student Academic Deficiency Notification forms are sent home at the mid-point of each nine weeks
period. This form gives parents an update on students’ academic areas of weakness and the strategies that are
being used to help students meet grade level academic requirements.
Weekly Progress Reports
All Getwell Elementary homeroom teachers send home weekly progress reports. These weekly reports give
parents weekly updates on students’ academic progress and conduct as well as an opportunity to ask
questions or provide feedback.
MCS Formative Assessment Results
The MCS formative assessment program monitors student progress throughout the school year. All Getwell
Elementary second through fifth grade students are given formative assessment in the areas of reading,
language arts, and mathematics. The results of these assessments are sent home to parents. Formative
assessment results are also posted in a prominent place within the school building.
AIMSweb Progress Monitoring Results
Students needing additional support are enrolled in the Voyager Passport intervention program. Student
progress is monitored every two weeks. Teachers keep parents informed of students’ progress towards their
goals.
Parents may request assistance interpreting or translating assessment results.
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 152 of 159
Parent Notification of School Improvement Status
Getwell Elementary informs parents of our school improvement status. We communicate this information
verbally, in writing, and on our website.
Parent Notification of School Improvement Status Checklist
Flyer to Parents
Letter to Parents
NCLB Parent Handbook
Parent Meetings
School Website
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 153 of 159
August 26, 2011
Communication on School Improvement Status
AYP Letter 2011-2012
Dear Parents,
As you know, our school and district are dedicated to ensuring that our students succeed. While
we have always held high expectations for our students, the federal No Child Left Behind Act of
2001 (NCLB) has set new standards for students to meet.
This summer, our state released a report on the progress our schools are making toward achieving
proficiency for 100 percent of our students under NCLB. The report identifies whether schools have
made “Adequate Yearly Progress” (AYP)-a simple yes or no grade based on a complex set of measurements.
To make AYP, each district school must achieve targets: areas of test participation and performance
measured across subgroups of students (grouped by such categories as race, language proficiency,
and disability). In addition, schools must meet graduation rates and attendance targets. If just
one subgroup misses just one target, an entire school does not make AYP. Our school did not make the target in reading or mathematics.
Please know that many good schools have not made AYP, that doesn't mean they're not successful.
AYP is an all-or-nothing proposition, but student achievement is not. Academic success is measured
in many ways, including classroom tests, teacher observations, report cards, homework, and
standardized tests. But AYP focuses only on state tests. Entire schools can miss the target if too
many students are absent on a test day or if students who aren't yet fluent in English miss the reading
and writing goals.
I am firmly committed to achieving our goal of success for every child, and I recognize that we
must continually improve. We currently have the following programs in place to help improve scores:
Researched-based curricula and interventions and highly qualified teachers who continuously engage in professional development to enhance
their professional knowledge base and expertise.
Our school is filled with these outstanding teachers, principals, and support staff, and
I invite you to arrange a visit to any classroom in the school to see for yourself.
I urge you to examine the results and look closely at the progress our school is making. Most
important, I encourage you to join me in addressing our challenges and applauding the great work
students and staff are doing in classrooms throughout the district. As always, I welcome your comments,
suggestions, and involvement in our schools and in the challenges our students face.
Yours truly,
Bobby Walker
Principal
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 154 of 159
2011-2012 Title I Mentoring Action Plan
Action
Steps
1 Getwell Elementary
will identify mentee’s
based on the
following criteria:
non-tenured
teachers, teachers
new to school,
teachers new to
grade level, teachers
needing/requesting
additional support.
2. Getwell Elementary
will assign mentors to
all beginning
teachers and new to
Getwell Elementary
teachers.
3. Getwell Elementary
will conduct meetings
to reinforce mentor
and mentee
expectations.
Timeline for
Implementation
August 2011 - May
2012
(as needed)
Required
Resources
Person(s)
Responsible
Bobby Walker,
Principal; Kecia
Helminski, Instructional
Facilitator/School
Mentor Coordinator
Evaluation
Process
School Mentor
Coordinator will ensure
that mentee’s receive
support from school
mentors through
conferences and by
monitoring mentoring
activities and monthly
logs.
N/A
August 2011 - May
2012
(as needed)
District-Generated
Mentor and Mentee
Commitment Forms
Bobby Walker,
Principal; Kecia
Helminski, Instructional
Facilitator/School
Mentor Coordinator
Administration and
School Mentor
Coordinator will monitor
mentoring activities
and monthly logs.
August 2011 - May
2012
Raising the Bar
Bobby Walker,
mentoring
Principal; Kecia
guidelines/expectations Helminski, Instructional
Facilitator/School
Mentor Coordinator;
Certified Mentor
Faculty
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Administration and
School Mentor
Coordinator will review
participants’ feedback
and evaluation forms.
Page 155 of 159
Action
Steps
4. Getwell
Elementary will
facilitate mentormentee
interactions.
Timeline for
Implementation
August 2011 - May 2012
(as needed)
5. Getwell
Elementary will
conduct monthly
meetings to assess
progress and
impact of
mentoring
program.
6. Getwell
Elementary mentors
will attend
professional
development
sessions to improve
mentoring
program.
