Tennessee School Improvement
Planning Process (TSIPP)

Riverside Elementary School

 

 

 

School-wide Plan

2011.01

 

 

 

 

 

 

Tennessee Department of Education

Commissioner Lana C. Seivers

April, 2010

 

Tennessee School Improvement Planning Process

(TSIPP)

Assurances

 

 

 

I certify that Riverside 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 Date Signed

 

 

 

 

Component 1a - School Profile and Collaborative Process

TEMPLATE 1.1: SIP Leadership Team Composition

In the School Improvement process, six committees exist: a leadership team and five subcommittees. Establish a subcommittee for each of the five components of the plan. The Leadership Team is composed of its chairperson, the chairperson from each of the subcommittees, and representatives from each relevant stakeholder group and major initiatives within the school. These stakeholders could include representatives from the following groups: teachers, administrators, non-certified personnel, community, parents, and students. In high schools, be sure to represent faculty from both the academic and the technical paths.

The Leadership Team provides guidance for the entire process. When you list the members of the Leadership Team, be sure to indicate who is serving as the chairperson of this team.

 

TEMPLATE 1.1: SIP Leadership Team Composition

(Rubric Indicator 1.1)

SIP Leadership Team Member Name

Leader-

ship Chair? (Y/N)

Position

Name of Subcommittee(s) (when applicable)

Ken Wiles N Principal #4 Action Plan Development
Betty Bowers N School-wide Facilitator #4 Action Plan Development

#5 Assurance

Debbie Groce Y Reading pull-out Tutor # 4 Action Plan Development

Process

Holley Howell N Special Education #4 Action Plan Development

Process

Amy Helms N Fifth Grade Teacher #4 Action Plan Development
Kristie Cheek N Fourth Grade Teacher #4 Action Plan Development
Sherry Jackson N Librarian #4 Action Plan Development Assessment, and Organizational Effectiveness
Laura Holley N Kindergarten Teacher #4 Action Plan Development Assessment, and Organizational Effectiveness
Christy Lowe N First Grade Teacher #4 Action Plan Development
Carol Andrews N Third Grade Teacher #4 Action Plan Development
Claritha Buchanan

CDeb Peterson

N Second Grade Teacher #4 Action Plan Development
JaDonna Secrest N Parent Member #4 Action Plan Development
Cathy Smith N Parent Member #4 Action Plan Development
Deb Peterson N Parent Member #4 Action Plan Development
Shirley Ledbetter N Parent Member #4 Action Plan Development
Sharon Brown N Parent Member #4 Action Plan Development
Angela Levya N Parent Member #4 Action Plan Development
Kim David N Parent Member #4 Action Plan Development

 

 

Component 1a - School Profile and Collaborative Process

TEMPLATE 1.2: Subcommittee Formation and Operation

Subcommittees should represent various grade levels within the school and relevant stakeholders. It is desirable to include stakeholders on subcommittees when possible. Stakeholders should be strategically assigned to appropriate committees based on strength, skills and knowledge.

If there are guiding initiatives within your school, be sure to place those key faculty members involved in the initiatives on the appropriate subcommittees. Subcommittees have the responsibility to monitor the development and implementation, as appropriate, of the respective component so that the subcommittee chair can communicate the progress to the SIP Leadership Team.

In completing the templates that name the members of the subcommittees, be sure to indicate each member’s position within the school or stakeholder group. Indicate which member serves as the subcommittee chair.

After each list of the members for a subcommittee, be sure to indicate the signatures for the subcommittee chairs are on file and check the box to indicate assurance the subcommittee has met and minutes are on file.

TEMPLATE 1.2: Subcommittee Formation and Operation

(Rubric Indicator 1.2)

Subcommittee for COMPONENT 1 School Profile and Collaborative Process

Member Name

Position

Chair

Kristie Cheek Fourth Grade Teacher

Y

Sally Fagan Speech/Language Therapist

Y

Peggy Sims Second Grade Teacher

N

Rita Williams Kindergarten Teacher

N

Nina Whiteside Third Grade Teacher

N

Cara Skaggs Fifth Grade Teacher

N

Amy Luna Title Reading Teacher

N

Holly Howell Special Education Teacher

N

Norma Sharp Library Assistant

N

Linda Clark Third Grade Teacher

N

Cameron Smith Student

N

Janna Stewart Parent Representative

N

Jim Derryberry Community Representative

N

Christy Lowe First Grade Teacher

N

Betty Jo Flowers Third Grade Teacher

N

(tab in last cell to create a new row as needed)Component 1 Subcommittee has met to address critical components of the SIP and minutes are on file.

 

 

YES

 

 

NO

 

 

 

 

 

 

 

Subcommittee 1 Chair Signature

 

 

 

Subcommittee for COMPONENT 2 Beliefs, Mission and Vision

Member Name

Position

Chair

Catherine Secrest Fifth Grade Teacher

Y

Kathy Brock Fourth Grade Teacher

Y

Kay Oliver Second Grade Teacher

N

Jane Craft Kindergarten Teacher

N

Kevin Kennedy Physical Education Teacher

N

Pat Inman Paraprofessional

N

Mattie King First Grade Teacher

N

Cheryl Williams Music Teacher

N

Deb Peterson Parent Member

N

Jason Adrion Community Member

N

Miguel Valles Student Member

N

(tab in last cell to create a new row as needed)

Component 2 Subcommittee has met to address critical components of the SIP and minutes are on file.

YES

NO

 
Subcommittee 2 Chair Signature

 

Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and Organizational Effectiveness

Member Name

Position

Chair

Sherry Jackson Librarian

Y

Laura Holley Kindergarten Teacher

Y

Mindy Rainey Pre-K Teacher

N

Andrea Morency First Grade Teacher

N

Shawn Armstrong First Grade Teacher

N

Donna Sears Fourth Grade Teacher

N

Barbara Condon Special Education Teacher

N

Linda Watts Second Grade Teacher

N

Shirley McGee Art Teacher

N

Gerri Lynn Jefferson Paraprofessional

N

Kim Rubio Parent Member

N

Emily Marshall Community Member

N

Bryce Symlar Student Member

N

(tab in last cell to create a new row as needed)

Component 3 Subcommittee has met to address critical components of the SIP and minutes are on file.

YES

NO

 
Subcommittee 3 Chair Signature

 

Subcommittee for COMPONENT 4 Action Plan Development

Member Name

Position

Chair

Debbie Groce Reading Tutor

Y

Ken Wiles Principal

N

Betty Bowers Facilitator

N

Laura Holley Kindergarten

N

Christy Lowe First Grade Teacher

N

Claritha Buchanan Second Grade Teacher

N

Carol Andrews Third Grade Teacher

N

Kristie Cheek Fourth Teacher

N

Amy Helms Fifth Teacher

N

Holly Howell Special Ed

N

Sherry Jackson Library

N

JaDonna Secrest Parent

N

Deb Peterson Parent

N

 

 

Shirley Ledbetter Parent

N

Sharon Brown Parent

N

Cathy Smith Parent

N

Kim David Parent

N

Angela Levya Parent

N

(tab in last cell to create a new row as needed)

Component 4 Subcommittee has met to address critical components of the SIP and minutes are on file.

YES

NO

 

Subcommittee 4 Chair Signature

 

 

Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation

Member Name

Position

Chair

Ken Wiles Principal

N

Betty Bowers Title I Reading Teacher

Y

Kristie Cheek Fourth Grade Teacher

N

Sally Fagan Speech and Language Teacher

N

Catherine Secrest Fifth Grade Teacher

N

Kathy Brock Fourth Grade Teacher

N

Sherry Jackson Librarian

N

Laura Holley Kindergarten Teacher

N

Debbie Groce Title I Reading Teacher

N

Carol Andrews Fifth Grade Teacher

N

Deb Peterson Parent Member

N

Mildred Grissim Community Member

N

Elizabeth Nuber Student Member

N

(tab in last cell to create a new row as needed)

Component 5 Subcommittee has met to address critical components of the SIP and minutes are on file.

YES

NO

Subcommittee 5 Chair Signature

Component 1a - School Profile and Collaborative Process

TEMPLATE 1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis

TEMPLATE 1.3.1: Data Sources (Including surveys)

Use surveys to capture perceptual data. Administer some kind of survey to all shareholders with reasonable frequency. Determine how often to administer your surveys by considering several factors:

Mobility of student families

Grade span served (if you serve only three grades, you could have a complete turnover of parents every three years)

Change in leadership

Change in organizational practice.

A school will rarely have each of the surveys listed here, but at least one survey should be administered and evaluated. Common survey types include: Title I Needs Assessment, Title I Parent Surveys, District school climate surveys. Staff Development SACS Surveys (NSSE).

TEMPLATE 1.3.1: Data Sources (including surveys)

(Rubric Indicator 1.3)

Data Source Relevant Findings
School Climate Survey: Parents,

Fall 2007

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Parent/community Survey Spring, 2009

A survey was given to find out what parents think about Riverside Elementary in the following areas: Quality of Instructional Program, Support for Student Learning, School Climate/Environment for Learning, Parent/School Relationships, and Resource Management.

Riverside scored highest in the area of School Climate/Environment with 82% of parents surveyed in agreement. Parent/School Relationships closely followed this at 81%. Although 68% of our parents agreed our Resource Management was adequate, 25% of parents assessed it neutral or not known.

Parents were highly complimentary of the School Atmosphere for their children. Areas of concern listed were: consistent school-wide discipline, bullying, and lack of parental involvement. In all five categories surveyed, 12-25% of responses were neutral or not known. This reiterates to the Staff and Faculty the need to increase home-school communication and find more ways to involve parents in our students’ education. Parents also expressed concerns and suggestions for improvements on afternoon car rider and walker dismissal.

A parent/community survey was given in the spring of 2009 to find out how important parents think our school-wide goals are and how well they think we are doing. Parents rated most of our academic goals very high in importance from 93% - 99%. Rated lowest were utilizing local bank programs to teach money concepts (71%), using math manipulatives for hands-on learning (85%) and use of the Accelerated Math (85%). Parents overall thought that we were doing a good job. They felt that some improvement could be made in providing additional instruction to meet the needs of at-risk students and utilizing the bank programs to teach money concepts.

School Climate Survey: Faculty and staff,

Fall 2007

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Faculty and staff survey, spring 2009

82% of teachers and staff surveyed at Riverside feel that the curriculum is high quality, where standards are being defined for student learning, and monitoring and evaluations are continuous.

A positive academic learning climate, along with data-driven instruction, takes place. Most provide students with additional opportunities for assistance to improve their learning beyond classroom instruction. Assessments are developed and used to measure goals for student achievement. Most respondents agree that evidence of progress has been shown. All agree that the school’s beliefs, vision, and mission statement are defined using measurable goals focused on improving student learning. 78% of the teachers and staff surveyed believe decision-making is data-driven and plans for improvements are focused on student performance. They also agree that this is monitored on a regular basis. Good working relationships are evident, however more school-community communication is recommended. Roughly 70% of those surveyed believe a commitment to Professional Development and productive change is present at Riverside Elementary School.

Riverside faculty was surveyed in the spring of 2009 to find out how important our faculty feels our school-wide goals are and how well they think we are doing. High on the list were our literacy goals such as having the 90 minute literacy block, guided reading, literacy partners, pull-out classes for at-risk students, and small group instruction. All of our teachers who have had students participate in the First Intervention program feel that it is very beneficial to students. Ninety-six percent of our faculty feel that it is very important to use the TN state standards and TCAP objectives to guide instruction. Accelerated Math has been implemented in grades 2-5. Seventy-six percent of the faculty believes this is very important and twenty-four percent believes it is somewhat important. Ninety-four percent of teachers believe that using hands-on math manipulatives is very important. However, only 24% of the teachers feel that using the local bank programs to teach money concepts is beneficial to students. Teachers feel that it is very important to somewhat important to keep parents involved and informed about their child’s education. Teachers feel that professional development is important and beneficial if teachers follow through and apply what they learn. Teachers offered ideas for professional development that they would like to see offered. Some of these are observing in other teachers classrooms, additional technology training, math training, writing/literacy training, differentiated instruction, and analyzing test scores.

School Climate Survey: Students,

Fall 2007

84% of the students surveyed feel our school provides a positive environment and programs that equip them with skills to enhance their learning. 82% think the teacher/student learning relationship is good, but would like to have more access to computers. 81% deem the school a welcoming environment for students and parents, providing stimulating activities.
School Climate Survey:

Community,

Fall 2007

The data compiled through a community opinion inventory indicates that the community thinks a high quality education is taking place. 83% agreed that dedicated teachers, who have personal connections with students, are prevalent. The respondents also noted that our curriculum relates to everyday life, offering learning opportunities for a full range of abilities. A concern for 58% is a lack of school-wide discipline. At least 50% showed a continued concern about bullying. The community opinion surveys also indicate a need for playground improvements, more money for materials and supplies, and a general need for improved security and dismissal safety.

 

TEMPLATE 1.3.2: Narrative and Analysis of Relevant School and Community Data

Some of the factors to consider in this narrative and analysis might be historical background, facilities, environmental and safety concerns, socio-economic factors, parent/guardian demographics, honors classes, unique programs, parental support, school-business partnerships, major employers, and any other demographic factor (school or community) of major impact, including major changes and/or events that have adversely impacted your school..

TEMPLATE 1.3.2: School and Community Data

(Rubric Indicator 1.3)

Narrative and analysis of relevant school and community factors:
Student Characteristics

The student enrollment at Riverside Elementary, as of March 24, 2010, was 516. The ethnic student population of Riverside Elementary School is composed of 55.92% Caucasian, 30.34% African American, 13.36% Hispanic, and less than 1% Native Hawaiian /Pacific. There are seventy four students enrolled in the English Language Learner (ELL) class. The Special Education population is 18%, which is comprised of the following: 40% in resource classes, 60 % in speech/language class. Presently, there are no active 504 plans.

At Riverside, the Free and Reduced Lunch Program is currently serving 87% of the school’s population.

All students at Riverside are in classes with certified teachers who have met or are meeting highly qualified status under No Child Left Behind guidelines.

During the current school year two students have been transferred to the Alternative School for disciplinary action. There were seventy-seven discipline referrals to our administration. No student has violated drug, alcohol, or tobacco policies.

Riverside Elementary maintained a daily attendance average of 95.8% during the first semester of the current school year with an average mobility rate of 9%. The promotion rate for the 2009-2010 year was 98%.

The data compiled through an elementary student opinion inventory indicates that students are generally happy with their learning experiences at Riverside. Students state it is a pleasant environment, but list some concerns with bullying. Playground improvements were suggested by students.

Staff Characteristics

Administration, faculty, and staff demographics

The professional staff of Riverside consists of the following: a principal, a school-wide facilitator, a librarian, a music teacher, an art teacher, a physical education teacher, a guidance counselor, two special education teachers, a speech/language therapist, three Title I reading teachers, one of whom also serves as school-wide facilitator , and a Title I math teacher, one full-time English Language Learner teacher, two preschool teachers, and twenty-four regular classroom teachers. We also have one School Resource Officer, a part-time nurse, a part-time gifted teacher, and a part-time school psychologist as support staff. All are Highly Qualified under No Child Left Behind guidelines. Should it become necessary, the school will provide each individual parent timely notice that the parent’s child has been assigned to, or taught for four or more consecutive weeks by a teacher who is not highly qualified. At this time no teacher is teaching outside of his/her area of certification. Teachers at Riverside are involved in a variety of leadership activities including committees for TSSIP, SACS, QAR, CADRE, Riverside Leadership Committee, and Knowledge Bowl. They are also involved in countywide teams, such as Crisis Management, and professional organizations, such as the Delta Kappa Gamma Society, MCEA, TEA, NEA and PET. A significant number of teachers have received grants and/or leadership training to improve the educational environment at Riverside. Fifty-five percent of teachers and administrators hold advanced degrees, which include: 45% hold Bachelor’s Degrees; 29% hold Master’s Degrees, 21% hold Master’s Plus thirty/Forty-five Degrees, and 5% hold Ed. S. Degrees. Thirteen percent (13%) of Riverside’s staff has less than five years experience, 18% has between 5-10 years experience, 21% has 11-20 years experience. 24% has 21-30 years experience and 24% has over 30 years experience. The number of years service at Riverside is as follows: 0-5 years, 13%; 6-10 years 18%; 11-20 years, 21%; 21-30 years, 24% and over 30 years, 24%.

Support Staff

Riverside’s support staff consists of a secretary, an attendance clerk, two part-time custodians and two full-time custodians. Riverside has nine paraprofessionals that work in a collaborative effort with the faculty and staff to assist with the educational needs of students. Of the nine paraprofessionals, all are highly qualified as per the requirements of Maury County Schools. The cafeteria staff consists of one cafeteria manager and five cafeteria workers. The Maury County School system has thirteen literacy coaches, a testing coach, and countywide computer technicians. Riverside also has 1 Centerstone Project BASIC counselor.

Race and Ethnicity of Staff Members

The racial configuration of the professional and support staff at Riverside is composed of 82% white females, 6% African-American females, 3% Hispanic females, 6% white males, and 6% African-American males. The ethnicity of the group encompasses European, African, and Spanish backgrounds.

Strategies to Attract Highly Qualified Teachers

Atmosphere

Riverside Elementary is a personable and family-like school. Generations of families have attended and supported our school. Our Principal has worked hard to establish and maintain a professional learning community of teachers, staff, students, parents, and community members. The professional learning community works together to educate our students. Our Principal is respected as an instructional leader and exhibits expertise in the day-to-day operation of the school. His leadership style is relaxed, but with high expectations of all those involved in the educational process. Discipline issues are handled in an appropriate and timely manner. He supports all school employees and treats them with respect. Riverside has a mentoring teacher to work with new teachers along with the district’s mentoring staff. Grade levels also meet weekly for planning and support. The literacy leader works with grade levels, as well as, giving support to individual teachers. Riverside also plans productive PLC meetings.

