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CCOOMMPPOONNEENNTT 44 RROOZZEELLLLEE CCRREEAATTIIVVEE && PPEERRFFOORRMMIINNGG AARRTTSS EELLEEMMEENNTTAARRYY SSCCHHOOOOLL
AACCTTIIOONN PPLLAANN
DDEEVVEELLOOPPMMEENNTT
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GOAL 1 – Action Plan Development
Revised DATE: September 2010
Goal
Rozelle will increase the number of students’ scoring below basic and basic to proficient or advanced by 17 percent in Reading/Language Arts and Writing as measured by TCAP Achievement CRT Report in May 2011.
Which need(s) does this Goal address?
Need to continually meet the NCLB requirements of all subgroups: All student, African American Students, Students with Disabilities, and Economically Disadvantaged students in reading as reflected by test scores in grades K through 5.
How is this Goal linked to the system’s Five-Year Plan?
To create academically challenging, safe, supportive and effective learning environments. To ensure that all schools are staffed with highly qualified personnel. To establish high levels of accountability for academic and fiscal performance throughout the system. To create a climate system-wide that is sensitive and responsive to the needs of an increasingly diverse student and community population.
ACTION STEPS IMPLEMENTATION PLAN
Timeline Person(s)
Responsible
Required Resources
Projected Cost(s) & Funding Sources
Evaluation Strategy Performance
Results / Outcomes
Action Step
1. School conducts needs assessments to plan and evaluate effective instruction, focusing on reading comprehension (Evaluate/Extend Meaning, Identify Reading Strategies, Words in Context. and Writing Strategies)
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor
• School Climate Survey
• Pre-school Needs Assessment Survey
•TCAP Data • Parent Survey • Parent Packets (to help students with reading) $100.00 • NSSE Surveys $700.00 • DIBELS
Title I Funds $800.00 Will pay for ink, paper and any other tools needed to conduct needs assessments
Results from all surveys will be used to evaluate strategy.
• Improved student learning through effective planning and instruction
• Improved test Scores •Improved TCAP scores • Increased parental involvement Results from NSSE Surveys
84
Action Step
2. Teachers will analyze student data by subtests and objective to provide effective reading instruction, focusing on reading comprehension for each area of need in all subgroups (Evaluate/Extend Meaning, Identify Reading Strategies, Words in Context. and Writing Strategies)
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor Teachers
• TCAP test data • Parent meeting ($100.00 - one time cost for parent packets) • STAR Testing • Formative Assessment Results ($50.00 Purchase Paper to Print Results) • Placement Test Results DIBELS & Voyager
Test Results
Title I Site Based Budget
Results from TCAP, Formative Assessment
• Improved student learning through effective planning and instruction • Improved test scores • Increased parental involvement Results from NSSE Surveys
Action Step
3. Teachers will implement daily reading activities that focus on appropriate reading and vocabulary strategies
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor Teachers
• Scott Foresman Reading Series materials
• Internet access • Upgrade classroom technology - $15,000.00 for a new Mobile Lab
• Appropriate MCS personnel to conduct workshops
• Purchase TCAP prep materials (COACH, CAPS, Test Ready, Spectrum) $530.00
• Wordly Wise •Destination Reading
Title I Budget $15,000.00 Site Based Funds $530.00
• Classroom observations • Unit and lesson plans • Formative Assessment Results • Voyager Benchmark Assessments K-5
• Classroom observations
• Unit and lesson plans • Formative Assessment Results
• Voyager Benchmark Assessments K-5
Action Step 4. Teachers will implement Scott Foresman Reading Series as specified in the District’s Comprehensive Literacy Plan to address all student needs
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance
• Scott Foresman Series materials
• MCS Reading
Title I Budget $200.00
Teacher evaluations, classroom observations, DIBELS
• Instructional practices will reflect appropriate reading practices
85
Counselor Teachers
Consultants to conduct workshops • MCS Reading Curriculum
• Scott Foresman Series website
• Professional development resources for teachers - $200.00
Data, VIP Data, and TCAP Data will be used to evaluate
• Unit and lesson plans • Formative Assessment Results
• Voyager Benchmark Assessments K-5
5. Students will participate in writing practice activities which focus on effective sentence/paragraph structure (utilize graphic organizers: mapping, listing, webbing, etc.) on a daily basis
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor Teachers
• MCS Reading/ Language Arts Curriculum
• Thinking maps • Write from the Beginning
No Additional Funding Needed
Teachers will use writing rubrics to evaluate writing