8. Getwell
Elementary will
assess the
effectiveness of
year-long teacher
mentoring program
August 2011 - May 2012
(as needed)
Required
Resources
Person(s)
Responsible
Bobby Walker, Principal;
Kecia Helminski,
Instructional
Facilitator/School Mentor
Coordinator
Evaluation
Process
School Mentor
Coordinator will collect
and review Mentoring
Contact Log and
Record of Activities.
N/A
Bobby Walker, Principal;
Kecia Helminski,
Instructional
Facilitator/School Mentor
Coordinator
School Mentor
Coordinator will review
mentor and mentee
feedback.
August 2011 - May 2012
(as needed)
Handouts, books,
etc. distributed at
sessions
Kecia Helminski,
Instructional
Facilitator/School Mentor
Coordinator; Getwell
Certified Mentors
Administration will
monitor and assess the
effectiveness of
mentoring process and
revise practices, as
needed.
May 2012
District Mentoring
Forms
Bobby Walker, Principal;
Kecia Helminski,
Instructional
Facilitator/School Mentor
Coordinator
Administration and
School Mentor
Coordinator will review
evaluation forms, discuss
results with mentors and
mentee’s; adjust
strategies as needed for
next school year.
N/A
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 156 of 159
Schoolwide Instructional Programs Report
School: Getwell Elementary
Facilitator
Program
My Sidewalks
Reading Plus
Headsprout Reading
Thinking Maps- Manuals
and Wall charts
QuickReads Invention Kits
Stanford Math
Gizmos
Date: October, 2011
Reported by: Kecia Helminski, Instructional
Brief Description
Approximate Cost
My Sidewalks is a research-based reading intervention program Provided by district
designed to help struggling readers build and enhance reading
skills (Grades K-5)
Reading Plus software is designed to measure and track
Provided by district
students’ progress as they learn foundational reading skills.
(Grades K-5)
Headsprout Reading software is a tool designed to teach and
Provided by district
measure students’ growth in the area of reading throughout
the school year. (Grades K-2)
Thinking Maps are research-based visual tools that enable
Provided by district
students to organize thought processes and develop higher
order thinking skills (Grades K-5)
QuickReads is a research-based reading program that helps
$4,500.00
students read with fluency and comprehension. (Grades 4-6)
Stanford Mathematics is a research-based mathematics
Provided by District
intervention program designed to help students who are
struggling in mathematics enhance their mathematical skills
and abilities. (Grades 3-5)
Interactive Math and Science simulation Program for K-5
Provided by District
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 157 of 159
Ten Components of a Title I Schoolwide Program
(Highlighted Pages as Requested)
Schoolwide Program Component
TSIPP Pages
1. Comprehensive Needs Assessment of the
entire school using data analysis of
subgroups
2. Schoolwide Reform Strategies with
emphasis on improved achievement of the
lowest achieving student
3. Instruction by Highly
Qualified Staff
TSIPP Component 1b: page 46
4. High Quality and Ongoing Professional
Development
5. Strategies to Attract Highly Qualified
Teachers to High Needs Schools
TSIPP Component 4: p 102, 106, 108-109
Addendum: p. 131
TSIPP Component 3: p. 77
Addendum: p. 140
6. Increased Parental Involvement
TSIPP Component 4: p. 102, 106, 109
Addendum: p. 142, 144, 146
Addendum: p. A153
7. Assistance to Preschool Children from
Early Childhood Programs to Elementary
Programs
8. Measures to Include teachers in
assessment decisions to improve student
performance and instructional programs
9. Provide Timely, Additional Assistance to
Students Experiencing Difficulty mastering
standards
10. Coordination and Integration of Federal,
State and Local
TSIPP Component 3: p. 65
TSIPP Component 1a: p.19
TSIPP Component 5: p. 112
TSIPP Component 3: p. 65
Component 4: p. 100, 104
Addendum: p. 138
TSIPP Component 4: p. 107
Addendum: p. 156
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 158 of 159
Revised School Improvement Plan
(Highlighted Pages as Requested)
(i)
(ii)
(iii)
Revised Components
Scientifically based research strategies
that will strengthen core academic
subjects
Policies and practices concerning the
school’s core academic subjects that
will help ensure all groups of students
will meet state academic standards
Assurance the school will spend not
less than 10% for high quality
professional development
TSIPP Pages
Action Plan: P.99-109
Component 3: P.65
1. Directly addresses academic achievement
problem
102, 106, 108-109, 131
2. Meets requirements for professional
development
102, 106, 108-109, 131
3. Affords increased opportunities for
parent & teacher participation
(iv)
(v)
(vi)
(vii)
How funds will be used to
remove school from
improvement status
Establish specific annual,
measurable objectives for
continuous and substantial
growth
How school will provide written
notification to parents
(ix)
Specify responsibilities of the
school, including technical
assistance
Strategies to promote effective
parental involvement
Intervention strategies
(x)
Teacher mentoring program
(viii)
102, 106, 108-109, 131
Component 3: p. 78
Action Plan: p. 101, 105
Action Plan: 99-109
Component 3: p. 70
Action Plan: p. 102, 106
Appendix: p. 157
Action Plan: p. 101, 105
Action Plan: p. 102, 106
Appendix p. 146
Action Plan: p. 100, 104
Appendix: p. 138
Appendix p. 162
Getwell Elementary School Tennessee School Improvement Planning Process Section – October 2011
Page 159 of 159