Riverside also has a school-wide mentoring program. The program provides support to teachers that are new to a grade level, our school, the district, and the profession. We have two faculty members that have been trained in the state model for mentoring on our staff. Our lead mentor coordinates meetings and various informative activities for mentors and those being mentored. Currently we have one interim and twelve full time teachers in the program which usually lasts until tenure is received. Riverside has a full-time Literacy Coach who provides embedded professional development for teachers on ways to implement best practices in literacy.

Professional Development

Professional development is another important strategy to attract and retain highly qualified teachers. Our Principal strives to implement quality researched –based professional development that will enhance classroom instruction. Teachers are encouraged to seek out other development opportunities that align with our district’s standards. A full-time Literacy Coach also provides professional development for teachers.

School Characteristics

Historical Background

Nestled between the Duck River and the Riverside neighborhood, Riverside Elementary School first opened its doors in 1936. A new building, completed in 1983, is adjacent to the former school building, and the parking lot lies where the original school once stood.

Facilities

Riverside Elementary School is a 63,000 square feet facility with thirty-eight classrooms, a library, an art room, and a music room. Each classroom has at least one computer with Internet access. The cafeteria holds 216 students and includes a stage area for special performances and activities. The gymnasium is equipped with basketball goals and bleachers to accommodate seating for 350 occupants.

A new computer lab was established during the fall of 2005 and became operational in December 2005. The computer lab became possible due to the generosity of Columbia State Community College, who donated sixty computers to the school system. The computer lab has twenty student stations and a teacher workstation with wireless Internet access and the capability to run all network software.

The Riverside Elementary Library received a facelift during the summer of 2005. The PTA purchased new carpet for the library, librarian’s office, and media rooms. Faculty members spent countless hours taking books off the shelves, painting the walls, wiping off every book, and shelving the books back into the proper place. The facelift has made a tremendous difference in the appearance of our library. Each class has an assigned fifty minute block each week and there is a period of time each morning for book exchange.

The intercom system was updated in the spring of 2006.

Environmental and Safety Concerns

Riverside was designed in the early 1980’s. Only the main front doors remain unlocked during the school day. Each classroom has an outside exit and can only be accessed from the outside with a key. All outside doors allow unrestricted exits. Small rooms have access through the next-door classroom for emergency exits. Security cameras, strategically placed throughout the building, also allow for extra precautionary measures.

Riverside Elementary strives to maintain the safety of each child and staff member. A School Resource Officer (SRO) is 100% funded through the Maury County Sheriff’s Department and is on duty when children are in the building. The Crisis Management Team, along with all staff members, has developed a well-defined emergency plan. Faculty and staff members are trained during in-services and workshops on effective strategies to deal with emergencies. Fire, inclement weather, and intruder drills are practiced on a regular basis. Safety programs are presented by local agencies to enhance the educational environment.

Each child’s blue information card, on file in the office, contains information regarding persons with permission to take a child from school. Due to the school’s close proximity of the street, staff members are constantly supervising outside dismissal. Our staff has access to eleven two-way radios used throughout the day during recess, various activities and assemblies, afternoon dismissal, and bus room supervision.

Grade Distribution, Length of School Year/Day

Riverside serves a total of 459 students in Kindergarten through fifth grade. We have two pre-kindergarten classes that serve forty children. Other students are distributed as follows: eighty-six kindergarteners, eighty-four first graders, eighty two second graders, seventy-six third graders, sixty-three fourth graders, sixty-eight fifth graders. The school system operates on a state mandated 180-day calendar, with an additional ten in-service days for teachers. The school uses a nine-week grading period followed by two weeks of break. During the spring and fall breaks, one week of remediation is provided for at-risk students. The school opens at 7:30 with instructional time from 8:15 – 3:15. The school day consists of seven hours for students and seven and a half for staff. Teachers are provided with a daily planning period and duty-free lunch period.

 

Operating Budget and Per Pupil Expenditures

The Maury County School System’s expenditures per student for regular instruction are:

System

State

Federal

 

 

 

 

 

$7,652

 

$7,794

 

$8,554

 

The Maury County School System receives funding:

System

State

Federal

 

 

 

 

 

38.1%

 

51.6%

 

10.3%

 

Title Funds include: Title I, Title II, Title IIA, Title IID, and Title V. Title I funds are used school-wide for salary and benefits of a School-wide Facilitator, two collaborative reading teachers, a collaborative math teacher, and four collaborative assistants (three reading and a math). The other Title funds are distributed according to their specified use (e.g.. materials and supplies, equipment, professional development, parent involvement).

Curriculum Offerings, Unique Programs, and Honor Classes

The Instructional Program

Riverside’s curriculum offers a wide range of opportunities for students in pre-k through grade five. The instructional staff works collaboratively by grade level, following the State of Tennessee Curriculum Standards. The school system also provides additional research based training for the faculty. Pull-out tutoring for reading is offered for kindergarten through fifth grades with pull-out tutoring for Math offered in grades three through five. Resource and Speech/Language services are available for students in Pre Kindergarten through fifth grade. The first grade teachers have implemented a cross curriculum literacy circle where students rotate between teachers for enrichment. Two special education inclusion classes have been created; one for reading in grade four and one for math in grade five. Fourth and fifth grade students partner with and read to kindergarten and first grade students. Fifth grade students also assist students in kindergarten with basic computer skills.

The staff members at Riverside have implemented the following additional instructional programs to better meet the needs of students: Accelerated Reader program in conjunction with the STAR reading assessment, the Accelerated Math program, Rigby Reading program, Math in a Flash, Daily Oral Language, as well as individual classroom programs and incentives.

A literacy block of 120 minutes each morning was implemented at the beginning of the 2004–2005 school year for grades one through five. Kindergarten has a ninety minute literacy block each morning. Each classroom works uninterrupted on reading and writing during this time.

Block Classes

The students at Riverside are provided with music, art, library, and physical education classes for fifty minutes each week. Guidance classes are held weekly for thirty minutes. Kindergarten through grade three receives an additional thirty minutes bi-monthly of guidance through a grant with Centerstone Counseling Center.

The Remediation Program

After-school remediation is provided through the use of extended contract GP funds four days per week during the first semester and two days a week during the second semester for third, fourth, and fifth grade students needing additional assistance. Additional remediation services are conducted the first week of each fall and spring break for grades three through five. School federal funds provide for 4 extended contracts for before/after school, fall/spring and summer tutoring for at-risk students. Individual teachers provide after-school and before-school tutoring for students who need additional help in specific subjects. Peer tutoring has been very successful in providing additional assistance to students on a daily basis. Summer School is provided each year by extended contract funding. Teachers recommend students for the four week remediation program. Summer remediation classes meet five days per week for two hours a day for each grade session. Federal funds provided extended contracts for 4 teachers and 1 assistant for a summer 2009 enrichment program.

Parent/Guardian Demographics

The parents of Riverside were surveyed in various categories. Of the parents surveyed, 75% responded, with a breakdown of 57% white, 21% black, 17% Hispanic, and 4% other. In the category family status, 47% of the student population live in a two-parent home, whereas, 40% live in a single parent/guardian status including, but not limited to, divorced and widowed. Also surveyed were the parental levels of education, with the following responses: 45% had at least some high school, a high school diploma, or a GED, 37% of parents had some college and/or an Associate’s Degree, and 9% were college graduates or had post graduate classes. Of the parents that responded to questions concerning employment, 74% were employed, 26% were unemployed, and 4% were disabled.

Community Characteristics

Riverside Elementary School is located in Columbia, Tennessee, which is the county seat of Maury County. Maury County is located approximately forty-three miles south of Nashville. According to the 2000 census, the population of Maury County is 69,498, and Columbia’s population is 33,055. In the city of Columbia, there are 24,669 Caucasians, 6,984 African Americans, ninety-two Native Americans or Alaskan Natives, nine Native Hawaiians and other Pacific Islanders, and a growing number of Hispanics.

There are forty-four industries and small businesses located in Maury County. The unemployment rate of Maury County as of April 2006 is 5%. The median family income is $45,190 and the personal income per capita is $28,126. There are 971 families and 4,441 individuals below the poverty level.

In addition to the twenty public schools in Maury County there are two private schools, a community college and two regional technical schools. 26.2% of the county’s population is under the age of eighteen.

The community is involved with the school through Partners in Education. They provide support with projects in the individual schools that they adopt. Community members are involved with school sponsored activities and projects involving the students.

 

Coordination of Services With Other Programs

Under the NCLB law, coordination of services to children is required where possible. Riverside strives to coordinate all these services. ELL students receive assistance from a full-time ELL teacher.. Title I funds provide an interpreter for parents of ELL students during Parent/Teacher conferences. ELL teachers are included in staff development where appropriate. Materials and supplies are purchased with Title III funds. Books and supplies may also be checked out from Riverside library and bookroom. Through a district ELL Grant extended contracts are provided for two Riverside teachers to tutor ELL students before/after school. ELL contracts will also fund two teachers for Riverside’s Summer Program.

Students with disabilities are served by special education teachers .They also receive services from their classroom teacher and educational assistants. There are two inclusion classes. One for literacy in a fourth grade class and one for math in a fifth grade class. Coordination of educational plan and student progress will be shared with special teachers; parents and classroom teachers. Special education teachers will be included in staff development where appropriate.

Students who have attended Head Start and other locally operated readiness programs records are studied and included in the student’s permanent record.

Title II monies are consistently used for professional development of staff members through in-house workshops and in-services, and by sending teachers to special workshops off campus. These teachers attend these workshops with the understanding that they will extend this training by sharing information with the remaining staff members. Title II Part D will be used for technology professional development. Our school guidance counselor handles some vocational or career awareness with several grade levels.. Riverside has a partnership with two area businesses. Teachers also incorporate career awareness in instruction on a daily basis as applicable to their lessons and grade appropriate. At-risk students receive tutoring before/after school, during intercessions, and during the summer from teachers receiving extended contracts. Riverside Summer Program is a combination of remedial classes as well as enrichment classes. These programs are funded with both Title I and general purpose funds. The Homeless Liaison of Maury County will be our consultant helping with any child that meets any of the Title X requirements. Homeless students will be identified and immediately tested for at-risk services. Riverside’s attendance clerk, upon learning of the status of a homeless child, will be responsible for passing this information on to the proper persons. Title IV funds are used for crisis management and for the Safety and Drug Free School Program.

Transitional Coordination Plan

Preschoolers Entering Kindergarten:

Kindergarten and Pre-K registration for Riverside is March 18, 2010. Parents will receive informational brochures "Making the Move to Kindergarten" or "Starting Your Child in Preschool" along with a summer "Getting Ready for School" activity calendar. Parents will be invited to visit a kindergarten classroom after registration.

Kelly Myers, Federal Programs Coordinator and Barbara Baltzer, Federal Programs Facilitator meet annually in the spring with parents of Head Start students at College Hill. The parents are informed about the pre-registration procedures, proof of medical records, and record of birth. They discuss the parent handbooks in The Starting School Kit that each child receives at the end of the year at Head Start.

4th and 5th Grade Students Entering Middle School Next Year:

For the school year 2010-2011 both 4th and 5th grade Riverside students will be moving into middle school, due to county-wide rezoning. Graduation ceremonies will be held for 4th and 5th graders on May 21, 2010. Riverside will provide literature to parents about children making the transition to middle school. Cox Middle School will hold a Cougar Camp in June for incoming students. An open house/orientation will be held in July prior to the beginning of school for new students and parents. Brochures will go home with Riverside 4th and 5th graders before the end of the 2009-2010 school year. Cox Middle School will hold a school-wide open house after the beginning of the 2010-2011 school year.

 

 

 

Component 1b – Academic and Non-Academic Data Analysis/Synthesis

TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures

Refer to Component 1 Academic/Nonacademic Helpful Hints.

TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures

(Rubric Indicator 1.4)

List Data Sources
▪ No Child Left Behind (NCLB) Adequate Yearly Progress (AYP) Results

▪ 2008 TCAP Results

▪ 2008 Writing Assessment

▪ 2008 Tennessee Value Added Assessments (TVAAS)

▪ 2008 Report Card

▪ 2008-2009 Dynamic Indicators of Basic Early Literacy (DIBELS – Grades K & 1)

▪ 2008-2009 Think Link Learning Predictive Assessment

▪ 2008-2009 4Sight

▪ 2008 English Language Development Assessment (ELDA)

▪ K-2 Portfolios

▪ K-2 Running Records

▪ Phelps Kindergarten Readiness Scale

▪ Brigance Preschool Screen-II 4 Year-Old Assessment

▪ Title 1 Needs Assessment

▪ Attendance

▪ Promotion

▪ Discipline

 

 

TEMPLATE 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.

TEMPLATE 1.5: Data Collection and Analysis

(Rubric Indicator 1.5)

Describe the data collection and analysis process used in determining your strengths and needs.
A variety of assessments is used in grades pre-kindergarten through grade five to level and monitor progress of students as well as to evaluate the effectiveness of teaching methods. Teachers meet weekly in grade level meetings, four times per year in PLC meetings, and during release time to analyze this data.

The following is presented as information and data gathered on assessments used at Riverside Elementary.

Brigance Preschool Screen-II 4 Year-Old Assessment

The Brigance Screen-II provides a sampling of children's language, motor, social-emotional, and early learning skills as well as identifies developmental delays, such as language, learning, or cognitive. A pretest is given in August, and a posttest is given in May to the preschool students.

Phelps Kindergarten Readiness Scale

The Phelps Kindergarten Readiness Scale (PKRS) assesses academic readiness of children who are entering kindergarten. It measures three areas or domains predictive of later school achievement including verbal processing, perceptual processing, and auditory processing. The PKRS is administered to all entering kindergarten students on an individual basis. The results are used to level the children so readiness skills can be addressed at the correct starting point for each child.

Portfolios—Kindergarten-Second Grade

A portfolio is a collection of students’ work. The portfolio is comprised of writings and drawings that the student has composed. These various works are added each month to the portfolio. There is conferencing with the student as work is evaluated in order to increase students’ awareness of accomplishments and weaknesses. At this time goals are set to help students assume greater responsibility in reaching appropriate standards.

A portfolio provides clear examples of students’ work at the various developmental levels of performance. It provides concrete examples to both parents and teachers of proficiency of performance and serves as an important means of assessment. A portfolio is a useful tool in monitoring the growth and development of each child as he/she becomes an independent reader and writer.

 

Running Records for Literacy (Grades K-2)

Teachers in kindergarten through second grade use running records for instructional purposes to guide them in their decisions about the student’s progress. The running record allows the teacher to record the student’s reading behavior. The information gained using the running records is an invaluable tool for planning the next stage of learning.

 

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of standardized measures of early literacy development. They are short (one minute) fluency measures administered individually to kindergarten and first grade students monitor the development of the pre-reading and early reading skills.

DIBELS was first administered during the 2006-2007 school year and is currently in use. Students in kindergarten are tested on Initial Sound Fluency (ISF), Letter Naming Fluency (LNF), Phonemic Segmentation Fluency (PSF), and Nonsense Word Fluency (NWF). First grade students are tested on Letter Naming Fluency (LNF), Phonemic Segmentation Fluency (PSF), Nonsense Word Fluency (NWF), and Oral Reading Fluency (ORF).

September, 2009, 39% of kindergarten students were at low risk, 20% some risk, and 40% at risk on Initial Sound Fluency. In December 2008, 33% were established, 49% emerging and 18% deficit on Initial Sound Fluency. September 2009, 56% of kindergarten students were at low risk for Letter Name, 19% some risk and 24% at risk. In December 2008, 77% of kindergarten students were low risk, 15% some risk and 7% at risk on Letter Name.

August 2009, 58% first grade students were established on Phoneme Segmentation, 37% emerging and 6% deficit. December 2008, 77% were established, 22% emerging and 1% deficit. August 2009, there were 60% low risk, 28% some risk and 12% at risk on Non-sense Word Fluency for first graders. December 2008, there were 43% established, 48% emerging and 10% deficit.

 

At the end of the 2008-2009 school year, 60% of kindergarten students were at low risk, 25% some risk, and 16% at risk on Letter Name. On the same test 81% of kindergarten students were low risk, 16% emerging and 3% deficit on Phoneme Segmentation and 70% were low risk, 19% some risk and 11% at risk on Nonsense Word Fluency-Correct Letter Sounds.

May 2009, 86% first grade students were established and 14% were emerging on Phoneme Segmentation, May 2009, 53% first grade students were established, 37% were emerging and 10% were deficit on Nonsense Word Fluency.

ThinkLink Learning Predictive Assessment

ThinkLink Learning Predictive Assessment Series is given to assess student growth while preparing to meet state standards for reading/ language arts and math. The test provides teachers the prediction of mastery, proficiency, and adequate yearly progress (AYP). ThinkLink is currently given three times a year to second grade. The first ThinkLink test was given in September, and the second test was given in December. A third test is scheduled for March 2009.

After comparing the results of the first two tests, the percentage Proficient/Advanced increased in Reading/Language Arts and Math for second grade.

Drill down reports show similar results for each skill. Second grade students saw a decrease in percentage Proficient/Advanced in the following areas: Basic Skills, Analyze Text, Evaluate & Extend, Intro to Print, Patterns/Algebra, and Problem Solving.

4Sight Predictive Benchmark Assessment

4Sight Predictive Benchmark Assessment is currently being given to grades three through five, four times a year. The benchmark assessment mimics the TCAP and allows Riverside to predict students’ scores on the TCAP. Assessments one and three are the same test, and assessments two and four are the same.

When comparing the results from the first and third tests 2008-2009, the school improved in all test areas overall. While analyzing individual grade levels, some weaknesses were identified. The reading weaknesses for third and fifth grades were Grammar Conventions and Writing Organization. Vocabulary was also a weakness for fifth grade. Fourth grade’s weakness was Meaning. In math, third grade’s weakness was Measurement. Fourth and fifth grade’s weakness was Number Sense/Number Theory.