• Student writing portfolios will provide results
• Thinking maps displayed
6. Teachers will revise test –taking strategies to include timed reading assessments and modeling the TCAP format to improve student reading comprehension (Evaluate/Extend Meaning, Identify Reading Strategies, Words in Context. and Writing Strategies) on a daily basis
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor Teachers
• Reading Assessments • Parent Packets designed to help parents to prepare children for TCAP- $300.00
• Formative Assessments
District and Title I Funding $300.00
Tests written and performance of the students on the test
• Student writing portfolios will provide results • Thinking maps displayed
7. The school will implement a Reading Intervention Tutorial Program to improve student reading comprehension in all Subgroups (Evaluate/Extend Meaning, Identify Reading Strategies, Words in Context. and Writing Strategies)
• Soar to Success • Early Success • Specialty Team “Five Minute TCAP Focus”
• Reading Enrichment Projects • Lightspan • Sing, Spell, Read and Write • Starfall.com • Voyager Program
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor Teachers
Tutorial Programs • Soar to Success • Early Success
• Lightspan • After-school Tutoring for Reading
• In-school tutoring using Voyager daily in the Classroom • Enrichment Activities that Include Weekly
District Funds
Title I Funds
Performance on pre- and post- test data, DIBELS, VIP, and Formative Assessment will serve as an evaluation of the program.
• Increase in reading comprehension and the number of words per minute students read
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Reading Projects
8. Students will use Accelerated Reader Program to improve reading skills/and integration across the curriculum on a daily basis to improve student achievement on a daily basis
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor Teachers
Accelerated Reading Program Material • Software • Books • Quizes - • Library books - $2000.00
District Funds $0
Title I Funds $1850.00
Star Renaissance Test will serve as an evaluative tool for AR
• Increased reading comprehension
• TCAP Scores in reading increased
9. Teachers will improve methods of teaching reading through participating in on-site professional development on a weekly basis.
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor Teachers
• Reading links • Software SF Reading Lab
•Teacher support materials to help better implement centers/resource books - $200.00 • Marsha Tate’s “Worksheets Don’t Grow Dendrites”$300.00
Site Based Funded Title I Funding $200.00
Teacher evaluations, classroom observations and individual classroom assessment data.
• Increased reading comprehension • TCAP Scores in reading increased
10. Teachers will attend district professional development training on strategies and methods that focus on research based teaching strategies to increase reading proficiency.(i.e. conferences, after school training, and webcasts)
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor Teachers
• Reading links • Software SF Reading Lab
•Teacher support materials to help better implement centers/resource books - $200.00 • Parent Packets
District Funded
Teacher evaluations and individual teacher professional development logs will be used to evaluate the professional development
• Increased reading teaching knowledge
• Classroom instruction reflects research based instructional practices
10. Students will utilize Thinking Maps and Write from the Beginning to improve reading and writing skills on a daily basis.
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor Teachers
• Access to books/Accelerated Reader Quizzes - $200.00
• Prize items for achievers -
Title I Funds Site Based Funds
Student products of reading and writing, teacher evaluation, writing scores, and TCAP Data will evaluate the
• Increased student achievement on the Writing Assessment and TCAP Test. • Classroom instruction reflects these research
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$300.00
• Library books - $2000.00 • Write from the Beginning –Thinking Maps
effectiveness of this action.
based instructional practices
11. The school will improve prospective KK students literacy skills through a parental involvement workshop and awareness program on a monthly basis.
Start:
January 2011 End:
May 2011
•Review KK Pre-assessment from fall of 2010
Principal Instructional Facilitator Guidance Counselor Teachers
• Access to library • Book Give away - $300.00 •Posters to publicize events in community businesses
Site Based Funds Title I Funds $300.00
• Preschool Parent Survey •Parent Night Evaluation Form
•Future KK Assessment scores of KK students
• Kindergarten readiness of new students.
• Parent participation in the program
12. The school will plan weekly “Walk Through Observation” as a data collection tool to in order to evaluate the needs of classroom instruction to be a catalyst for change on a monthly basis.
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor Teachers
• Access to the works of Robert Marzano’s- “Classroom Instruction that Works” Books and Videos •Video Camera to video walkthrough
Site Based Funds Title I Funds will provide books for teachers $40.00 per teacher $840
• Use the Common Characteristics of High Quality Schools Checklist and Monitoring Instrument to evaluate
• Teachers analyze the feedback in order to refine instruction strategies and classroom environment.
13. Students will increase reading levels by utilizing timed reading on a daily basis to increase fluency. Start:
August 2010 End:
May 2011
Principal Facilitator Guidance Counselor Teachers Students
• Fluency Read Packets for grades K-5
• Teacher Kits
District Title I Funds
• Analyze scores on Aimsweb Benchmarks and Progress Monitoring
• Fluency Checklist for Implementation • NCLB Training by Facilitator Trainers
• Improved Reading levels
• AYP Data reflects the positive affects of using Voyager
14. Teachers will provide direct instruction in the area of vocabulary using “Wordly Wise” on a daily basis.
Start:
August 2010 End:
Principal Instructional Facilitator Guidance Counselor
• “Wordly Wise” Student Books and Teacher Materials
• Wipe-Off Boards
Site Based Funds $200.00 for
Copying Materials Title I Funds
• Analyze scores on daily vocabulary practices, Dibels Benchmarks, and
• Improved Reading levels • AYP Data reflects the
88
May 2011
Teachers
and Markers as supplemental material
$300.00 to purchase extra “Wordly Wise” Materials
Progress Monitoring
• Use the vocabulary portion of the TCAP Practice Tests
positive affects of using Voyager
15. Students will develop thinking skills that will directly improve TCAP Scores utilizing TCAP Coach Practice books that are aligned with the new standards in TN.
Start:
August 2010 End:
May 2011
Principal Facilitator Guidance Counselor Teachers
• TCAP Coach student books - $6.99 per student Total - $500.00
Title I Funds $500.00
• Analyze scores on daily TCAP Coach practice assignments
• Monitor student progress on ThinkLink Discovery Assessment and classroom progress
• Improved Reading levels
• AYP Data reflects the positive affects of using TCAP Coach
16. Teachers will analyze Formative Assessment and AIMSWEB Reading data to provide scientifically research based strategies to improve instruction to impact student achievement.
Start:
August 2010 End:
May 2011
Principal Facilitator Guidance Counselor Teachers
•Formative Assessment Data
•AIMSWEB Reading data •Data Notebooks
Title I Funds $800.00
•Analyze Formative Assessment and AIMSWEB data •Monitor through Progress Monitoring
•Improved Progress Monitoring Scores Weekly for Tier II and III students
•Improved Formative Assessment Data
17. Administration will implement Jr. Beta Club to promote student achievement.
Start:
August 2010 End:
May 2011
Principal Facilitator Guidance Counselor Teachers
• TCAP Coach student books - $6.99 per student Total - $500.00
Parents/Guardians $15.00 per student for Beta Club National
Membership
• Monitor students report cards • Monitor service work through the Beta Club
•Improved service activities throughout the school and community
•Improved student achievement to meet Beta Club Standards
89
GOAL 2 – Action Plan Development
Revised DATE: August 2010
Goal
Rozelle will increase the number of students’ scoring below basic and basic to proficient proficient and advanced by 30 percent in Math as measured by TCAP Achievement CRT Report in May 2011.
Which need(s) does this Goal address?
Need to continually meet the NCLB requirements of all subgroups: All student, African American Students, Students with Disabilities, and Economically Disadvantaged students in math as reflected by test scores in grades K through 5.
How is this Goal linked to the system’s Five-Year Plan?
To create academically challenging, safe, supportive and effective learning environments. To ensure that all schools are staffed with highly qualified personnel. To establish high levels of accountability for academic and fiscal performance throughout the system. To create a climate system-wide that is sensitive and responsive to the needs of an increasingly diverse student and community population.
ACTION STEPS IMPLEMENTATION PLAN
Timeline Person(s)
Responsible Required Resources
Projected Cost(s) & Funding Sources
Evaluation Strategy Performance
Results / Outcomes
Action Step
1. The school and teachers will analyze student data by subtests and objective to provide specialized Mathematics instruction for each area of need (Problem-Solving & Reasoning and Data, Statistics & Probability) on a weekly basis.