When comparing the results from the second and fourth tests, the school improved in all tested areas overall. There were some weaknesses identified when looking at individual grade levels. Fifth grade areas of need are in Meaning, Vocabulary, and Writing Process. Fifth grade saw less than a 1% decrease in Computation. The 2008-2009 fourth test will not be given until closer to TCAP testing in April.

 

English Language Development Assessment

The English Language Development Assessment (ELDA) is series of comprehensive assessments that measure annual progress in English language skills of English language learners. Scores for individual students indicate one of five possible proficiency levels, ranging from pre-functional to fully English proficient, in listening, speaking, reading, writing, and comprehension. A composite score is calculated from all of the required domains. The ELDA is given each spring to students currently being served in ELL.

Fifty-eight students took the ELDA in the spring of 2009. The results from the 2009 assessment show that 5% of our ELL students were Pre-Functional, 21% were Lower Intermediate, 16% were Upper-Intermediate, 36% were Advanced, and 22% were Fully English Proficient.

Tennessee Comprehensive Assessment Program (TCAP)

Third Grade TCAP Performance

The 2009 TCAP results show that the third grade did not perform as well as the district or state when looking at NCE scores for Reading/Language. Riverside’s NCE score was 50.7 compared to a 55.3 for the district and 54.2 for the state. The same can be said for the third grade scores in Science and Social Studies. Riverside’s NCE scores were lower than the district and state for both tests. Riverside’s NCE scores were 49.8 in Science and 50.3 in Social Studies. The district’s NCE scores were 55.9 and 55.4 respectively. The state’s NCE scores were 56.3, Science and 54.2, Social Studies. Riverside’s 3rd grade math score was lower than the district and slightly lower than the state. Riverside’s NCE score was 59.7 in math, the district score was 61.5 and the state’s score was 59.8. .

 

Fourth Grade TCAP Performance

The 2009 TCAP results indicate that the fourth grade at Riverside was outperformed in all academic areas by the district and the state.

Riverside District State

Reading/Language 46.9 48.8 48.3

Math 44.7 49.4 48.4

Science 44.3 47.5 48.4

Social Studies 42.6 46.9 48.2

Riverside’s 3-Yr-Avg NCE gain for the fourth grade was higher than the district and state in Reading/Language, and Science. Riverside’s 3-Yr-Avg NCE gain was lower in math and social studies than the district and state.

Riverside District State

Reading/Language 2.6 -1.2 1.0

Math 0.9 .1 2.0

Science 0.7 -2.6 0.1

Social Studies 0.6 -1.8 2.3

Fifth Grade TCAP Performance

The 2009 TCAP results for fifth grade show that Riverside was outperformed by the district and state in all tests.

Riverside District State

Reading/Language 45.6 47.7 48.2

Math 44.6 48.0 48.3

Science 39.5 47.1 48.2

Social Studies 41.8 48.5 48.0

Riverside’s 3-Yr-Avg NCE gain for the fifth grade was lower than the district and state in Reading/Language, math and social studies. Science gain was lower than the district but higher than the state.

Riverside District State

Reading/Language -.9 -.4 1.0

Math -5.8 -.7 -4.8

Science .0 .7 -.1

Social Studies - 5.5 0 -2.3

 

 

TEMPLATE 1.6: Report Card Data Disaggregation

Provide narrative analysis of disaggregated Report Card data. Disaggregation is the separating of data into pieces for a detailed review. The results would focus on what you learn about the individual data pieces.

TEMPLATE 1.6: Report Card Data Disaggregation

(Rubric Indicator 1.6)

Report Card Data Disaggregation
Riverside Elementary is currently in good standing in regards to NCLB status. Riverside met adequate yearly progress (AYP) in 2009 in all subgroups tested.

AYP Calculations in Reading/Language Plus Writing

The 2009 Reading/Language Plus Writing AYP subgroup disaggregation for grades three through five indicate that the NCLB mandate of 89% Proficient/Advanced was met for All Students and the White subgroup. The subgroups African American and Economically Disadvantaged did not meet the NCLB mandate of 89% and Proficient/Advanced.

The 2009 Reading/Language Plus Writing AYP subgroup disaggregation for grades three through five indicates that the percentage Proficient/Advanced 2 Year Average has increased for All Students (+1%). The percentage for Proficient/Advanced 2 Year Average was found in the following subgroups:

§1 African American (+1%)

§2 White (+1%)

§3 Economically Disadvantaged (0%)

§4 Students with Disabilities (-6%)

In 2009, the Hispanic subgroup had a 2 year average percentage for Proficient/Advanced decrease by 14%.

The 2009 percentage Proficient/Advanced 2 Year Average for African American and Economically Disadvantaged were the only subgroups exceeding the State Percentage Proficient/Advanced 2 Year Average. All the other subgroups performed below the State Percentage. Proficient/Advanced 2 Year Average.

§5 All Students (-2%)

§6 African American (+2%)

§7 Hispanic -12%)

§8 White (0%)

§9 Economically Disadvantaged (+1%)

§10 Students with Disabilities (-16%)

A closer look at the 2009 disaggregated data reveals that Riverside is not moving students from Proficient to Advanced as it did in 2008. Only the white subgroup saw an increase in the percentage of students testing Advanced from 2008 to 2009.

§11 All Students (-4.2%)

§12 African American (-10.4%)

§13 Hispanic (-24.6%)

§14 White (+3.3%)

§15 Economically Disadvantaged (-1.7%)

§16 Students with Disabilities (-1.2%)

The percentage of students Below Proficient showed a decrease of 1% for All Students in 2009 from the 2008 data. The White and Economically Disadvantaged subgroups remained the same. African American subgroup increased by 1% and the Students with Disabilities subgroup showed an increase of 4%. The Hispanic subgroup decreased 12%.

 

AYP Calculations in Math

The 2009 Math AYP subgroup disaggregation for grades three through five indicates that the NCLB mandate of 83% Proficient/Advanced was met in the subgroups of All Students, African American, White, and Economically Disadvantaged, but was not met in the subgroup Students with Disabilities which was 52%, Hispanic 76% and LEP 73%.

The 2009 AYP subgroup disaggregation for grades three through five indicates that the Percentage Proficient/Advanced 2 Year Average has decreased for all All Students (-1%) and for all subgroups as follows:

 

§17 African American (-2%)

§18 White (-1%)

§19 Economically Disadvantaged (-3%)

§20 Students with Disabilities (-5%)

§21 Hispanic (-8%)

§22 LEP (-14%)

All Students, as well as, African American, white and Economically Disadvantaged susbgroups performed higher that the state in 2009. However, the Hispanic and Students with Disabilities performed lower that the state in 2009.

 

 

§23 All Students (+1%)

§24 African American (+3%)

§25 Hispanic (-5%)

§26 White (+3%)

§27 Economically Disadvantaged (+4%)

§28 Students with Disabilities (-6%)

The All Students movement from Proficient to Advance showed a negative trend for 2009 when compared to 2008. A 2% increase for 2008 turned into a 16.6% decrease in 2009. All subgroups reflected this negative trend in 2009 with the exception of the LEP subgroup which showed an increase of 4.2%.

§29 All Students (-16.6%)

§30 African American (-30%)

§31 Hispanic (-23.2%)

§32 White (-6%)

§33 Economically Disadvantaged (-16.8%)

§34 Students with Disabilities (-3.3%)

§35 LEP (+4.2%)

 

 

 

 

 

 

TCAP Writing Assessment for Fifth Grade

Riverside’s TCAP Writing Score for fifth grade increased from 3.9 in 2008 to 4.1 in 2009. This equals the state average for 2009.This is the highest score for Riverside since the writing assessment began and is the greatest single year increase for the past several years.

Academic Growth (Value Added)

Riverside’s 2009 3 year average mean gains in math, Science and Social Studies decreased significantly from 2008. However, mean gains for reading exceeded the 2009 State Growth Standard, and Riverside received a status of (B) in reading. Math and Social Studies both went from A in 2008 to F in 2009.

It should be noted that the 2009 Growth Standard was renormed from the 1998 previously utilized growth standard.

 

 

 

 

 

TEMPLATE 1.7: Narrative Synthesis of All Data

Give a narrative synthesis of all data. Synthesis would be the blending of the data reviews to give the big picture.

TEMPLATE 1.7: Narrative Synthesis of All Data

(Rubric Indicator 1.7)

Narrative Synthesis of Data
Riverside continues to be committed in the collection, analysis, and synthesis of all data. The data collected from the TCAP, Writing Assessment, and Value-Added Scores have made the biggest impact on the decision to target specific goals. Riverside has also seen the value of the 4Sight and ThinkLink Assessments. Training for these two assessments has helped in identifying strengths and weaknesses as well as identifying gaps in the curriculum. Other formative assessments also play an important role in monitoring academic progress.

Strengths

An improvement in both Reading and Writing for Value Added and for AYP percent of students proficient is the strength for the 2009 TCAP. The professional development in Reading and Writing appears to be improving student performances in these areas.

 

 

 

 

Needs

The change to higher rigor and higher level thinking skills produced a dramatic drop in both the AYP results and value added results for math in 2009. Increased professional development and improvement in our Professional Learning Community commitment will be required in order for Riverside students to meet the new standards for achievement in upcoming state testing for the next few years.

 

 

 

TEMPLATE 1.8: Prioritized List of Goal Targets

List in priority order your goal targets. The goals for Component 4 (Action Plan) will be derived from this prioritized list of goal targets. Prioritized goals would identify the most critical areas of need and where your wok would start.

TEMPLATE 1.8: Prioritized List of Goal Targets

(Rubric Indicator 1.8)

Prioritized List of Goal Targets
Goal 1: Reading/Language Plus Writing

·1 The percentage of students scoring Proficient/Advanced in Reading/Language Plus Writing in grades 3-5 will increase as follows to meet or exceed NCLB benchmarks:

All Students- 5% by 2011

African American- 6% by 2011

Hispanic- 5% by 2011

Economically Disadvantaged- 6% by 2011

Students with Disabilities- 6% by 2011

·2 The percentage of students in each subgroup and overall for Reading/Language Plus Writing and math will increase 5% from the Proficient to the Advanced performance level by 2010.

·3 The 3-yr. Average for the 5th Grade Writing Assessment will increase from 3.9 to 4.0 by 2010.

·4 Students in K-2 will demonstrate success on developmentally appropriate measures.

Goal 2: Math

·1 The percentage of students scoring Proficient/Advanced in Math will increase as follows to meet or exceed NCLB benchmarks:

All Students – 3% by 2011

African American – 5% by 2011

Hispanic – 5% by 2011

Economically Disadvantaged – 3% by 2011

Students with Disabilities – 5% by 2011

·2 The percentage of students in each subgroup and overall for Reading/Language Plus Writing and Math will increase 5% from the Proficient to the Advanced performance level by 2011.

Component 2 – Beliefs, Common Mission and Shared Vision

TEMPLATE 2.1: Beliefs, Common Mission and Shared Vision

Use Template 2.1 to articulate your Beliefs, Common Mission and Shared Vision

Template 2.1: Beliefs, Common Mission and Shared Vision

(Rubric Indicators 2.1 and 2.2)

Beliefs
Riverside Elementary School’s mission statement and belief statements that were developed in 2001 were reviewed by a task group consisting of members of the faculty, support personnel, parents, community representatives, and the School Resource Officer. The committee also studied the data from Riverside’s National Study of School Evaluation compiled February 2006 which surveyed faculty, support personnel, students, and a random selection of parents and community members and leaders. Analysis of this information by the stakeholders and discussion by the group members resulted in revisions being made in the original mission and belief statements. A vision statement (not required in 2001) was developed to complement the beliefs and mission statements.

Between meetings, task group members presented these belief, mission, and vision statements to other faculty, parents, students, and community members resulting in revisions and clarifications. The final draft was presented to a cross-section of the stakeholders and consensus was reached. Our mission, vision, and belief statements are posted in the main hallway of the Riverside School building and on the Riverside website.

Beliefs

1. Our chief priority is to ensure that all students will master appropriate academic skills through different methods and educational experiences.

2. Standards-based assessment of student performance in core academic areas is used to indicate the teaching strategies that will best enable all students to attain or exceed state and local proficiency standards.

3. School policies and procedures provide a safe, supportive, and orderly instructional environment that encourages the self-reliance, self-respect, and self-discipline necessary for optimal student growth.

4. Frequent, clearly-defined communication among staff, parents, students, and our community is vital to the decision-making process and to the academic and social development of our students.

5. Our school is an inviting and nurturing place for all students to develop into productive citizens.

 

Common Mission
The mission of Riverside Elementary School is to provide an environment enriched with integrity and respect so that all students have the opportunity to become successful and responsible citizens. They are encouraged to advance at a maximum individual rate intellectually, physically, socially, and emotionally. The utilization of data-driven results and the high expectations of achievement allow all students the potential to be able to reach proficient or advanced levels on all state and local standards.
Shared Vision
The vision of Riverside Elementary School is to involve all stakeholders in making decisions that will result in raising the academic performance of all students to proficient or beyond through quality educational experiences.

TEMPLATE 3.1.a: Curricular Practices

Template 3.1.a: Curricular Practices

(Rubric Indicators 3.1 and 3.2)

Current Curricular Practices

Tennessee Standards Based Curriculum

Prioritized and Mapped Curriculum

Schoolwide Student Achievement Benchmarks

Grade Appropriate Standards-Based Literacy and Math Model

Formative Assessment to Align with State Benchmarks

A Reliable Support System to Enhance Curriculum and Instruction

Communication of a Shared Vision with Students and Stake-holders

Evidence of Practice (State in definitive/tangible terms) Curriculum is based on the TN State Standards.

Every teacher has a copy of the Blueprint for Learning.

Established objectives at every grade level

District wide curriculum mapping per state standards

Balanced literacy goals are established and posted

Currently training through CDDRE to improve the rigor of our curriculum.

 

Appropriate benchmarks are identified at each level.

Percentage of students meeting or exceeding AYP benchmarks is increasing annually.

Teachers strive to meet AYP benchmarks as well as TVAAS goals.

Goals are set to increase proficiency in reading and math.

Literacy bookroom containing fiction and non-fiction leveled readers is available to all teachers.

Guided Reading through Daily 5, RTI, and Star Growth Reports are being used to improve student achievement.

Monthly writing exercises in every grade level K-5 assessed by a district-wide literacy rubric.

Number of students proficient in math has increased for the last three years in fourth grade

AYP goals have been met by all tested grades

Accelerated Math program is used consistently in grades 3-5 to individually assess both strengths and weaknesses in students.

Accelerated Reader Program is used consistently in grades K-5 in order to assess student comprehension

Students in grades 3-5 take the Tennessee Comprehen-sive Assessment Program (TCAP) each spring. The achievement test is a timed, multiple- choice assessment that measures skills in Reading, Language Arts, Mathematics, Science, and Social Studies.

4Sight is a benchmark assessment tool for grades 3-5 that enables the teacher to predict students’ reading and math achievement multiple times throughout the year.

ThinkLink assesses student progress in grades 2-5 toward meeting state standards for reading/ language arts and math to provide teachers the prediction of mastery, proficiency, and AYP.

The English Language Development Assessment (ELDA) is a battery of tests designed to measure annual progress in English language proficiency among ELL students in grades K-5.

TCAP Writing Assessment is a 35- minute narrative written by fifth graders and scored on a scale of 0-6, following the state rubric.

DIBELS is administered three times per year in kindergarten and 1st grade. Students’ progress is monitored to check that reading achievement is improving.

Implementation of Professional Learning Communities in which the focus is collaboration to determine what the teachers want the students to learn, how the teacher knows if the students have learned it, and what the teacher will do if the students do not learn it.

Continuous professional development for all staff and faculty provided by the district through Title and other funds.

PTA provides volunteer time in classrooms and funding to classrooms for instructional materials and supplies.

Administrator and CDDRE team members perform walk- throughs to address the rigor of curriculum in relation to 4Sight and ThinkLink and TCAP testing.

Our school administrator, along with our strategic planning committee, maintains a focus on AYP targets and student achievement.

Administrator communicates with parents through various meetings, such as Title, PTA, phone calls, conferences, and periodic newsletters.

Our Adopt-a-School partnership with Vulcan Materials has provided monies for school projects and materials used for students and to support communication with our stakeholders.

 

School website can be accessed through county website.

Several

teachers have individual web pages that can be accessed through school website.

Is the current practice research-based? Yes Yes Yes Yes Yes Yes Yes
Is it a principle & practice of high-performing schools? Yes

90-90-90 Schools

Yes

Characteristics of High-Performing Schools

Yes

Effective

Schools, Common Practices-12 ingredients of success from Tennessee’s most effective schools

Yes

Effective Schools, Common Practices-12 ingredients of success from Tennessee’s most effective schools

Yes

Characteristics of High-Performing Schools

Effective Schools, Common Practices-12 ingredients of success from Tennessee’s most effective schools

Yes

Effective Schools, Common Practices-12 ingredients of success from Tennessee’s most effective schools

Yes

Characteristics of High-Performing Schools

Has the current practice been effective or ineffective? Effective Effective in grades where curriculum maps are in place.

Those grades without a curriculum map must use planning time to pace their curriculum.

Effective in grade levels where vertical articulation occurs.

Our data shows this practice has made an impact by targeting specific skills/goals for each grade level, but we must continue to evaluate student progress.

Effective when teachers have individual conferences with students to show strengths and areas that need work. Effective Effective in grade levels that meet at least once per week to address curricular concerns and student achievement. Effective

for those individuals with internet capabilities to access the school and teacher web pages.

A concern is that the county, school, and teacher web pages are not meeting the needs of our growing non-English speaking population.

What data source(s) do you have that support your answer? (identify all applicable sources) TCAP, TVAAS, CRT, TSIPP, AYP, DIBELS, School/District and State report cards, school-made report cards Reduction in duplication of thematic studies between grade levels

TCAP, TCAP Writing Assessment, TVAAS,AYP

TCAP, TCAP Writing Assessment, TVAAS,

AYP

Star Growth Reports, AR Diagnostic Reports, DIBELS reports, Monthly Writing Assessments, AM reports, ThinkLink data TCAP, TCAP Writing Assessment, ELDA, 4Sight, ThinkLink, and DIBELS data Documented attendance at grade level meetings, CDDRE results from 4Sight and walk-throughs, documented attendance at PTA meetings, professional development evaluations Parent involvement in TSIPP process, parent volunteers as TCAP proctors, recognizing AYP benchmarks, school newsletters,

Title parent involvement programs, Family Reading nights

Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) Improvement in TCAP CRT NCE scores from the 2006 to 2007:

Reading/Language 47 to 49; Math 53 to 56; Social Studies 48 to 51; and Science 47 to 59

Improvement in TVAAS scores from 2006 to 2007: Reading/Language 2.5 to 4.8; Social Studies 3.6 to 4.8; Science 0.4 to 3.2

Increase in number of students meeting or exceeding AYP (+4%) Reading/Language 83% to 87% (2-Yr average); Math (+3) 89% to 92% (2 Yr average)

At-risk students have been identified for interventions and extra help.

Grade levels are consistently pacing their curriculum when no curriculum map is in place.

 

DIBELS 2007-2008 Kinder-garten

Aug. 29%,

Dec. 55%

1st grade Aug. 62%, Dec. 64%

TCAP Subgroups African American, Hispanic, and Students with Disabilities saw an increase in Advanced, whereas All Students, White, and Economi-cally Disadvan-taged saw a slight decrease or remain unchanged.

4Sight results show an overall increase from the baseline test to test four of: Reading/

Language 51.52% to 58.86%, Math 59% to 71.08%.

Improvement in TCAP CRT NCE scores from the 2006 to 2007:

Reading/Lang-uage 47 to 49; Math 53 to 56; Social Studies 48 to 51; and Science 47 to 59

 

Increased use of literacy book room while acknowledging there is a need for lower leveled books

Effective small and large group instruction in the area of literacy

District literacy requirements for portfolios and running records

Formative assessments are being used effectively to drive differentiated instruction.

 

Title professional development funds provided Comp training for all teachers to address instructional styles and classroom management techniques.

School-wide QUILT training reinforced more effective questioning techniques to improve the rigor of the curriculum.

PLC issues addressed in grade level meetings.

Documented communication between school and home as evidenced by school website and parent newsletters

Family centered programs and activities presented on a regular basis with increased parental attendance

Evidence of equitable school support for this practice Access to Tennessee State Standards through website

Distribution of Blueprint for Learning

Professional development in which all teachers viewed and printed their CRT reporting categories and state performance

categories

TCAP results

District website available to all teachers to view curriculum maps

K-2 grade level literacy requirements were distributed by literacy leader.

Analysis of TCAP and TVAAS data to assess achievement of AYP benchmarks

DIBELS results are reviewed in order to determine at-risk and benchmark students.

ThinkLink mastery of skills is reviewed by appropriate teachers.

4Sight data is reviewed to determine mastery and non-mastery of tested skills.

Bookroom is available to all faculty and staff with training provided by literacy leader. Professional development is provided for teachers, enabling them to view and print their testing data. Professional development activities focus on Professional Learning Communities.

CDDRE walk- throughs and documented instructional strategies are reviewed by the CDDRE team and presented to all teachers at grade level meetings.

Riverside’s Adopt-a- School partner donates materials used by all teachers and students each year.

 

Next Step (changes or continuations) Continued use of Blueprint for Learning

Professional development for new teachers in the area of Tennessee State Standards

Lesson plans align with state standards (SPI)

 

 

Pacing guides for those grades where no curriculum map is in place.

Vertical articulation between grade levels to reduce duplication of studies

Use staff development and grade level meeting times to prioritize objectives

 

 

Professional develop-ment for DIBELS implementa-tion and strategies for at-risk students

 

 

 

Allocate more bookroom materials for emerging readers

Variation of teaching styles to include manipulatives and more student centered activities

Time allotted for vertical articulation between grade levels to discuss writing portfolios

 

Continued professional development for all teachers to analyze testing data

Writing needs to become a priority because our TCAP Writing scores continue to remain below the county and state scores

Training provided to develop Professional Learning Communities within the school

Provide staff and professional development to assist in implementa-tion of PLCs

Continuation of programs that involve parents and students: Family Reading Night, Parent Workshops, and Parent Days

Student achievement goals are clearly communicated to parents and stakeholders.

TEMPLATE 3.1.b: Curriculum Gap Analysis

Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy, or the gap, between the current state – "What Is" –which is identified in your practices – and the desired future state – "What Ought To Be" – which is found in the rubric. Completing Template 3.1.b (the gap analysis) should help school team members discover "What Ought To Be."

Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to curricular practices, also to be recorded in Template 3.1.b.

Template 3.1.b: Curriculum Gap Analysis

Curriculum Gap Analysis - Narrative Response Required
"What is" The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES

(How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality curricular practices?)

TIME

Faculty and staff use the Blueprint for Learning and district curriculum mapping to plan lessons and address curriculum needs. Riverside is currently aware of the need for rigor in curriculum and instruction to align with formative assessments through our training with Center for Data-Driven Reform for Education, in cooperation with our district’s partnership with John Hopkins University. Encouraging faculty to share successful curriculum planning with peers upon evaluation of data from formative assessments and their individual components. Staff development analyzing assessment data to address curriculum gaps. Strategic Planning Committee meets to determine internal curricular and other professional development needs for the school as it relates to district mandates. Steering Committee meets with the Elementary Supervisor of Instruction and Accountability Facilitator in order to ensure school is in adherence with School Improvement Plan. Literacy block allows approximately 120 minutes for literacy instruction for grades one through five and approximately 60 minutes for kindergarten. Title I and ELL are pull-out programs for at-risk students, who work in a small group setting for 30-60 minutes daily.

MONEY

Funds from our central office meet the needs of a variety of categories such as instructional equipment, office supplies, and library supplies/materials. A portion of the General Purpose Funds was allocated to fund the ThinkLink on-line testing program, which is utilized by grades two through five. Riverside is reimbursed from the district a percentage of workbook fees for students on free or reduced lunch. Basic Educational Program (BEP) funds are used to provide instructional/curricular materials for classrooms, special education, music, physical education, and art teachers and also to each grade level. PTA annually provides funds for teachers and paraprofessionals to purchase materials and supplies in order to enhance the curriculum. Through fund-raising efforts, they purchase instructional materials and supplies.

A minimum of two book fairs are held each school year in order to provide reading material to both students and staff with a percentage of the sales used for school materials and supplies.

Title I and Title IIA funds are used for professional development activities which provide training to enable teachers to teach and address the needs of students with different learning styles and special learning needs. Funds are also used to provide training on parent involvement, technology and on using data and assessments to improve classroom practice and student learning. Title V funds are used to purchase materials for the Literacy Resource/Book Room to be used in our Literacy Programs. Burger King receipts are collected and redeemed for a 15% cash donation to the school, which is used for literacy and math materials. Title IID provides professional development for technology. This helps to ensure that all teachers are up to date on Tennessee State Standards. Round-Up for Technology, a service provided by Columbia Power and Water System, is a program where interested stakeholders may round-up their utility bill, with the overage being used for technology at Riverside. The Preschool program is funded through state lottery funds.

PERSONNEL

Title I funding provides salaries for four teachers and four paraprofessionals; instructional materials, supplies and staff development. A literacy leader is available twice per week to faculty and staff in order to disseminate information from the Title lab and literacy team.

Technology administrator is available once per week to facilitate effective computer programs and training to support the curriculum. An inclusion special education teacher and assistant use instructional time to engage individual students, both proficient and non-proficient, in all aspects of the required curriculum.

OTHER RESOURCES

Vulcan Materials Company has adopted our school and provides us with supplies and materials to enhance our curriculum and instruction. Staff, parents, and community donate memorial books to the library that are available to all students. First Farmers and Merchants Bank donated funds for supplies to be used in all classrooms. United Givers Fund provides funding for students in need. These funds provide for items such as glasses, recorders, school supplies, workbooks, and clothes. Riverside’s involvement with Burger King allows teachers, parents, and students to collect receipts on assigned days during a specific time period. A percentage of sales is given to the school to be used to purchase AR books, AM materials, and literacy materials and supplies. Eastern Star Chapter 287, Barnes and Noble, Office Max, First Baptist Church, and McDonalds also provide school supplies.

"What Ought to Be" – How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER RESOURCES

(How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality curricular practices?)

TIME

Monthly faculty meetings should address curricular needs in all grade levels. Time for horizontal and vertical articulation should occur during the school day. Increased time should focus on the rigor of curriculum and student achievement. Additional time needs to be spent on professional development, focusing on curriculum. Adequate training must be provided for new hires and non-tenured teachers.

MONEY

Riverside teachers need to better utilize funds allocated for professional development, conferences, and seminars. Our school needs an additional administrative position, as well as

increased funds for materials, supplies, equipment, and additional intervention programs for students not meeting AYP. Also needed are alternative programs provided for students who disrupt and interfere with instruction. With our growing Hispanic population, additional training for teachers is needed in strategies that increase English language proficiency.

Money from district and/or school funds should be used to purchase new items for our Literacy bookroom, the school library, and classroom libraries to improve alignment to the curriculum.

PERSONNEL

Paraprofessionals should work with students labeled at risk during school-wide literacy

block. Riverside should provide training for staff in the areas of differentiated instruction to assist in meeting the individualized needs of students.

OTHER RESOURCES

Pacing guides should be completed for those grades without curriculum maps to ensure alignment with performance standards. Pacing guides should be user-friendly and accessible to all teachers. Intervention kits purchased by the county need to be in a centralized location in order to be easily accessed by all teachers. Since paraprofessionals have been trained to administer the DIBELS assessment, other responsibilities should be prioritized to better address the needs of our at-risk population.

Equity and Adequacy:

Are we providing equity and adequacy to all of our teachers?

The Special Education self-contained classroom has a teacher who must create her own planning time. Many times, teachers face difficulty with adequate planning time because of scheduling conflicts, additional school responsibilities, and lack of communication. We face a dilemma at our school with an equitable allocation of classroom resources because we have a targeted assistance federal program instead of a school-wide program.

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students?

Staff development money is being used effectively in providing Professional Development which targets curriculum. Additional funding and resources are needed to meet the needs of our at-risk students in order to meet NCLB requirements.

Substitutes make the difference in whether students achieve their daily objectives when classroom teachers are absent. Therefore, because of the importance of meeting continually rising AYP goals each year, the school/district need to provide training for each candidate. This is as important as the fingerprint and background check.

 

Based on the data, are we accurately meeting the needs of all students in our school?

The subgroups All Students, African American, White, and Economically Disadvantage met the NCLB mandate of 83% Proficient/Advanced in Reading/Language Plus Writing. The subgroups All Students, African American, Hispanic, White, and Economically Disadvantaged met the NCLB mandate of 79% Proficient/Advanced in Math. While our Percentage Proficient/Advanced 2 Year Average increased for several subgroups, the All Students, African American, White, Economically Disadvantaged, and Students with Disabilities performed below the State % Proficient/Advanced 2 Year Average in Reading/Language. Although scores in the Advanced category have increased, the prior-achievement subgroups appear to indicate that students in their performance level are not achieving at desired levels. Performance indicates that attention is being focused on the lower levels perhaps due to the nature of proficiency. A gap on performance gain appears to exist for middle to higher achieving students.

 

TEMPLATE 3.1.c: Curricular Summary Questions

The following summary questions are related to curriculum. They are designed as a culminating activity for your self-analysis, focus questions discussions, and findings, regarding this area.

Template 3.1.c: Curricular Summary Questions

(Rubric Indicator 3.2)

Curriculum Summary Questions- Narrative Response Required
What are our major strengths and how do we know?

Staff development through the Title I program provides many opportunities for curriculum development and Tennessee State Standards.

Parental involvement and community support are an important part of our school make-up. There are many opportunities for parents and community members to become an active part of our school. Riverside hosts family reading nights, school wide read-in days, newsletters, Title involvement programs, and parent and community surveys.

The mentoring program, implemented by the district, allows time for Lead Mentors to share experiences, knowledge gained through teaching experiences, and help ensure that new hires and non-tenured teachers know how to access the State Curriculum Standards through the state website.

A stable school structure exists due to teachers who have many years experience with the Tennessee State curriculum.

 

Curriculum Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as curricular practice challenges identified in the templates above, that could be a cause of the prioritized needs identified in component 1.)

The district has implemented curriculum mapping. However, not all grades are as current as others. Therefore, there is a need for pacing guides. The weekly grade level meetings should be used to facilitate the planning and pacing of the curriculum.

Common planning times allow for weekly grade level meetings. However, there is no time allotted for vertical articulation. Research has shown that teachers working with the grade level below and above, students are more successful, and there is a reduction in repetition of thematic studies between grade levels

Bookroom materials are limited by too few lower level books. Having more selections would enhance and strengthen small group instruction.

Through CDDRE walk-throughs, it has been found that too many lessons are teacher directed and not student centered. Riverside is not using differentiated instruction effectively, and the results are reflected in our Reading/Language scores. The subgroups All Students, African American, White, Economically Disadvantaged, and Students with Disabilities all performed below the State Percentage Proficient/Advanced 2 Year Average.

Riverside has implemented Professional Learning Communities. However, not all teachers and/or grade levels are using the program to their advantage. Grade levels meet weekly to outline the curriculum. Nevertheless, the teachers are not always determining what the students need to learn, how the teachers will know if the students have learned, or what the teachers will do if the students do not learn.

Riverside continues to focus on writing; however, there is not enough conferencing between teachers and students. Students will not improve writing skills if they are not continuously directed. This could be a reason that TCAP Writing Assessment Scores for 5th grade remains at 3.8, and Riverside continues to score below the county and state scores.

Curriculum Summary Questions- Narrative Response Required
How will we address our challenges?

Challenges will be addressed through collaborative planning that will include administration, teachers, staff, and other various stakeholders.

Teachers will meet to align the curriculum with State Standards and work as a grade level in order to pace the curriculum. Teachers will use the Blueprint for Learning as a guide to ensure that all State Standards are taught.

Administration and teachers will ensure that schedules allow time for both horizontal articulation and vertical articulation. This could be during the regular school day, by providing half day substitutes, or using professional development hours.

A portion of our fundraising profits will be used to add books to our literacy bookroom. Teachers, along with our Literacy Coach, will use monies allotted to purchase lower leveled books.

Professional Learning Communities need to be fully implemented by all teachers.

CDDRE will continue with walk-throughs focusing on rigor of curriculum and instruction.

District requirements are in place for writing. Grade levels will use rubrics to assess student writing. This will ensure that the teacher knows the amount of progress each student is making. By conferencing individually, the teachers will be able to communicate to the student their strengths and weaknesses.

 

 

 

 

 

 

TEMPLATE 3.2.a: Instructional Practices

Template 3.2.a: Instructional Practices

(Rubric Indicators 3.3 and 3.4)

 

Current Instructional Practices

Balanced

Literacy

Technology Integration

Standard Based Instruction

Data Driven Instruction

Differentiated

Instruction

Research Based Instruction

Classroom Management

Evidence of Practice (State in definitive/tangible terms) Literacy

Coaches

Leveled

Reading Book Room

Small Group Instruction

Implementation of Daily 5

Cooperative

learning

groups

 

Running

Records

DIBELS

Internet Access in classrooms

Microsoft

Office available on each computer

School Computer Lab

Math Lab

 

 

TN Standards-Blueprint for Learning

 

TCAP assessment and

TVAAS data to drive individual and group needs

CDDRE data to assess students’

needs and teachers’ strengths and weaknesses throughout the year

4-Sight data to assess students’ needs throughout the year

ThinkLink data

DIBELS

Running Records

The use of formative and summative classroom assessment throughout the year to address instructional needs

 

One week intersession tutoring opportunities in the spring and fall

Inclusion of resource students within their regular classroom environment

Research based approaches to address various learning styles

Integration of cross curricular activities

Small Group Instruction

Implementa-tion of Daily 5

Cooperative

learning

groups

Data Driven Instruction

Various teaching approaches

Standards based curriculum

 

Access to classroom management approaches (ex. Harry Wong/ Lee Canter)

Beginning collaborative effort among staff by brainstorming various approaches

Professional development opportunities to strengthen classroom management techniques

 

Is the current practice research-based? Yes Yes Yes Yes Yes Yes Yes
Is it a principle & practice of high-performing schools? Yes

Characteristics of High-Performing Schools

Yes

Characteristics of High-Performing Schools

Yes

Characteristics of High-Performing Schools

Yes

Effective

Schools, Common Practices-12 ingredients of success from Tennessee’s most effective schools

Yes

Characteristics of High-Performing Schools

Yes

Characteristics of High-Performing Schools

Yes

Effective

Schools, Common Practices-12 ingredients of success from Tennessee’s most effective schools

Has the current practice been effective or ineffective? Effective Effective Effective Effective Effective Effective Effective
What data source(s) do you have that support your answer? (identify all applicable sources) TCAP results

CDDRE results

Running records

DIBELS testing

Teacher Observation

TCAP results CDDRE data

Increase in promotion numbers

Increased student achievement

(state assessments)

AYP performance increase

TCAP results

CDDRE data

Inclusion program in works for resource students

Principal observations

TCAP results

CDDRE data

Teacher lesson plans indicate usage of modifications to reach various learning styles

TCAP results

CDDRE data

Principal observations reflect use of research based planning and implementa-tion

Principal Observations

School discipline records

Teacher discipline journals

Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) Academic Growth (Value Added)

Riverside’s 2007 mean gains in Reading/Lan-guage, Science and Social Studies increased from 2006. Mean gains for these subjects exceeded the 2005 State Growth Standard. The mean gain for Math decreased from 4.9 to 3.7. However, mean gains for all subjects exceeded the 2007 State Growth Standard, and Riverside received a status of (A) for all subjects.