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor Teachers
• TCAP Test Data • Teacher Individual Assessment Notebooks
Site Based Title I Funds $300.00
• TCAP Data Analysis Workshop conducted by Carl E. Johnson, Jr., (principal) to analyze data and identify areas of need • Intervention Workshops/Training
• Lesson plans documenting identified areas of need incorporated into daily lessons
• Improved TCAP test scores
Action Step
2.Teacherrs will implement the Houghton Mifflin Math Program and MCS Math Curriculum in grades K-6 and utilize State Performance Standards to increase student achievement in specific areas of need (Problem-Solving & Reasoning and Data, Statistics & Probability) on a daily basis.
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor Teachers
• Houghton Mifflin Math Series Materials • MCS Mathematics consultants to conduct workshops • MCS
District Funds Site Based Funds Title I Funds
• Results from TCAP Assessment
• Formative Assessment Results will be the tool for evaluation
•Math Assessments • Teacher-designed rubrics for student products
•Formative Assessment
90
Mathematics Curriculum
Action Step
3. Students will develop better concepts of specific areas of need (Real World Problem-Solving & Reasoning, Geometry, and Measurement) through increased cooperative learning activities on a daily basis.
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor Teachers
• TCAP test data • Supplementary mathematics activities - $500.00
District Funds Site Based Funds Title I Funds $500.00
• Results from TCAP Assessment
• Formative Assessment Results will be the tool for evaluation
• Quality student work produced and displayed throughout the school
• Use of teacher-designed rubrics • Improved test scores •Formative Assessment
Action Step
4. The school will implement Lightspan as a tutorial program during regular school hours as an intervention toward proficiency in specific areas of need (Problem-Solving & Reasoning and Data, Statistics & Probability) on a daily basis
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator
Guidance Counselor Teachers
• MCS Mathematics Curriculum
• Sony Playstations • Lightspan software
District Funds Site Based Funds Title I Funds
• Results from TCAP Assessment • Formative Assessment Results will be the tool for evaluation
Pre and post tests are given to show probable growth • Formative Assessment
5. The teachers will implement state’s benchmarks using SPIs on a daily basis.
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor Teachers
• MCS Mathematics Curriculum
•SPI List • SPI Benchmark Lists
• Tennessee State Benchmarks
District Funds Site Based Funds Title I Funds
•Use SPI checklist and Formative Assessment Data to evaluate use of state benchmarks
• SPI checklist in SPI booklet for dates taught • Student work • Improved test scores
6.Teachers will implement NCLB initiatives America’s Choice and Stanford Math in order to increase Math achievement in all subgroups including students with disabilities.
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor Teachers
• Utilize America’s Choice in an intense after-school and Saturday Tutorial Program
• Use the computer on-line access for Stanford math with all students
District Funds Site Based Funds Title I Funds
•Evaluate the math program using Formative Assessment and TCAP Data
• SPI checklist in SPI booklet for dates taught
• Student work • Improved test scores
91
GOAL 3 – Action Plan Development
Revised DATE: September 2010
Goal Rozelle will increase the number of students’ scoring below basic and basic to proficient or advanced by 10 percent in Science as measured by TCAP Achievement CRT Report in May 2011.
Which need(s) does this Goal address?
Need to continually meet the NCLB requirements of all subgroups: All student, African American Students, Students with Disabilities, and Economically Disadvantaged students in science as reflected by test scores in grades K through 5.
How is this Goal linked to the system’s Five-Year Plan?
To create academically challenging, safe, supportive and effective learning environments. To ensure that all schools are staffed with highly qualified personnel. To establish high levels of accountability for academic and fiscal performance throughout the system. To create a climate system-wide that is sensitive and responsive to the needs of an increasingly diverse student and community population.
ACTION STEPS IMPLEMENTATION PLAN
Timeline Person(s)
Responsible
Required Resources
Projected Cost(s) & Funding Sources
Evaluation Strategy Performance
Results / Outcomes
Action Step
1. School and Teachers analyze TCAP student test data to provide Science instruction for specific areas of need (Science Inquiry and Social/Personal Perspectives) on a weekly basis.
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor Teachers
• Implement MCS Science Curriculum and performance standards targeting identified areas of need
• Teachers will meet to develop instructional strategies and rubrics designed to improve identified areas of need
District Funding Site Based Budget Title I Funding
•Evaluate the use of data through lesson plans and TCAP data
• Thematic units and lesson plans documenting identified areas of need incorporated into daily lessons • Pre-post Science Inventory Test • Six Weeks MUSP Assessments
92
Action Step
2. Teachers infuse technology and laboratory manipulatives into science units/lessons to support academic achievement in specific areas of need (Science Inquiry and Social/Personal Perspectives) on a weekly lessons.