Fourth Grade saw 3-Yr Average gains exceed the State 3-Yr Average gain in Reading/Lang-uage, Math, and Social Studies. The 3-Yr Average gain in Science was higher than the State Growth Standard but not quite at the State 3-Yr Average gain.

Academic Growth (Value Added)

Riverside’s 2007 mean gains in Reading/Lan-guage, Science and Social Studies increased from 2006. Mean gains for these subjects exceeded the 2005 State Growth Standard. The mean gain for Math decreased from 4.9 to 3.7. However, mean gains for all subjects exceeded the 2007 State Growth Standard, and Riverside received a status of (A) for all subjects.

Fourth Grade saw 3-Yr Average gains exceed the State 3-Yr Average gain in Reading/Lang-uage, Math, and Social Studies. The 3-Yr Average gain in Science was higher than the State Growth Standard but not quite at the State 3-Yr Average gain.

Academic Growth (Value Added)

Riverside’s 2007 mean gains in Reading/Lan-guage, Science and Social Studies increased from 2006. Mean gains for these subjects exceeded the 2005 State Growth Standard. The mean gain for Math decreased from 4.9 to 3.7. However, mean gains for all subjects exceeded the 2007 State Growth Standard, and Riverside received a status of (A) for all subjects.

Fourth Grade saw 3-Yr Average gains exceed the State 3-Yr Average gain in Reading/Lang-uage, Math, and Social Studies. The 3-Yr Average gain in Science was higher than the State Growth Standard but not quite at the State 3-Yr Average gain.

Academic Growth (Value Added)

Riverside’s 2007 mean gains in Reading/Lan-guage, Science and Social Studies increased from 2006. Mean gains for these subjects exceeded the 2005 State Growth Standard. The mean gain for Math decreased from 4.9 to 3.7. However, mean gains for all subjects exceeded the 2007 State Growth Standard, and Riverside received a status of (A) for all subjects.

Fourth Grade saw 3-Yr Average gains exceed the State 3-Yr Average gain in Reading/Lang-uage, Math, and Social Studies. The 3-Yr Average gain in Science was higher than the State Growth Standard but not quite at the State 3-Yr Average gain.

Academic Growth (Value Added)

Riverside’s 2007 mean gains in Reading/Lan-guage, Science and Social Studies increased from 2006. Mean gains for these subjects exceeded the 2005 State Growth Standard. The mean gain for Math decreased from 4.9 to 3.7. However, mean gains for all subjects exceeded the 2007 State Growth Standard, and Riverside received a status of (A) for all subjects.

Fourth Grade saw 3-Yr Average gains exceed the State 3-Yr Average gain in Reading/Lang-uage, Math, and Social Studies. The 3-Yr Average gain in Science was higher than the State Growth Standard but not quite at the State 3-Yr Average gain.

Academic Growth (Value Added)

Riverside’s 2007 mean gains in Reading/Lan-guage, Science and Social Studies increased from 2006. Mean gains for these subjects exceeded the 2005 State Growth Standard. The mean gain for Math decreased from 4.9 to 3.7. However, mean gains for all subjects exceeded the 2007 State Growth Standard, and Riverside received a status of (A) for all subjects.

Fourth Grade saw 3-Yr Average gains exceed the State 3-Yr Average gain in Reading/Lang-uage, Math, and Social Studies. The 3-Yr Average gain in Science was higher than the State Growth Standard but not quite at the State 3-Yr Average gain.

Academic Growth (Value Added)

Riverside’s 2007 mean gains in Reading/Lan-guage, Science and Social Studies increased from 2006. Mean gains for these subjects exceeded the 2005 State Growth Standard. The mean gain for Math decreased from 4.9 to 3.7. However, mean gains for all subjects exceeded the 2007 State Growth Standard, and Riverside received a status of (A) for all subjects.

Fourth Grade saw 3-Yr Average gains exceed the State 3-Yr Average gain in Reading/Lang-uage, Math, and Social Studies. The 3-Yr Average gain in Science was higher than the State Growth Standard but not quite at the State 3-Yr Average gain.

Evidence of equitable school support for this practice Increase in student achievement

Multiple professional development

opportunities

QUILT training

COMP training

Computer Lab scheduling

Principal encourages all teachers in order to address the integration of technology in and outside the regular classroom setting.

Professional development for all teachers on using technology to better analyze data and drive the rigor of instruction

Principal observations are done to ensure teachers are addressing all state mandated standards. Principal observation notes conclude that teachers are using data to direct small group instruction.

Performance increase in AYP

Multiple professional development

opportunities

QUILT training

COMP training

Increase in the inclusion of special needs students in the regular classroom

Principal observation notes indicate an abundance of researched based approaches to address various learning disabilities and styles

Multiple professional development

opportunities

QUILT training

COMP training

Principal observation notes conclude teachers reflect research based strategies

Multiple professional development

opportunities

QUILT training

COMP training

Low number of classroom disruptions referred to principal’s office
Next Step (changes or continuations) Continue a balanced literacy program

Continue assessment practices;

DIBELS,

4Sight, and

ThinkLink

to assess progress in areas of literacy

Continue to have technology professional development training

More training to analyze computer data is needed to ensure all teachers can access information in a timely manner.

Integrate technology into Instructional

Teachers will continue to use the TN Blueprint

Teachers will be trained to access the TCAP Achievement Criterion Reference Test Reporting Categories with specific State Performance indicators.

Teachers will continue to adequately be supplied with various data throughout the school year. This will include TCAP results from previous years, DIBELS testing, 4Sight

testing, and ThinkLink results.

Teachers will continue to have professional development on how to utilize small group instruction. This will not only bring the low students to proficiency but propel the proficient into the advanced category. Teachers will continue to have research based materials available to them through Title resources, as well as county professional development. Teachers will be able to view their co-workers in order to gain a broader insight into classroom management styles.

TEMPLATE 3.2.b: Instructional Gap Analysis

Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy, or the gap, between the current state – "What Is" –which is identified in your practices – and the desired future state – "What Ought To Be" – which is found in the rubric. Completing Template 3.2.b (the gap analysis) should help school team members discover "What Ought To Be."

Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to instructional practices, also to be recorded in Template 3.2.b.

Template 3.2.b: Instructional Gap Analysis

Instructional Gap Analysis - Narrative Response Required
"What is" The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES

(How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?)

TIME

Riverside has approximately two hours each day in grades 1-5 designed for literacy. The kindergarten literacy block is split into two seventy-five minute blocks with an activity period between blocks. Required weekly grade level meetings minutes are kept. Title I and various other pullouts, like resource, speech and ELL, result in students in all grades being pulled from the regular classroom throughout the day. Staff development activities occur before school starts in the fall. There are occasions in which substitutes are used for teachers to meet during the school day.

 

MONEY

Title I funds Riverside’s Targeted Assistance Program. Title I also funds most of our professional development activities. BEP money is used for various classroom materials and supplies. BEP 2.0 money is used for instructional improvement for literacy and math. Title II money is available for professional development activities and materials. Riverside’s PTA annually provides teacher allocations to support classroom instruction. Burger King weekly receipt collection provides a steady pool of money to support literacy and math initiatives.

PERSONNEL

Limited inclusion in one lower and one upper grade classroom is being piloted this year for the first time. Riverside’s Title 1 Targeted Assistance Program employs four teachers and four assistants which provide highly qualified instruction for at-risk students. One half-time literacy coach is assigned to our school.

 

OTHER RESOURCES

Public Education Foundations provide competitive mini-grants for innovative teaching ideas.

Teachers write grants to enhance instructional practices.

"What Ought to Be" – How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER RESOURCES

(How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?)

TIME

All grade levels, including kindergarten, should have an uninterrupted literacy block of at least one and a half to two hours. A majority of our faculty has voted for our school to become a School-wide Title I program; however, not a two-thirds majority. If the next vote determines that we will be a School-wide Title I school, more flexibility will be given to more effectively provide for student instructional time. After school in-service hours will provide more instructional improvement focus time.

MONEY

Better use of Title I funds can be utilized if after school professional development opportunities are provided. Site based planning for decision making should occur both before the school year starts and throughout the school year.

PERSONNEL

Becoming Title I school-wide could restructure our school to provide more instructional planning and supervision, resulting in improved instructional strategies. An assistant principal is included for Riverside in the county budget for the 2008-2009 school year. This will provide more instructional leadership in crucial areas. Increased inclusion opportunities will provide more rigor and relevance for those students labeled at-risk.

OTHER RESOURCES

If Riverside becomes a school-wide Title 1 program, Title I funds can be utilized to purchase additional reading books and materials for all students.

Equity and Adequacy:

Are we providing equity and adequacy to all of our teachers?

Teachers are provided with equitable funds, staff support, up-to-date instructional practices, and researched based data.

 

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students?

Based upon the amount of professional development, funds are adequately distributed to meet the instructional needs of all teachers. Title funds are limited because Riverside has opted not to go to a school-wide Title I program. If the decision was made to change to school-wide, more funds would be used to benefit the instructional needs of all students.

Based on the data, are we accurately meeting the needs of all students in our school?

Using the data provided in earlier sections of this document, it can be stated that Riverside has made tremendous strides to ensure that all students’ needs are being met. There are still key areas of concern with writing scores not meeting state standards and various subgroups currently not meeting state mandated curriculum standards.

 

TEMPLATE 3.2.c: Instructional Summary Questions

The following summary questions are related to instruction. They are designed as a culminating activity for your self-analysis, focus questions discussions, and findings, regarding this area.

Template 3.2.c: Instructional Summary Questions

(Rubric Indicator 3.4)

Instructional Summary Questions- Narrative Response Required
What are our major strengths and how do we know?

At Riverside, each classroom teacher is equipped with the Tennessee standards and has had technology training in accessing this information using the TN Department of Education website. These curriculum standards are then applied to daily lesson plans. Many, if not all grade levels meet regularly to plan. These meetings occur at a minimum of once a week and allow a collaborative network of ideas and creative brainstorming.

Classroom teachers are equipped, in grades four and five, with TCAP scores for all students at the beginning of each school year. This information is used to formulate a learning plan to meet each individual student’s strengths and weaknesses. Throughout the year, teachers assess students’ learning using other various assessments. These include ThinkLink and 4-Sight assessments in grades two though five. The advantages of these assessments are that each teacher is given a snapshot of their students’ achievement levels at a given time at specific intervals throughout the school year. In the primary grades, kindergarten and first grade are given literacy and fluency reading assessments. DIBELS and running records are examples of these. These assessments are used to effectively direct future instruction.

After professional development on various teaching strategies, students are actively engaged in high quality learning environments supported by higher ordered thinking skills. Students are encouraged to analyze and dissect literature and poetry in literacy circles. In these groups, they brainstorm and share ideas and the purpose for literature. Teachers create lesson plans that engage questions and answers. These lessons require students to synthesize prior information and apply new concepts in order to experience educational success. The teacher takes on a facilitating role and becomes an educational guide in the process, prompting students to achieve the desired learning expectation. Teachers also use a multi-sensory approach in planning, with various approaches to ensure that all students reach educational benchmarks. Each lesson incorporates a variety of visual, auditory, tactile, and kinesthetic approaches.

Students are provided with opportunities to receive additional assistance to improve their learning beyond the initial classroom instruction. All teachers are available during the regular instruction time to conference in small groups. One on one instructional help is available at various times to give specific attention to student needs. Riverside is equipped with a Title I reading program that services students in need from kindergarten through grade 5. Title I math is offered to needy students in grades three through five. Riverside has an after school tutoring program that is available for one hour and fifteen minute sessions. We are fortunate to be a school in Maury County that is on a balanced schedule system. With two week breaks every nine weeks, students are able to attend a week of remediation during the fall and spring intercessions. Special education classes are transitioning from a pull out program to an inclusion setting. This also provides resource students with the opportunity to stay with their peers and receive tutoring and individualized help from the resource teacher in their regular classroom setting.

Classroom organization and management techniques support the learning process. Using the classroom management techniques of Harry Wong and Lee Canter, teachers are encouraged to use both positive and negative reinforcements to ensure a learning environment that is effective. These techniques allow school time to be used for instructional process rather than disciplinary problems.

 

 

Instructional Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as instructional practice challenges identified in the templates above, that could be a cause of the prioritized needs identified in component 1.)

As a learning community, each teacher needs to implement writing into various subjects. The TCAP Writing score for 5th grade remains at 3.8. Riverside continues to score below the county and state scores. More emphasis needs to be given school-wide in writing to improve the scores. Even though Riverside’s CRT NCE scores have increased, they were below the state scores in reading, math, science, and social studies. Therefore, Riverside needs to continue to raise scores in all subjects. This requires more students being moved from Proficient to Advanced. Creative learning environments help students advance into the next scoring category. Our weaknesses fall in the area of lecture and worksheet mania. To quote Marcia Tate’s book, Worksheets Don’t Grow Dendrites, "Exemplary teachers have always known that active engagement of students is not a luxury but a necessity if students are to truly acquire and retain content, not only for tests, but for life."(xi) Although lecture has its place in the educational process, other creative instructional procedures must support that lecture in order to ensure that each student is engaged in the learning process. Creative lesson plans support the multiple learning styles which exist within each classroom and should be heavily incorporated to support the times that lecture is necessary. Although scores in the Advanced category have increased, the prior-achievement subgroups appear to indicate that students in this performance level are not achieving at desired levels. Performance indicates that attention is being focused on the lower levels perhaps due to the nature of proficiency. A gap in performance gain appears to exist for middle to higher achieving students.

Currently, Riverside Elementary has implemented an inclusion program for students with disabilities in both the higher and lower grades. This is a step in the right direction to ensure that all students have an opportunity to receive instruction in an environment surrounded by their peers. Riverside has made improvement in this area; however, this needs to be expanded to fully gain the benefit to all special needs students. This should address the increase in the number of students that scored Below Proficient in the special needs subgroup.

 

Instructional Summary Questions- Narrative Response Required
How will we address our challenges?

To address the challenges at Riverside, there are four key areas of concern: writing, advancing to proficiency of students with disabilities, the economically disadvantaged, and other subgroups. To effectively address our challenges, teachers need the opportunity to view other professionals in various grade levels. This will enable each teacher to gain access to a wide range of teaching styles without tremendous cost to the county.

TEMPLATE 3.3.a: Assessment Practices

Template 3.3.a: Assessment Practices

(Rubric Indicators 3.5 and 3.6)

 

Current Assessment Practices

Assessments are aligned with TDOE Standards Based Curriculum

Appropriate assessments guide decisions regarding student achievement

All categories (subgroups) of students are assessed

Various types of assessments are used including: CRT, NRT, portfolios, etc.

Appropriate professional development in the area of assessment

Continuous training and technical support in development and use of assessment

Communication of student learning to parents and other appropriate stakeholders regarding assessment

Evidence of Practice (State in definitive/tangible terms) TCAP test given once a year in the spring to grades 3-5

This achievement test is a timed, multiple choice assessment that measures skills in Reading, Language Arts, Mathematics, Science and Social Studies.

TCAP Writing Assessment

4Sight is given 3 times per year in grades 3-5.

ThinkLink is given twice a year in grades 2-5.

ELDA is given once a year to ELL students in grades K-5.

TCAP Writing Assessment given to 5th graders in February is a

35-minute narrative written by 5th graders and given a score of 0-6 following the state rubric

4Sight test given 3 times per year in grades 3-5

Benchmark assessment tool that enables you to predict your students’ reading and mathematics achievement multiple times throughout the year

ThinkLink test given twice a year in grades 2-5

ThinkLink assesses student progress toward meeting state standards for reading/lang-uage arts and mathematics to provide teachers the prediction of mastery.

 

TCAP shows AYP. This includes students with disabilities.

4Sight is an indicator for AYP.

ELDA test given once a year for K-5

ELDA is designed to measure annual progress in English language proficiency among ELL students in grades K-5.

Chapter tests (used in upper grades), end of unit tests (used in upper grades), teacher observation, portfolios, running records

Chapter testing measures benchmarks in shorter intervals to fine tune the curriculum

 

DIBELS given 3 times a year in order to determine the amount of progress made and/or interventions needed

DIBELS administered to all students in grade K-1

DIBELS training provided to all kindergarten and first grade teachers

Specialty teachers and parapro-fessionals have been trained to administer DIBELS.

Teachers in

3rd – 5th grades were trained to disaggregate 4Sight data.

Teachers in grades 2-5 received off-site ThinkLink training to interpret student test data.

School Administrator shared TCAP AYP results from 2006/2007 school year with faculty in order to address which subgroups were meeting AYP and those at risk.

Riverside has a team of five CDDRE members, including an administrator and four teachers, who have off site training periodically to evaluate student data, promote rigor of the curriculum, and address needs of at-risk students for the current school year.

 

CDDRE Facilitators share contact information via email, phone, and technical support through John Hopkins University.

TCAP data is inserted in student report cards and sent home to parents/care-givers for their review.

School shares helpful suggestions, with both students and parents, in order to prepare students for upcoming tests

 

 

Is the current practice research-based? Yes Yes Yes Yes Yes Yes Yes
Is it a principle & practice of high-performing schools? Yes

Used District- Wide

Characteristic of High Performing Schools

Effective school, Common Practice-12 ingredients of success from Tennessee’s most effective schools

Yes

Used District-Wide

Characteristic of High Performing Schools

Effective school, Common Practice-12 ingredients of success from Tennessee’s most effective schools

Yes

Characteristic of High Performing Schools

Effective school, Common Practice-12 ingredients of success from Tennessee’s most effective schools

Yes

Characteristic of High Performing Schools

Effective school, Common Practice-12 ingredients of success from Tennessee’s most effective schools

Yes

Characteristic of High Performing Schools

Effective school, Common Practice-12 ingredients of success from Tennessee’s most effective schools

Yes

Characteristic of High Performing Schools

Effective school, Common Practice-12 ingredients of success from Tennessee’s most effective schools

Yes

Characteristic of High Performing Schools

Effective school, Common Practice-12 ingredients of success from Tennessee’s most effective schools

Has the current practice been effective or ineffective? TCAP is effective in grades 3-5.

TCAP Writing Assessment is effective in 5th grade.

TCAP is effective in grade 3-5.

4Sight is effective in grades 3-5.

ThinkLink is effective in grades 2-5.

ELDA is effective in grades K-5.

4Sight is effective in grades 3-5.

TCAP is effective in grades 3-5.

DIBELS is

effective in grades K-1.

Chapter Test and End of Unit Test are effective in the upper grades.

Portfolios and Running Records are used in the lower grades and have proven to be quite effective.

DIBELS is effective in grades K-1, with 2nd grade accessing the data for student placement.

4Sight is effective for grades 3-5.

ThinkLink is effective for grades 2-5.

 

Effective Effective for English readers (Website and written communication is not user friendly for non-English speaking students, parents, and stakeholders)
What data source(s) do you have that support your answer? (identify all applicable sources) TCAP, TVAAS, CRT, TSIPP, AYP, DIBELS, School/District and State report cards, system-made report cards Writing Assessment results

ThinkLink and 4Sight results

TCAP, AYP, ELDA results

4Sight results

DIBELS reports showing those students at intensive, strategic, and benchmark levels

Reports on student progress shown through teacher made assessments, end of unit testing, and chapter tests

Minutes are taken at in-service and committee meetings with sign-in sheets kept on file

and copies sent to central office.

The 4Sight

reports are viewed, discussed, and shared with all colleagues. Reports are printed and distributed to teachers in grades 3-5.

The school website is accessible to parents, students, and community stakeholders. Information is only available in English. This limits our steadily increasing Hispanic population.
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) Improvement in TCAP from the 2006-2007 school-year

Improvement displayed on the State Report Card

Improvement in TVAAS scores

 

TCAP Writing Assessment is an effective tool in assessing students’ needs regarding writing skills.

4Sight effectiveness is yet to be determined, due to this being the first year of imple-mentation. There is no prior data to compare.

ThinkLink gives measurable statistics. This helps the teacher to direct upcoming instruction.

ThinkLink is used in 3rd grade and with repeating 2nd graders for placement in Title I program.

 

ELDA shows progression of acquisition in English. It reflects scores in language arts, math, science, and social studies. DIBELS shows measurable statistics on what child knows.

DIBELS is used in 1st grade for placement in Title I program

DIBELS measures Initial Sound Fluency (ISF), Letter Naming Fluency (LNF), Phoneme Segmentation Fluency (PSF), Nonsense Word Fluency (NWF), and Oral Reading Fluency (ORF).

Classroom assessments are used to show what students have learned and where students need remediation.

Classroom teachers are available to continue teaching while specialty teachers and parapro-fessionals administer DIBELS test.

ThinkLink assessment data has proven to be beneficial in determining the assessments needed, evidenced by state TCAP results.

CDDRE walk-throughs and documented instructional strategies are reviewed by our CDDRE team and presented to all teachers. Teachers are then able to determine the necessary assessments needed in order to determine at-risk students. Through the distribution of newsletters; all students, parents, and community stakeholders informed of assessment dates

School Website is only effective with English speakers and readers.

Evidence of equitable school support for this practice Access to Tennessee State Standards through website

Classroom instruction is based on state standards.

Our 3 year average NCE gain for the 4th grade was higher in the areas of Reading/Lang-uage Arts (2.3 higher), Math (3.0 higher), and Social Studies (3.6 higher).

Our 3 year average NCE gain for the 5th grade was higher in the areas of Reading/Lang-uage Arts (1.3 higher), Math (0.8 higher), and Science (3.0 higher).

The subgroups All Students, White, African American and Economically Disadvantaged met the NCLB mandate of 83% Proficient/

Advanced in Reading/

Language Arts Plus Writing.

The subgroups All Students, African American, Hispanic, White, and Economically Disadvantaged met the NCLB mandate of 79% Proficient/Advanced in Math.

TCAP Writing Assessment is given to all students in the 5th , 8th , and 11th grade to show students’ growth in Language Arts.

Our gain on a 3 year average NCE gain for the 4th grade was higher in the area in the Language Arts (2.3 higher than the state). The 5th grade was higher in the area of Language Arts (1.3 higher than the state).

4Sight is given to all students in grades 3-5. 4Sight helps guide the teacher on individual student needs in the areas of Mathematics and Language Arts/Reading.

 

ThinkLink is

given to all students in grades 2-5.

It provides the teacher prediction of mastery, proficiency, and adequate yearly progress (AYP) that is critical to monitoring student progress toward state mandated goals.

 

4Sight is given to all students in grades 3-5.

4Sight helps guide the teacher on individual student needs in the areas of Mathematics and Language Arts/Reading.

ELDA is given to ELL students in grades K-2 as an inventory and in grades

3-5 as an academic test.

36% were Pre-Functional, 29% were Lower Intermediate, 18% were Upper-Intermediate, 14% were Advanced, 3% were Fully English

 

DIBELS is given to all students in grades K-1.

The teacher uses assessment results to check each child’s mastery of benchmarks in order to better drive instruction.

Our growth in kindergarten for this school year shows a growth in mastery of benchmarks in by 25%.

The growth in 1st grade for this school year shows a growth in students who are established in Phoneme Segmentation Fluency by 23%.

Required professional development for all teachers in order to determine our assessment needs and strengths

Professional Development provided in which all reporting teachers were able to view and print their testing data

CDDRE walk-throughs and documented instructional strategies are reviewed by our CDDRE team and presented to all teachers at grade level meetings. All teachers, students, parents, and community stakeholders are given copies of newsletters.

Those students, parents, and community stakeholders with internet access are able to view the school website.

Next Step (changes or continuations) Continue administering TCAP and analyzing TCAP data and results

 

Continue with TCAP Writing Assessment

Teachers will use district- provided rubrics to score weekly and

monthly writing assessments and then conference with students to set expectations.

 

Continue with 4Sight and pass along results to next grade, prior to next school year, to help plan students’ individualized education for the upcoming year

Using the ELDA data, teachers will monitor the progression of ELL students over several years.

Use TCAP assessment results to individualize student’s education plan

Continue with Think Link to help guide curriculum

2nd grade should be tested on DIBELS to help fine tune curriculum.

The DIBELS assessment data will drive the teacher’s instruction.

We will continue using specialty teachers and paraprofess-ionals for DIBELS testing.

Specialty teachers and paraprofess-ional will also be trained to provide interventions for at-risk students. This will help all students be successful on state, district, and teacher- made assessments.

Continuation of the CDDRE walk-throughs and relaying observations notes to all teachers

 

School will make website more user friendly for non-English speaking families.

TEMPLATE 3.3.b: Assessment Gap Analysis

Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy, or the gap, between the current state – "What Is" –Which is identified in your practices and – and the desired future state – "What Ought To Be" – which is found in the rubric. Completing Template 3.3.b (the gap analysis) should help school team members discover "What Ought To Be."

Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to assessment practices, also to be recorded in Template 3.3.b.

Template 3.3.b: Assessment Gap Analysis

Assessment Gap Analysis – Narrative Response Required
"What is" The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES

(How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality assessment practices?)

TIME

Time for administering assessments is wisely used. TCAP is given annually in the spring with the results returning to school soon after the beginning of the next school year. The assessment is given over a four-day period in the morning when students are at their peak, with a fifth day available for make-up testing of absent students. ELDA is given in small group settings to all ELL students in the spring, in addition to TCAP. It assesses their progress with the English language in areas of language arts, mathematics, science, and social studies. DIBELS and 4Sight assessments are administered three times each year to assess students’ proficiency levels. Best instructional practices are then determined based on this information. ThinkLink is administered three times a year, in grades two through five, to address the needs of those students. ThinkLink, 4Sight, and classroom testing results are returned to the teachers in efficient and timely manners. Assessment results help teachers and students evaluate and prepare for the TCAP.

MONEY

The money allocated for assessment is being used on highly-effective, research-based testing that helps prepare students to meet the benchmarks necessary to be successful in the next grade. Administrators are careful in researching each assessment that is implemented to make sure it aligns with the curriculum, and that the results received give necessary information to improve instruction. Statewide testing, TCAP and ELDA, is purchased by state funds that are set aside for that purpose. DIBELS and ThinkLink are funded through district funds. 4Sight is funded by a grant to the district from CDDRE, in partnership with John Hopkins University.

PERSONNEL

Personnel are utilized as efficiently as possible. The specialty teachers (Art, P.E., Music, Library, and Guidance) and paraprofessionals administer the DIBELS assessment to kindergarten and first grades so general education teachers may continue teaching while testing occurs. During TCAP, all teachers in grades three through five and paraprofessionals are used as administrators or proctors of the test, in addition to securing as many parents, grandparents, and community volunteers as possible to help as test proctors. ELDA is given by the ELL teachers with a proctor. ThinkLink and 4Sight are administered by classroom teachers.

OTHER RESOURCES

Parents, retired teachers, PTA officers, and community leaders are recruited to help proctor the TCAP testing. Parent volunteers are used to facilitate DIBELS testing by monitoring and retrieving students.

Grace Thomas, CDRRE liaison, provides on-site training in walk-throughs (to address the issue of rigor in our curriculum as it relates to assessment). She and Betty Latture have trained CDDRE team members in accessing 4Sight data in our computer lab as it relates to TCAP assessment benchmarks.

"What Ought to Be" – How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER RESOURCES

(How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality assessment practices?)

TIME

The county should look at the window of time allotted for particular assessments and set dates that will benefit all students. This school should then determine the time of day in which the assessments will occur.

Some students tire easily when testing becomes long and could possibly lower the assessment results. Assessments, such as the TCAP, need to be given at an earlier time in the school year. By giving TCAP so close to the end of the school, students may not perform at their best level.

MONEY

Riverside should better utilize professional development monies by providing substitutes while teachers analyze assessment data. Money could benefit the teachers more if testing was kept to a minimum and the extra money used to enhance the classroom with programs or extra personnel, lowering the class size and helping the students with the highest need.

PERSONNEL

School personnel would benefit from additional professional development on ways to use assessment results to maximize efforts in helping the students reach state benchmarks.

Paraprofessionals could be used more effectively by working with students individually and in small intervention groups.

Currently, four or more teachers may share one paraprofessional. This limits the time that each teacher is able to have the paraprofessional in their classroom to work with at-risk students.

OTHER RESOURCES

Parents and community members could be better utilized by helping to administer both state and county mandated assessments.

Equity and Adequacy:

Are we providing equity and adequacy to all of our teachers?

Many teachers face difficulties with adequate planning time because of scheduling conflicts, additional school responsibilities, and lack of communication. There is a dilemma at our school with an equitable allocation of classroom resources because Riverside has a targeted assistance federal program instead of a school-wide program.

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students?

Staff development money is being used effectively in providing professional development which targets assessment. However, with the new standards and benchmark levels, additional funding and resources will be needed to meet the needs of our at-risk students in order to meet these NCLB requirements.

When classroom teachers are absent, substitutes make the difference in whether students achieve their daily objectives. Therefore, because of the importance of meeting continually rising AYP goals each year, school/district training needs to be provided for each substitute. This is as important as the fingerprint and background check.

Based on the data, are we accurately meeting the needs of all students in our school?

The subgroups All Students, African American, White, and Economically Disadvantage met the NCLB mandate of 83% Proficient/Advanced in Reading/Language Plus Writing. The subgroups All Students, African American, Hispanic, White, and Economically Disadvantaged met the NCLB mandate of 79% Proficient/Advanced in Math. While our State Percentage Proficient/Advanced 2 year Average increased for several subgroups, the All Students, African American, White, Economically Disadvantaged, and Students with Disabilities performed below the State Percentage Proficient/Advanced 2 Year Average in Reading/Language.

Although scores in the advanced category have increased, the prior-achievement subgroups appear to indicate that students in their performance level are not achieving at desired levels. Performance indicates that attention is being focused on the lower levels perhaps due to the nature of proficiency. A gap on performance gains appears to exist for middle to higher achieving students.

 

TEMPLATE 3.3.c: Assessment Summary Questions

The following summary questions are related to assessment. They are designed as a culminating activity for your self-analysis, focus questions discussions, and findings, regarding this area.

Template 3.3.c: Assessment Summary Questions

(Rubric Indicator 3.6)

Assessment Summary Questions- Narrative Response Required
What are our major strengths and how do we know?

Testing is done on a timely basis and use the information to guide our curriculum that will in turn, will improve assessment results. Money is set aside for assessments that will provide the teachers with results that show student strengths and areas of need. The county test results are returned in a timely manner and teachers use the data to drive instruction, to assess the rigor of the curriculum, and to reteach when necessary.

 

Assessment Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as assessment practice challenges identified in the templates above, that could be a cause of the prioritized needs identified in component 1.)

The school’s major challenge is that state testing results cannot be accessed in a timely manner and must be used for the following school year in order to guide the curriculum. Pre-K through grade two teachers are given district assessments to use for instructional guidance. Riverside should constantly re-evaluate the type, number, and frequency of all assessments given to Riverside students. It is a challenge to finding enough parents and community leaders to help proctor the assessments.

Assessment Summary Questions- Narrative Response Required
How will we address our challenges?

The school must become proactive in using the results as soon as possible. Students’ test data must follow them from year to year. Vertical articulation must be implemented in order for teachers to evaluate current students’ benchmarks as well as addressing the needs of their upcoming students. Riverside needs to establish a call list to get proctors involved in the school’s assessments prior to testing time.

TEMPLATE 3.4.a: Organizational Practices

Template 3.4.a: Organizational Practices

(Rubric Indicators 3.7and 3.8)

Current Organizational Practices

Defined Purpose and Direction Through Mission, Visions & Beliefs

Supporting Increased Opportunities for Teaching and

Learning Success

Students’

Effective Time on Task

Continual Professional Development For School Leaders

Addressing Issues That Impede Teaching and Learning

Supporting a Diverse Community Through Programs and Practices

Engaging Parents

And Community Through Extended Learning Opportunities

Evidence of Practice (State in definitive/tangible terms) Riverside’s mission and beliefs are three- fold: academics, community, and self discipline.

The organizational practices are established to support these three areas of the students’ lives.

Mission and vision statements are posted throughout the school and in each classroom.

During scheduled planning times, grade level teachers meet weekly to evaluate lessons plans to ensure alignment with state standards set for their grades.

By sharing lesson ideas, techniques, and activities, the teachers are able to establish goals and skills, as well as determining which have been mastered and which have not been mastered.

 

Bi-monthly and called faculty meetings provide a time to collaborate on important issues, such as curriculum, teaching strategies, and major issues. Agendas are handed out at the beginning of each meeting and placed in the teacher handbook.

Emails are frequently sent to the faculty concerning questions and/or concerns that need to be handled immediately before a scheduled meeting.

Professional articles, websites, and contacts are shared through the email system.

Collaborative networking allows ideas, common goals and desires, as well as the needs of all students to be targeted and met.

Literacy coaches direct and support teachers. Individual time is given to discuss standards, data collection, and techniques that could increase and ensure success.

Meeting minutes are recorded during scheduled block times as needed. Emails and memo contacts are placed in files at teacher’s discretion.

Mentors help establish deep roots in the educational process, as well as to encourage and support one another. Times are established on an individual and need basis.

Committees are formed through an equal evaluation of professional backgrounds and knowledge. This ensures that goals are met for specifically targeted areas, such as, but not limited to, TSIPP, academic, and other school-related committees.

Professional development logs are kept to record meeting times and dates. Teachers who have attended various workshops or seminars share techniques, information, and ideas during planned, or called, faculty meetings.

The meeting agenda provides ample space to record notes as needed. These meetings offer an opportunity to improve or develop new plans for school-wide improvement.

Organiza-tional practices and processes promote effective time on task for all students.

Students have scheduled block times that help to ensure that goals and strategies are met.

Through a designated literacy block, students are assured a specific time frame dedicated to the success of reading and literacy. This ensures uninter-rupted quality instructional time.

 

Students who qualify for resource pull-out receive designated small group instructional blocks that focus on a specific learning task.

The library is available during a scheduled time in the morning to allow students to "swap" AR books and encourage them to excel in goals set by themselves and their teacher.

Classroom teachers have the opportunity to schedule a time in the computer lab to ensure all students access to technology.

Specialty classes, such as Art, Music, Guidance, PE, and Library are scheduled the same time, on different days of the week, to establish and maintain consistency throughout the day.

Riverside provides relevant professional development for all faculty as indicated by the variety of professional development opportunities available.

School-wide professional development is provided on topics that impact the entire faculty: i.e., Quilt Training, COMP Training, RTI informational sessions, CDDRE, and Crisis Management.

Professional development is provided on specialized topics relevant to grade levels, subjects, or needs of students: CPR, First aid, Daily 5, technology, and Developmental Reading Assessment (DRA).

Centerstone is an organization that focuses on recovery and resiliency issues in order to achieve each individual’s best outcome.

When a child’s learning is hindered by social or emotional needs, referrals can be and are made to our on- site

Centerstone representa-tive. Together with the classroom teacher, goals are set and one-on-one attention is given to the student in need.

We have an on-site school psychologist and guidance counselor who are available to assist if any social/emo-tional needs arise.

Working together as a network provides our school with many advantages in addressing our students’ needs.

Riverside supports a diverse learning community through many programs and practices.

During the school year, teachers pinpoint and assess students who would benefit, and are in need of, the additional services offered. Through our Title I pull-out program, both in Reading (K – 5) and Math (3rd – 5th), students receive small group instruction, as well as basic support.

Speech and Language services are available to all eligible children in pre-k through grade five. For students with special needs, a resource pull-out is offered, as well as a full-day CDC room.

Spanish-speaking students receive small group and one- on-one instruction from the ELL teacher(s), as well as support from our educational assistants.

Riverside Elementary strives to maintain and improve community relationships.