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor Teachers
• Internet access • Science lab equipment
Additional Funding Not Needed
•Evaluate the use of Science Lab manipulatives by tracking check out system / TCAP Data
• Improved TCAP scores in Science and Technology • Assessment of quality student work through the use of teacher-designed rubrics
Action Step
3.Teachers will implement the use of Princeton-Hall Science Explorer Series and McGraw-Hill Science Series to strengthen academic proficiency in specific areas (Science Inquiry and Social/Personal Perspectives)
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor Teachers
• Internet access • Princeton/Hall Science Explorer kit materials • McGraw-Hill Science kit materials
Additional Funding Not Needed
•Evaluate the use of Science curriculum using test data
• Increased science achievement
• Improved test scores
Action Step
4. The school will Implement Family Math/Science activities using student hands-on experiments to enhance targeted areas (Science Inquiry and Social/Personal Perspectives).
Start:
April 2011 End:
April 2011
Principal Instructional Facilitator Guidance Counselor Teachers
• Science lab equipment
• Science Fair project displays
Title I Funds used for Parent Packs and Science & Math Manipulatives/Games $500.00
•Evaluate the effectiveness of family math/science night through parent evaluations and student evaluations
• High attendance rate among parents, community members, and students • Increased parental involvement in school activities and projects
5. The students will implement scientific investigative processes to assist students in enhancing science inquiry and social/personnel perspectives through participation in Science Fair products.
Start:
January 2011 End:
March 2010
Principal Instructional Facilitator Guidance Counselor Teachers
• Winners’ medals and trophies - $75.00 •Field trip for winners
Site Based Funds
•Evaluate the effectiveness of Science Fair Investigations by the presentation of the projects
• High level of Science Fair participants/entries
• Increased student motivation to achieve at higher levels • Increased parental involvement in school activities and projects
• Improved TCAP Science scores
93
GOAL 4 – Action Plan Development
Revised DATE: September 2010
Goal
Rozelle will increase the number of students’ non-proficient to proficient and proficient to advanced by 10 percent in Social Studies as measured by TCAP Achievement CRT Report in May 2011.
Which need(s) does this Goal address?
Need to continually meet the NCLB requirements of all subgroups: All student, African American Students, Students with Disabilities, and Economically Disadvantaged students in social studies as reflected by test scores in grades K through 5.
How is this Goal linked to the system’s Five-Year Plan?
To create academically challenging, safe, supportive and effective learning environments. To ensure that all schools are staffed with highly qualified personnel. To establish high levels of accountability for academic and fiscal performance throughout the system. To create a climate system-wide that is sensitive and responsive to the needs of an increasingly diverse student and community population.
ACTION STEPS IMPLEMENTATION PLAN
Timeline Person(s)
Responsible Required Resources
Projected Cost(s) & Funding Sources
Evaluation Strategy Performance
Results / Outcomes
Action Step
1. The school and teachers will analyze TCAP student test data to provide Social Studies instruction for specific areas of need (Geographic Perspectives and Civics/Government) on a weekly basis.
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor Teachers
• TCAP test data
No Additional Funding Needed
• Thematic units and lesson plans documenting identified areas of need incorporated into daily lessons
• Social Studies Pre/test Inventory Test
• Increase in Social Studies TCAP Scores • Social Studies Pre/test Inventory Test
Action Step
2.The teachers will implement Harcourt Brace and McGraw-Hill Social Studies Series to improve student comprehension in geographic perspectives and civics/government comprehension on a daily basis.
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor Teachers
• Harcourt Brace and McGraw-Hill Social Studies Series Materials
• MCS Social Studies consultants
District Funding
The following will be used to evaluate:
• Social Studies Chapter Tests
• TCAP scores • TCAP scores
• Social Studies Chapter Tests • Improved TCAP scores
94
to conduct workshops
Action Step
3. Students will participate in developing and enforcing classroom rules and consequences to view the classroom as a microcosm of society on a daily basis.