A monthly newsletter informs parents of upcoming events in the school and offers opportunities for parents to volunteer.

There are many different areas that the parents, other family members, and the community may become involved.

At the beginning of the school year, each grade level hosts a Parent Orientation. This informs parents of teachers’ expectations and encourages parent involvement.

Conferences, held at the end of each nine weeks grading period, develop and improve parent/teacher communi-cation and involvement in the students’ educational processes.

 

Family Reading Night is one of Riverside’s most important parent involvement activities. Prior to each PTA meeting, parents join their child to encourage and support reading and AR testing.

Literacy activities, such as The Singing Cowboy and visits from well-known story tellers/authors, provide parents and students the experience of reading together.

Powerful Partners in Reading, a program funded through a grant from the Target Corporation, provides a Pre-k classroom with take-home learning backpacks. The backpacks contain a book, manipulatives, and activity cards for the caregiver to complete with their child.

Classroom teachers offer extra reading materials and activities to parents who are willing to participate.

Is the current practice research-based? Yes Yes Yes Yes Yes Yes Yes
Is it a principle & practice of high-performing schools? Yes

Effective schools, common practices-12 ingredients of success of TN’s most effective schools

Yes

Characteristics of high performing schools

Yes

Effective schools, common practices-12 ingredients of success of TN’s most effective schools

Yes Characteristics of high performing schools Yes

90-90-90 schools

Yes

Characteristics of high performing schools

Yes

Characteristics of high performing schools

Has the current practice been effective or ineffective? The current practice has been very effective for Riverside students, faculty, and staff as indicated by the success of students. Effective in grade levels that are meeting on a weekly basis, as well as receiving input from fellow colleagues, such as literacy coaches and mentors

Effective for staff through email accounts and faculty notebooks

Effective

in student behavioral expectations throughout scheduled block times

Effective in establishing AR growth noted in diagnostic growth reports and goals set

Effective

as indicated by the implementation of strategies, programs, management, and instructional techniques

Effective

Social and or emotional needs, modeled through whole classroom visits, as well as addressed on an individual need basis

Effective when individual academic small group pull-out is received Effective when opportunities are accepted by families and caregivers

Different types of communi-cation, such as web pages, newsletters, or daily agendas, are effective.

Effective when learning opportunities are provided for interested caregivers

What data source(s) do you have that support your answer? (identify all applicable sources) Summative assessments demonstrate that students are learning.

Parents, faculty, staff, and students feel safe and comfortable as a part of the Riverside learning community.

Riverside students continue to have discipline and independence to move forward in their educational processes and success.

Minutes, references, and materials are kept in faculty notebooks. Literacy portfolios, AR folders/

diagnostic reports, behavioral logs, student goals in specialty classes

Professional development is followed by an evaluation to provide feedback on the quality and relevance of the activity.

Attendees also complete an Action Plan in which goals are set, a time frame is established, and for which accountability can be monitored.

Student social/

emotional referral files

Parental Communica-tion folders/logs

Diagnostic reports

Title I parent involvement, Family Reading Nights, school newsletters, parental involvement in TSIPP process, and TCAP proctors
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) Riverside values diversity in all aspects of education, and instills the value that all people are valuable in a community.

Riverside’s goal to produce responsible citizens is a high priority for the faculty and staff.

Therefore,

95% of the faculty has been trained in the Love in a Big World curriculum, and 100% of the student body is participating in the program. The program is new to Riverside this year, and data will be collected to determine its effectiveness.

This character education will serve the students of Riverside long after they have left. Riverside feels that it is important for our students to know and understand discipline and independence.

Approximately 25% of the faculty participates in PLC. For PLC to be effective at Riverside, more faculty and staff will need to participate in a variety of PLC.

The professional development offered has been implemented successfully and is benefiting Riverside as indicated by the percentage of students meeting or exceeding AYP benchmarks.

COMP Training for 100% of the faculty during the 2006-2007 school-year, provided through Title I and II funds, addresses classroom management techniques, as well as instructional styles. Currently, 16% of the faculty needs training.

The number of office referrals has decreased to 73 during the current school year. The number of students sent to the alternative school has remained consistent between the 2006-2007 and 2007-2008 school years.

100% of students in K-5th grade have the capability to participate in Accelerated Reader. Teachers have access to diagnostic reports that track each student’s progress.

Increased test scores, as indicated by the percentage of students meeting or exceeding AYP benchmarks, are increasing annually, and AYP goals have been met by all tested grades.

43% of primary grades are implementing the Daily 5 program.

100% of the faculty has been trained in the school-wide crisis management drills.

78% of the student body receives free or reduced meals at school. Riverside provided safety and stability for the 19% transient population of the school. Winter coats were given to students in need. TCAP Subgroups African American, Hispanic, and Students with Disabilities saw an increase in Advanced, where All Students, White, and Economically Disadvantaged saw a slight decrease or remained unchanged. Family Reading Night in conjunction with PTA meetings; Joel Reese, Singing Cowboy; Ronda Todd in conjunction with Parents’ Day; Harry Bliss in conjunction with Grandparents’ Day; Hop on Pop Day for dads and grandfathers in conjunction with Dr. Seuss Week

Documented commun-ication between home and Title I classes

 

Evidence of equitable school support for this practice Riverside has created a school community that reflects the diverse student body.

Students can see themselves in school leaders, teachers, parents, visitors, and guest speakers.

Riverside values diversity in all aspects of education, and instills the value that all people are valuable in a community.

Faculty notebooks, email accounts, and allotted block time for grade level meetings Scheduled literacy blocks and designated small instructional blocks Educational practices, crisis management, and continuous professional development benefit all students.

Ruby Payne’s professional development has helped teachers understand and meet the needs of the diverse socio- economical population.

Scheduled classroom visits for Centerstone counselor as well as private consultation times.

Additional classroom presences due to absence of school guidance counselor

Scheduled pullout times.

Reserved classroom space for Title, ELL, and Speech

Family and community scheduled events

Communica-tion avenues established between parents and teachers through websites, newsletters, conferences, and daily agendas.

Organized, extended -learning opportunities and materials are provided on an individual basis through Title programs and Powerful Partners in Reading.

Next Step (changes or continuations) Consistent discipline is an area the majority of the faculty has named as a place for improvement.

Guided by the information gathered, new and revised organization practices can be implemented to make this a strength for the school.

Continuation of professional development in the area of Tennessee State Standards

Use of grade level meeting times to determine prioritized objectives and curriculum based decisions

Provide new teachers, as well as non-tenured teachers, with mentors

Continua-tion through established block and specialty times on a consistent basis Continuation through professional

development opportunities pertaining to strategies for at- risk students

Professional development will continue to be an important part of the organizational practices at Riverside.

More professional development opportunities in best practices

Continuation through professional development opportunities pertaining to strategies for at-risk students Continuation of home/school communica-tion, such as programs involving parents and students

Clear communica-tion in reference to student goals and achievements

Organized, extended- learning opportunities through individual teachers/class-rooms, and Title I parent involvement

 

TEMPLATE 3.4.b: Organizational Gap Analysis

Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy, or the gap, between the current state – "What Is" –which is identified in your practices – and the desired future state – "What Ought To Be" – which is found in the rubric. Completing Template 3.4.b (the gap analysis) should help school team members discover "What Ought To Be."

Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to organizational practices, also to be recorded in Template 3.4.b.

Template 3.4.b: Organizational Gap Analysis

Organizational Gap Analysis – Narrative Response Required
"What is" The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES

(How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality organizational practices?)

TIME

The Blueprint for Learning and district curriculum mapping are used by the faculty and staff to organize lesson plans and address curriculum needs. Teachers utilize assessment data to focus on and address individual student achievement through grade-level meetings, PLC, collaborative networking, pursuing classroom organizational skills, grade-level shared planning, and professional development experiences. Time is spent on-task by utilizing pacing guides, daily literacy blocks, and through the balanced school schedule. The needs of the diverse community of learners are met by allocating time for pull-out programs such as ELL and Special Education. During the 2006-2007 school year, twenty-six scheduled opportunities for professional development were offered to Riverside teachers and staff. These times, totaling over 181 hours, support teaching and learning success.

MONEY

Maury County Board of Education provides funds to meet organizational needs including, but not limited to, office supplies, library materials and supplies, and instructional equipment.

Diverse student needs are also met through a percentage of workbook waiver fees for those

classified as free and reduced lunch. Basic Educational Program (BEP) funds provide instructional and curricular classroom materials. Title IIA funds provide a variety of professional development opportunities, as well as involve parents and community through programs and workshops. Funds are allocated for meeting the needs of the diverse learning population through programs such as ELL, Special Education, and small group instructional pullout.

PERSONNEL

Principal-led monthly faculty meetings maintain effective communication between administration, faculty, and staff. Title I funds provide four paraprofessionals in the Title I program classrooms. Lottery funds provide an additional two full-time classroom assistants in the Pre-K classrooms. Grade level paraprofessionals support the diverse community of learners by providing additional one-on- one or small group instruction for struggling students, as well as offer classroom teachers support. Four additional faculty members, also provided through Title I funds, allow for small group instructional opportunities in math and reading. Faculty and staff facilitate the Family Reading Nights held before PTA meetings, where families are encouraged to come and read together at school. Literacy leaders provide organizational support during grade level meetings, as well as professional development opportunities to ensure student achievement and success.

OTHER RESOURCES

United Givers Fund provides on-going support in the areas of school supplies, workbooks, clothes, and glasses. Classroom teachers received funds from First Farmers and Merchants Bank to be utilized in classroom organizational supplies and other materials. Riverside’s involvement with Burger King allows teachers, parents, and students to collect receipts on a given date and time. A percentage of the total sales, given to the school, is used to purchase Accelerated Reader books, as well as teacher materials. Powerful Partners in Reading, an organized extended family learning grant, was funded by the Target Corporation. Our Adopt-a-School partner, Vulcan Materials Company, provides needed support for organized family and school events.

"What Ought to Be" – How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER RESOURCES

(How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality organizational practices?)

TIME

Monthly scheduled faculty meetings should allow time to collaborate between grade levels, as well as to address curricular needs in all grade levels. Time during the day should be provided for vertical articulation and during called faculty meetings.

MONEY

Funding needs to be provided for adequate, updated training of existing staff, in addition to new staff. Better utilization of funding for off-campus professional development, seminars, and conferences should be pursued. Alternative programs for students who interfere or disrupt instructional time are needed.

PERSONNEL

Properly trained paraprofessionals to work with at-risk students is necessary for the success of students.

OTHER RESOURCES

There is a need to invest in more family and community based programs, such as monthly volunteer

readers.

Equity and Adequacy:

Are we providing equity and adequacy to all of our teachers?

Relevant professional development is offered to all faculty members throughout each school year. Funds provide adequate opportunities for additional professional development in specific areas of need. Consistent follow-up with COMP training for all new staff members is a concern.

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students?

Professional learning communities and vertical articulation at Riverside is initiated by individuals rather than supported by the entire school community. With a school-wide Title program, teachers would receive resources and support necessary to work toward improving both PLCs and vertical articulation.

Based on the data, are we accurately meeting the needs of all students in our school?

As reported by NCLB the subgroups All Students, African American, White, and Economically Disadvantaged met the mandate of 83% Proficient/Advanced in Reading/Language Plus Writing.

The subgroups All Students, African American, Hispanic, White, and Economically Disadvantaged met the NCLB mandate of 79% Proficient/Advanced in Math. The student body, although having shown growth and improvement, still falls short of the state average. Resources from school-wide Title I federal assistance funds could aide in the organization of more targeted at-risk students gaining individual and small group instructional time in the general educational classroom, thereby closing the performance gap that exists for middle and higher-achieving students.

 

 

TEMPLATE 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.

Template 3.4.c: Organization Summary Questions

(Rubric Indicator 3.8)

Organization Summary Questions- Narrative Response Required
What are our major strengths and how do we know?

Riverside is committed to improving student achievement. Teachers and staff have a common mission and goal-student success. The TSIPP committee members of component 3 have assessed, along with stakeholder input, the current organizational process and practices to identify our strengths and weaknesses.

STRENGTHS

During common planning time, grade level teachers meet weekly to evaluate lessons and plan to align with state standards set for their grade. By sharing lesson ideas, techniques, and activities, the teachers are able to establish goals and skills, as well as determine which have been mastered and which have not. Minutes are recorded and kept for documentation and future references. The desired outcome is to provide a support system for both students and teachers, to ensure academic success across the curriculum.

Bi-monthly and called faculty meetings provide a time to collaborate on important issues, such as curriculum, teaching strategies, and major issues. Agendas are handed out at the beginning of each meeting and placed in the teacher handbook. Emails are frequently sent out to the faculty as a whole to ensure information is correct and updated. Questions and/or concerns that need to be handled immediately, before a scheduled meeting, are relayed quickly to insure quality communication among everyone. Professional articles, websites and contacts are also shared through the email system.

Collaborative Networking allows ideas, common goals and desires, as well as the needs of all students to be targeted and met. One literacy coach was provided to direct and support teachers in the classroom. Individual time is given to discuss standards, data collection and techniques that could increase and ensure success. Minutes are recorded during weekly grade-level meetings. Emails, memos, and contact information are placed in files at teacher’s discretion. Mentors are put in place to help establish deep roots in the educational process as well as to encourage and support one another. Committees are formed through an equal evaluation of professional backgrounds and knowledge to ensure goals are met for specifically targeted areas- such as, but not limited to TSIPP and Action Plan Committees. Professional development logs are kept to record meeting times and dates. Teachers who have attended various workshops or seminars are given opportunities to share techniques, information and ideas during planned or called faculty meetings. The meeting agenda provides ample space to record notes as needed. These meetings provide an opportunity to improve or develop new plans for school-wide improvement.

 

 

 

 

 

Organization Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as organizational practice challenges identified in the templates above, that could be a cause of the prioritized needs identified in component

Through a teacher-directed survey, areas of challenges were discovered along with the needs and desire to meet each of them. Although attempts and strides are being made for these processes to be carried out, collaborative efforts and ideas are noted and stated to change these challenges into strengths of our organizational process as a whole.

1.) Vertical Articulation

2.) Professional Learning Communities

Organization Summary Questions- Narrative Response Required
How will we address our challenges?

Vertical Articulation

Vertical Articulation provides important information about students/curriculum strengths and weakness to coordinating grade levels. Using the information from a student’s previous year to ensure success in their current year is vital to meeting the established goals and standards, as is noting future expectations and desires. Maintaining consistent portfolios will provide a needed insight of each student’s academic snap shot. Allowing collaboration between grade levels during called faculty meetings provides equal opportunity for sharing needs, concerns and successes as well as strategies and goals that need to be addressed as a team.

Professional Learning Communities

There are many levels of academic training and knowledge on the Riverside staff. Everyone has different skills and insights that provide new strategies and ideas that can be related to different learning types throughout the school. Professional Learning Communities provide sharing opportunities that have potential to spark new ideas and interest across all grade levels. Providing a monthly scheduled collaboration time, with a specified topic to be determined at a previous faculty meeting or email memo, will begin the professional development process drawn from our own faculty members, as well as identify mentors and in-house experts for different strategies, challenges and goals. Notes, references, and materials will be placed in the teacher handbook for assessable training material.

 

Component 4 – Action Plan Development

TEMPLATE 4.1: Goals (Based on the prioritized goal targets developed in Component 1.)

Describe your goal and identify which need(s) it addresses. The findings in Component 1 should drive the goal statements. How does this goal connect to your system’s five year or systemwide plan?

(Rubric Indicator 4.1)

 

TEMPLATE 4.2: Action Steps (Based on the challenges/next steps identified in Component 3 which focus on curricular, instructional, assessment and organizational practices.)

Descriptively list the action you plan to take to ensure that you will be able to progress toward your prioritized goal targets. The action steps are strategies and interventions, and should be based on scientifically based research where possible. Professional Development, Parent/Community Involvement, Technology and Communication strategies are to be included within the action steps of each goal statement.

(Rubric Indicator 4.2)

 

TEMPLATE 4.3: Implementation Plan

For each of the Action Steps you list, give the timeline for the step, the person(s) responsible for the step, the projected cost(s), funding sources and the evaluation strategy.

(Rubric Indicator 4.3)

 

 

GOAL 1 – Action Plan Development

Template 4.1 (Rubric Indicator 4.1) Revised _March, 2010_________________________

Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)

Goal

·1 The percentage of students scoring Proficient/Advanced in Reading/Language Plus Writing in grades 3-5 will increase as follows to meet or exceed NCLB benchmarks:

All Students- 5% by 2011

African American- 6% by 20111

Hispanic- 5% by 2010

Economically Disadvantaged- 6% by 2011

Students with Disabilities- 6% by 2011

·2 The percentage of students in each subgroup and overall for Reading/Language Plus Writing and Math will increase 5% from the Proficient to the Advanced performance level by 2011.

·3 The 3-Yr Average for the 5th Grade Writing Assessment will increase from 3.9 to 4.0 by 2010.

·4 Students in K-2 will demonstrate success on developmentally appropriate measures.

Which need(s) does this Goal address?

The goal addresses the Reading/Language Arts curricular, instructional, organizational, and assessment needs, as well as the AYP requirements.

How is this Goal linked to the system’s Five-Year Plan?

TSCPP, adopted by the MCBOE as its 5-year Strategic Plan, states that all students will meet or exceed NCLB benchmarks. This aligns with the SBOE Master Plan.

ACTION STEPS – Template 4.2 (Rubric Indicator 4.2)

IMPLEMENTATION PLAN – Template 4.3 (Rubric Indicator 4.3)

Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)

Timeline

Person(s) Responsible

Required Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy

Performance Results / Outcomes

Action Step 1.1

Teachers will analyze test scores and compile lists to identify at-risk students and plan interventions.

PD: Teachers will receive professional development/release time for training to meet needs of at-risk students.

TECH: Refresh teachers on use of websites for data analysis to implement technology to be able to increase TCAP scores by 2011. Training will include special education websites, desegregation of test scores, and additional teacher needs.