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor Teachers
• MCS Disciplinary Options Chart Policy
• Rozelle Parent/Student Handbook
• Rozelle Discipline Committee
Site Based $100.00
• Functional and effective classroom rules developed by the teacher and students • Increased awareness of real-world laws and consequences
• Decrease in the number of student referred to the office for discipline problems. • Increased awareness of real-world laws and consequences
Action Step
4. Teachers will mplement state’s benchmarks on a daily basis.
Start:
August 2010 End:
May 2011
Principal Instructional Facilitator Guidance Counselor Teachers
Tennessee State Benchmarks Assessment Notebooks
Title I Funds $200.00 for Notebooks
• SPI checklist in SPI booklet for dates taught
• Student work • Improved test scores
• SPI checklist in SPI booklet for dates taught
• Student work • Improved test scores
95
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Component 5 – The School Improvement Plan and Process Evaluation
5.1: Process Evaluation Evidence of Collaborative Process
All stakeholders at Rozelle Elementary worked collaboratively in the development of the entire School Improvement document. Rozelle School started the implementation of the action steps. The School Improvement process began in November of 2007. The Leadership team was responsible for establishing committees. Chairpersons and members were assigned to specific components and given instructions along with rubrics. In order to work collaboratively, the Principal conducted faculty meetings during November that focused on the planning and discussion portion of the TSIP. Each grade level team worked collaboratively during these planning sessions to analyze data and submitted reports to the Leadership Team. The Leadership Team compiled and analyzed the data that aligned with the curriculum to use in the planning sessions. Committee Teams worked collaboratively to analyze and share data among committees throughout the process. The data included: baseline assessments, weekly teacher assessments, and student writing samples. In January, the Leadership Team reviewed the existing plan with all stakeholders. As each component completed each portion of the SIP, the committee would share their part in faculty meetings. After each committee had presented each part, the final copy was presented to all stakeholders for final revisions to be made. The Leadership Committee worked collaboratively to complete the final copy and make any necessary revisions.
Evidence of Alignment of Data and Goals
After analyzing our academic and nonacademic data in component 1b, the committee presented data to the staff. Teachers worked together in grade level groups to communicate specific, measureable, attainable, results oriented outcomes from the data available. The staff and stakeholders used data from the following assessment data: • TCAP data, TVAAS, Subgroups • Intervention Data • Assessments; AIMSWEB / Stanford Math / Discovery Formative Assessment • School Report Card • Attendance Data • Community Demographics • Climate Surveys Using the data listed above, the goal targets to match data sources above are priorities for Rozelle Creative and Performing Arts Elementary School. These goal targets match the goals of No Child Left Behind (NCLB) in ensuring that all students are academically proficient in reading/language arts, and math continually each year. In order to meet federal benchmarks, all subgroups must meet the following goals:
97
Evidence of Alignment of Data and Goals
• 95% participation rate on all state assessments • Required proficiency in math as determined by TCAP achievement tests • Required proficiency in reading/language arts as determined by TCAP achievement test and writing assessments • 93% attendance rate for the school
Evidence of Communication with All Stakeholders
Each component is presented to the entire staff and leadership council. Once consensus is reached, the document is printed and published for public viewing via website, Family and Community Resource Center and the main office. All stakeholders, including support staff, teachers, students, adopters, parents and community representatives are involved in the development and evaluation of the TSIPP document. This is evident in committee formations, leadership council members, and meeting minutes. The mission, vision, school focus and AYP data is posted throughout the school. The mission statement is recited daily during morning announcements and included in school publications. All stakeholders are notified of the school’s AYP status and priority goals. Evidence is indicated through TitleI/NCLB Annual Meeting Minutes and Sign in sheets, school newsletter, monthly calendar, parent/student handbook, school website, district publications, and news media.
Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals
All stakeholders, including support staff, teachers, students, adopters, parents and community members are involved in a collaborative effort to develop beliefs, a vision and a mission that are aligned with the school focus and targeted goals. The goals are directly correlated to the vision purpose of the school in meeting the educational and social needs of our students. This purpose is focused on continually improving student achievement. The goals are analyzed for evidence of achievement. The Rozelle faculty and staff have developed action plans to address each of our target area goals for student learning that have been identified as priorities for our School Improvement Plan: reading, math, science, and social studies. All goals are measured by Adequate Yearly Progress (AYP). The plan addresses the need to focus on student performance within grade level expectations and the development of literacy skills, higher-level thinking skills, reasoning, and problem solving strategies. The plan also provides for the maintenance of a high attendance rate and test participation rate. The leadership committee reviewed each action plan to ensure that plans were consistent with the school’s profile, beliefs, vision, and mission.
Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization
98
Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization
The school’s leadership evaluates school effectiveness and student performance in order to make decisions that reflect the focus of the school for student learning. Continuous school improvement and enhanced student achievement are the primary goals of the school. Thorough analysis of academic and non-academic data provide a base for the formation and revision of action plans. The school formalized process to align instructional practices with the curriculum and demonstrates results through systemic and sustainable implementation throughout the school. The action steps contained in component four are aligned with the areas of curriculum, instruction, assessment and organization. Specific strengths and needs for optimal performance were detailed in the gap analyses. These needs are addressed through action steps to ensure target goals are reached. The action steps support the school and system goals for the increased use of research-based, “best” Practices which support student achievement. The action steps in component four are characterized by the following:
• Evidence of alignment to identified needs due to direct correlation to data analysis • Direct link to student behavior evident in strategies and outcomes • Professional development for all stakeholders, technological use, parental involvement, and included in steps for each goal • Needs identified in gap analysis are addressed in the goal action steps • Student centered, teacher-centered, and school organization centered plans are identified
Suggestions for the Process
Improvements for the planning process have been noted and addressed during the current revision of the TSIPP document. The suggestions were as follows:
• Incorporate a SIP monitoring instrument to assess our action steps monthly • Begin the implementation of the SIP process during the last six weeks of the current school year • Provide a meeting calendar during the summer • Provide information sessions for new teachers on the SIP process • Continue to collect multiple data sources – see component 1b • Convene SIP component chair meetings to share information once a month
99
Implementation Evaluation Evidence of Implementation
The implementation of our action steps began at the onset of the school year. AYP data is thoroughly analyzed in order to facilitate the evaluation of existing action steps. Professional development plans are paced to support the action steps. Agendas, sign-ins, minutes, surveys, and financial expenditures are directly related to the identified steps. Student needs are identified through the use of baseline data and previous performance. Action steps are implemented accordingly. PLTs meet weekly to monitor student progress and differentiate instruction. The component 5 committee monitors the effectiveness of the action steps in relation to the targeted goal. This evaluation is continual throughout the school year to ensure effective implementation of the School Improvement Plan. Professional development activities are held during grade level PLTs and schoolwide PLCs to facilitate the action steps needed to obtain the targeted goal.
Evidence of the Use of Data
Rozelle currently utilizes a variety of research-based assessment tools in order to have a reliable, valid and bias free measurement of student performance. These tools are state mandated, district supported and 100% of our students are tested. This data is used daily to analyze student performance. These measurements allow the classroom teacher to evaluate teaching methods and make adjustments that will meet the individual needs of each student and ensure improved student performance.
• Baseline, Voyager and DIBELS assessments determine students’ instructional needs and provide instructional grouping suggestions in order to achieve optimal instruction, support, and practice. The data provides immediate, ongoing, and accurate analysis of student performance.
• Discovery Formative Assessment is administered three times a year to students in grades three through five. The results indicate skill mastery and skills in need of additional focus. The skills assessed are state mandated requirements for grade level proficiency.
• TCAP is state-wide mandated and district supported assessment tool. The results are used to determine whether the school has made Adequate Yearly Progress in the academic areas of reading, language arts, writing, and math.
• Unit Skills tests in reading and math provide a wide array of formal tests and classroom assessments that support instruction. The tests are designed to assess student progress at the end of each six weeks and aid instructional planning.
Data is analyzed and reviewed among leadership and faculty in PLTs and PLCs. School data is compared to past performances, both state and local. To ensure efficacy, the national norms are also noted. Teachers meet weekly with the PDSCC to plan for differentiated instruction. Data is collected on monitoring instruments. The targeted SPIs are used to drive instruction. This allows for instructional planning that builds upon the student strengths and provides remediation for indicated weaknesses. Funds for professional development and instructional materials are used to support the
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areas of need as indicated by the data analysis. The following table identifies projected test dates:
Assessment Projected Date for Administration
Kindergarten
• Kindergarten Readiness Indicator (KRI) August 13-17
• AIMSWEB Benchmark Assessment September 4-22 January 9-31 April 16- May 7
• AIMSWEB Progress Monitoring Tier II Bi-Weekly / Tier III Weekly
• Unit Skills Tests for Reading and Math Last week of each 9 weeks
First Grade
• Reading and Math Baseline Tests August 13-17 May 13-17
• AIMSWEB Benchmark Assessments September 4-22 January 9-31 April 16- May 7
• AIMSWEB Progress Monitoring Tier II Bi-Weekly / Tier III Weekly
• Unit Skills Tests for Reading, Writing & Math Last week of each 9 weeks
Grades 2-5
• Reading and Math Baseline Tests August 13-17 May 13-17
• AIMSWEB Benchmark Assessments September 4-22 January 9-31 April 16- May 7
• AIMSWEB Progress Monitoring Tier II Bi-Weekly / Tier III Weekly
• Common Assessments September 20-23 October 18-22 January 24-28 March 28 – Apr 1
• Unit Skills Tests for Reading, Writing, & Math Last week of each 9 weeks
• MCS Formative Assessments (grades 3-5) August 23-26 November 15-19 February 18-22
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Formative Assessment Writing Assessment – Grade 5 October 5 December 2 February 14-17
State Assessments
• TCAP Writing Assessment – Grade 5 February 1
• TCAP Achievement Test – Grades 2-5 April 14-18
Monitoring and Adjusting Evaluation Evidence of Monitoring Dates
Rozelle’s School Leadership Team will meet to sustain the Tennessee School Improvement Planning Process. The following schedule is used to facilitate continual meetings. The principal and the Instructional Facilitator are responsible for communicating the time and location of the meetings.
• The TSIP Leadership Team will meet the third Thursday of each month to review SIP progress as well as, academic and non-academic data.
Evidence of a Process for Monitoring Plan
The leadership team reviews the assessment results and analyzes data in conjunction with the action steps. Decisions are made to determine effectiveness of the plan. Once the level of effectiveness is determined, practices are adjusted as follows: teacher professional development, research-based instructional practices, mentoring, student and parent activities. The summative assessments that are utilized are listed below:
• TCAP Achievement Tests – Comparisons will be made in the movement of students from below to proficient, and from proficient to advanced in Reading/Language Arts and Math. As well, objective strengths and weaknesses will be analyzed and compare to previous strengths and weaknesses. Individual Student Data provides feedback on the performance of students and teachers for the year. Group Data Reports are used to determine high priority objective performance indicators at grade levels. CRT: Performance Status: Proficient or Advanced – Comparisons will show trends.
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• Tennessee Value Added Assessment Scores – The TVAAS scores will be used to determine the growth of students at varied achievement levels. This data will be used to track the pattern of academic gains of lower and middle achieving students.
• TCAP Writing Assessment – Scores from 5th grade students will be compared to previous groups to determine trends.
Evidence of a Process for Adjusting Plan
The School Improvement Plan, in accordance with state recommendations will be revised and adjusted according to testing results, changes in school goals and instructional practices. Additional adjustments are based on a shift in demographics, changes in student needs and requirements of the SIP team and building administrator. The Leadership Team plans to monitor, evaluate, review, and adjust the action plans that have been created for Rozelle Elementary. It is important that this committee ensures that the action steps are executed and modified to meet the educational and social needs of our students. This committee will be responsible for the implementation and documentation of the School Improvement Plan. Goals that have been attained will be targeted for maintenance and for raising scores. This ensures that high expectations for student performance is maintained. Success will facilitate higher achievement and regressions will serve to strive harder for progress.
Evidence of a Plan for Communicating to All Stakeholders
The Leadership Team share collected data with stakeholders concerning priority needs and strengths. Copies of meeting minutes and revisions will be made available for viewing. Communication Plan for All Stakeholders
• All stakeholders are represented on subcommittees • Members present minutes from meetings on file with Instructional Facilitator • Component presentation • All stakeholders are notified of school status and priority goals (school, district, media) • Parent meetings • Parent/Teacher Conferences • Stakeholder attendance at school events and tutoring programs
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• NCLB/Title I Meetings and Workshops • Surveys for all stakeholders • Parent/Student Teacher/Compact
Plan for Feedback
• Staff and parent evaluation of meetings, workshops, and professional development programs • Stakeholder survey on the effectiveness and implementation of TSIPP • Monitoring and adjustments made • SIP ‘reviewer comments and rubric rating