PI: Parents will be informed of their child’s progress and given an explanation of how they can work with their child at home.

Aug. 2010

Oct. 2010, Jan. 2011, Mar. 2011

Principal

School-wide Facilitator

Literacy Coach

K-4

Teachers

Assessment notebooks and materials

 

Substitutes

 

 

 

Ink and Paper for Printing Assessment Results

Computer Lab

$500.00

School Federal Funds

 

$4000.00

Title II and Federal Funds

 

32,000.00 School Federal Funds

Prepared lists of at-risk students, interventions aligned by subject and grade level

Lesson Plans

Walkthroughs

Minutes from Weekly Grade Level Meetings

Running Records/DRA/Rigby Assessments

Student Portfolios

 

 

 

Action Step 1.2

The school will provide a minimum of ninety-minute daily literacy block in grades Kindergarten through fourth with an additional 60 minutes throughout the day.

Comm: The school will inform parents and the community of the importance and benefits of the literacy block in the student handbook.

PI/CI: Parents and community will be invited for a Parents’ Day that will include a walkthrough during the literacy block.

PD: One faculty meeting per month is to be used to allow vertical articulation and collaboration for sharing needs, concerns, and successes, as well as strategies and goals that need to be addressed as a PLC.

August 2010-May 2011

 

Principal

School-wide Facilitator

Literacy Coach

All Teachers

All
Educational Assistants

Office Personnel

Classroom Literacy Materials/

Supplies

Classroom libraries, listening centers, etc.

Leveled Books

Student Handbook

Refreshments and Materials for Parent Workshop

$40,000.00

School Federal Funds

Burger King Fund

BEP Money

Riverside General Inst.

 

 

 

 

 

 

 

 

 

$100.00 School Federal Funds

Classroom Schedules


Lesson Plans

Walkthroughs

Minutes from Weekly Grade Level Meetings

Parent survey to gain input from parents and community leaders.

Faculty Survey

 

Action Step 1.3

Teachers will integrate reading in all content areas.

PD: The Literacy Leader will provide PD in integrating reading strategies in all content areas.

August 2010-May 2011

Principal

Literacy Leader

Facilitator

All Teachers

Non-fiction leveled readers

Professional Development

Release Time

$10,000 School Federal Funds

$2,000 School Federal Funds

 

Lesson Plans

Walkthroughs

Student Assessment Results

Literacy Room Checkout Report

Action Step 1.4

Teachers will engage students in guided, shared, independent, and modeled Reading/Writing activities.


PD: The Literacy Leader will conduct professional book studies as needed to meet instructional needs. The Literacy Coach will provide targeted professional development on instructional strategies, such as using guided reading, developing classroom libraries, purposeful classroom environments, and authentic reading and writing to improve student achievement. The School-Wide Facilitator will inform teachers of district level and state level professional development opportunities.

P/CI: The parents and community will be able to participate in Reading and Writing Workshops. The parents will receive monthly literacy newsletters (such as Home/School Connections, Early Years, and Reading Connections).

August 2010 – May 2011

(on a daily basis through-out the year)

Principal

School-wide Facilitator

Literacy Coach

K-4

Teachers

Instructional Materials

Library Books

Books for Professional Book Studies

Literacy Newsletters

Professional Development Conferences

 

Substitutes

Instructional Equipment (such as book racks, shelves, and tables etc.)

Refreshments and Materials for Parent Workshop

$1771.00 Gen. Purpose funds

$4,000.00 School Federal Funds

$3,000.00 School Federal Funds

$200.00 District Federal Funds

$5,000.00 School Federal Funds

$2,000.00 School Federal Funds

$5,000.00 School Federal Funds

$2352.90 General Purpose Fund. $100.00 School Federal Funds

Classroom Schedules

Lesson Plans

Walkthroughs

Minutes from Weekly Grade Level Meetings

Student Portfolios

Student Assessment Results

Bookroom Materials Check-out Report

Library Materials

Check-out Report

 

 

 

 

 

 

 

 

 

 

 

Action Step 1.5

The teachers will differentiate instruction by the use of small groups and leveled books.

PD: The Literacy Coach will provide targeted professional development on differentiating instruction to meet the needs of diverse learners and the use of leveled readers to enhance instruction. The School-Wide Facilitator will inform teachers of district level and state level professional development opportunities.

TECH: Teachers will use the A to Z website, leveled books, and investigate other websites and resources. A bookroom checkout log will be kept up-to-date. Website subscriptions and/or renewals will be kept up-to-date.

PI: Parents will be kept informed about their child’s progress in a timely manner and in a language they understand whenever possible. An interpreter will be provided as needed.

August 2010-May 2011

(on a daily basis through-out the year)

Principal

School-wide Facilitator

Literacy Coach

K-4 Teachers

 

Literacy Materials, e.g. notebooks, pens, markers, etc.

Conferring Notebooks (2 per classroom teacher) & dividers

Classroom A to Z Books subscription; paper and ink

Substitutes

 

 

STAR Early Lit.

STAR Reading

Check-out system software renewal and labels

 

 

 

Interpreter Extended Contract

$10,000.00

School Federal Funds

BEP Funds

$2,000 School Federal Funds

$5,000.00

School Federal Funds

$3921.50 General Purpose Funds

$3,000.00

School Federal Funds

Burger King Funds

$500.00

School Federal Funds

 

 

 

 

 

$1,000.00

Classroom Schedules

Lesson Plans

Walkthroughs

Minutes from Weekly Grade Level Meetings

Student Portfolios & Conferring Notebooks

Student Assessment Results

Bookroom Materials

Check-out Report

Action Step 1.6

Specialty teachers and support staff will assist classroom teachers during the literacy block.

PD: The Literacy Coach will provide teachers and literacy partners with targeted professional development on instructional strategies to improve student achievement.

 

COMM: Teachers will plan daily activities for their literacy partner to conduct with students. The teachers will communicate needs and expectations to their literacy partner through the daily literacy partner communication logs. Release time will be made available for teachers and literacy partners to plan collaborately.

August 2010 – May 2011

(monitored weekly)

Principal

School-wide Facilitator

Literacy Coach

K-4 Teachers

Specialty Teachers


Educational Assistants

Bookroom/ Classroom Reading and Writing Materials

Literacy Partner Supplies (baskets, paper, folders, pens,

tape,

stickers, notebooks, etc.)

 

 

 

Substitutes

 

$10,000.00 School Federal Funds

 

 

 

 

 

 

 

 

 

 

 

 

$1500.00

Classroom Schedules

Lesson Plans

Walkthroughs

Minutes from Weekly Grade Level Meetings

Student Portfolios

Student Assessment Results

Bookroom Materials

Check-Out Report

Specialty Teacher Schedules


Educational Assistants Schedule

Literacy Partner Notebooks

Action Step 1.7

Teachers will use the Tennessee State Standards and TCAP objectives to guide instruction.

PD: Teachers will work collaboratively in the pacing and aligning of standards. The school will provide the teachers with instructional support in the pacing and aligning of standards. The Literacy Coach will provide instructional support to teachers in using Tennessee State Standards to drive instruction. The School-Wide Facilitator will inform teachers of district level and state level professional development opportunities and will assist in allowing release time for collaboration among grade levels.

COMM: Parents and the community will be informed of the objectives and vocabulary being covered through the school communications (such as classroom/grade level newsletters, school newsletters, principal notes, and the Riverside website). Parents will monitor their child’s progress through student progress reports, report cards, and portfolios.

P/CI: The parents and community will be informed of grade level state standards, vocabulary and TCAP objectives.

July 2010 – May 20011


(use of standards- monitored weekly)

(pacing and aligning of standards-monitored quarterly)

Principal

School-wide Facilitator

Literacy Coach

K-4 Teachers


Standards Folders or notebooks and Paper

Substitutes

Refreshments and Materials for Open House/Parent Orientation

Ink and Paper for printing State Standards and TCAP objectives

$1000.00 School Federal Funds

$3,000.00 School Federal Funds

 

$500.00 School Federal Funds

$2,000.00 School Federal Funds

Lesson Plans

Walkthroughs

Minutes from Weekly Grade Level Meetings

Student Portfolios

Student Assessment Results

Standards Folder

Newsletters

Action Step 1.8

Four teachers will be used for a tutoring program for at-risk students.

COMM: The classroom teachers, School-Wide Facilitator, and the pull-out tutors will work together to identify students and their academic focus.

P/CI: The pull-out tutors will provide parents notice of their child’s participation in the program.

August 2010 – May 2011

Principal

School-wide Facilitator

Literacy Coach

tutors

K-4 Teachers

 

 

 

 

Coordination Folders and Paper

 

 

 

Teacher Salaries

 

 

 

 

$300.00 School Federal Funds

 

 

 

$200,000.00 School Federal Funds

Classroom Schedules

Lesson Plans

Walkthroughs

Minutes from Weekly Grade Level Meetings

Student Portfolios

Student Assessment Results

Pull-out Program Schedule


Coordination Sheets

Action Step 1.9

An assistant(s) will be used to coordinate and facilitate the networked programs in the computer lab.

PD: Classroom teachers and assistants will be provided with an overview of the programs and how to coordinate student skills/objectives in order to meet standards.

TECH: An assistant(s) will use network programs to reinforce/supplement the instruction of the classroom teachers. There will be an investigation of network software which may be purchased.

P/CI: The school will assist parents and community in understanding the benefits of the network programs by sponsoring parent workshops.

August 2010 – May 2011

(monitored daily)

Principal

School-wide Facilitator

Literacy Coach

K-4 Teachers

Educational Assistants

Training for

Assistant(s)

Reports Folder and Paper

Laser Printer Toner for Printing Reports

Network Software

 

Refreshments and Materials for Parent Workshop

$300.00

Title II Funds

 

$200.00 School Federal Funds

$1,000.00 School Federal Funds

$12,000 School Federal Funds

 

$100.00 School Federal Funds

Classroom Schedules

Lesson Plans

Walkthroughs

Minutes from Weekly Grade Level Meetings

Student Portfolios


Lab Schedule

Action Step 1.10

All assistants will be used as part of an in-class model.

PD: The Literacy Coach will provide teachers and educational assistants with targeted professional development on instructional strategies to improve student achievement.

COMM: Teachers will plan daily activities for their educational assistant to conduct with students. The teachers will communicate needs and expectations to the educational assistant through daily/weekly collaboration.

August 2010 – May 2011

monitored weekly

Principal

School-wide Facilitator

Literacy Coach

K-4 Teachers

Educational Assistants

Total of 11 Educational Assistant Salaries

$60,000.00 School Federal Title I Funds

(6 Assistants)

 

$75,000

General Funds

(1 Literacy Coach))

$36,000

Special Education Funds

(2 Assistants)

Classroom Schedules

Lesson Plans

Walkthroughs

Minutes from Weekly Grade Level Meetings

Student Portfolios

Conferring Notebooks

Educational Assistants Schedule

Action Step 1.11

Special education teacher(s) will collaborate with regular education teacher(s) in a reading inclusion class(es).

P/CI: Parents will be notified in writing that their child is participating in an inclusion classroom. Inclusion teachers will explain the program at Open House/Parent Orientation.

COMM: Inclusion teachers plan daily to best meet the needs of the inclusion classroom.

August 2010 – May 2011

(monitored daily)

Principal

School-wide Facilitator

Literacy Coach

Special Education Teachers and Special Education Assistants

Participating Classroom Teachers

Inclusion Lesson Plans

Substitutes

$100,000 Sp. Ed. Funding

 

$1,000

School Federal Funds

Classroom Schedules

Lesson Plans

Walkthroughs

Special Education Schedule

Coordination Notebook

 

Action Step 1.12

Classroom teachers will provide additional instruction to meet the needs of at-risk students.

PD: Classroom teachers will work collaboratively with the School-Wide Facilitator, Literacy Coach, Specialty Teachers, Special Education Teachers, ELL Teachers, and Speech Pathologist to implement strategies and interventions to improve achievement of at-risk students. The Literacy Leader will provide teachers with professional development on meeting the needs of diverse learners. The School-Wide Facilitator will inform teachers of district level and state level professional development opportunities.

COMM: In collaboration, the classroom teachers will receive additional strategies and resources to use with at-risk students.

TECH: The students will use web-based resources and school-networked resources for instruction, reinforcement, and enrichment of Reading, Language, and Writing skills and strategies.

August 2010 – May 2011

(monitored quarterly)

Principal

School-wide Facilitator

Literacy Leader

 

K-4 Teachers

 

 

 

 

 

 

Substitutes

 

 

 

 

 

 

 

Professional Development

 

 

$3,000.00

School Federal Funds

 

 

 

 

$5,000.00 School Federal Funds

Classroom Schedules

Lesson Plans

Minutes from Weekly Grade Level Meetings

Student Portfolios

Student Assessment Results

Plan of Action by Grade Level

Action Step 1.13

At-risk students will attend before/after school, fall/spring intercession and summer tutoring programs provided by the school.

COMM: Classroom teachers and pull-out tutoring teachers will work together to identify students and the academic focus of the tutoring program.

P/CI: The extended contract tutoring teachers will provide parents notice of their child’s eligibility for the program. The tutoring teachers will provide parents and community with a schedule of session opportunities. The parents and community will assist the school by ensuring their child’s participation in the program.

September 2010 – June 2011

(monitored each semester)

Principal

School-Wide Facilitator

Literacy Leader

Extended Contract Teachers

K-4 Teachers

( 10) 70hr. Extended Contracts

 

 

 

 

$84,000.00 School Federal Funds

State Extended Contract Fund

 

 

No additional costs

Extended Contract Schedules

Lesson Plans

Minutes from Weekly Grade Level Meetings

Student Portfolios

Student Assessment Results

Tutoring Session Attendance

Action Step 1.14

Teachers will use graphic organizers across the curriculum.

PD: Teachers will work collaboratively on instructional strategies for implementing graphic organizers. The school will provide Riverside teachers with training and materials for the use of graphic organizers across the curriculum.

August 2010 – May 2011

(monitored quarterly)

Principal

School-Wide Facilitator

Literacy Coach

Tutors

K-4 Teachers

Training

Graphic Organizer Materials

 

 

substitutes

No additional cost for training

 

 

$750.00

School Federal Funds

$3,000.00

School Federal Funds

Lesson Plans

Student Portfolios

Displayed Student

Work

Walkthroughs

Action Step 1.15

 

 

Students will write daily to improve reading and writing skills across the curriculum, using various writing strategies (such as shared, guided, interactive writing, journals, opinions, monthly writing prompts, and in response to reading).

 

 

 

 

 

 

 

PD: Teachers will be provided professional development by a writing consultant

 

 

 

 

 

 

 

 

 

PI/CI: A "Writing Night" will be offered for parents.

August 2010 – May 2011

(monitored quarterly)

July 2010-March 2011

Sept. 2010

Principal

School-Wide Facilitator

Literacy Coach

 

K-4 Teachers

 

 

 

Literacy Coach(es)

School-wide Facilitator

Writing supplies

(journals, student friendly dictionaries, desktop word walls, bookbinding kits)

Dr. Bobbie Solley,

substitutes

 

 

 

 

 

 

 

$5000.00

School Federal Funds (Materials/

Supplies)

 

 

 

 

 

 

$10,200

$3,000.00

School Federal Funds (PI)

 

$3.000 School Federal Funds (PI)

Lesson Plans

Student Portfolios

Displayed Student

Work

Students’ Monthly writing assessments (to be turned in to School-Wide Facilitator after scoring)

Writing rubrics

Walkthroughs

   

 

 

 

 

 

GOAL 2 – Action Plan Development

Template 4.1 (Rubric Indicator 4.1) Revised DATE: __________________________

Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)

Goal

·1 The percentage of students scoring Proficient/Advanced in Math will increase as follows to meet or exceed NCLB benchmarks:

All Students- 3% by 2011

African American- 5% by 2011

Hispanic- 5% by 2011

Economically Disadvantaged- 3% by 2011

Students with Disabilities- 5% by 2011

·5 The percentage of students in each subgroup and overall for Reading/Language Plus Writing and Math will increase 5% from the Proficient to the Advanced performance level by 2011.

Which need(s) does this Goal address?

Based on TCAP 2007 scores, Riverside students were able to meet the Proficient/Advanced levels in Math subtests with the exception of students with disabilities. All students must continue to meet these benchmarks.

How is this Goal linked to the system’s Five-Year Plan?

TSCPP, adopted by the MCBOE as its 5-year Strategic Plan, states that all students will meet or exceed NCLB benchmarks. This aligns with the SBOE Master Plan.

ACTION STEPS – Template 4.2 (Rubric Indicator 4.2)

IMPLEMENTATION PLAN – Template 4.3 (Rubric Indicator 4.3)

Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)

Timeline

Person(s) Responsible

Required Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy

Performance Results / Outcomes

Action Step 2.1

Teachers will utilize networked and web based programs (Math Facts in a Flash, Accelerated Math, etc.).

TECH, PD: Training for teachers in the implementation of computer generated programs.

COMM: Mentors will be used, as needed, for additional assistance.

PI: Parents’ Math Night

Aug., 2010 – May, 2011

Principal

School-Wide Facilitator

Grades 2-4

teachers

Math tutor

Subscription to EducationCity

 

 

Substitutes

AM Service Contract

Refreshments

$1500.00

School Federal Funds

$1200.00

School Federal Funds

$600

School Federal Funds

$249.00 Burger King & Gen. Purpose Funds

 

 

$500

School Federal Funds

Lesson Plans

Walkthroughs

Accelerated math reports

Minutes from Weekly Grade Level Meetings

Action Step 2.2

Teachers and students will use manipulatives for more hands-on learning.

PD: Grade levels will meet during common planning time to organize ideas and materials for implementing use of manipulatives in the math program.

CI: Teachers will utilize area bank programs for teaching money concepts to all students.

July, 2010– May, 2011

Principal

School-Wide Facilitator

K-4 teachers

Additional math manipulatives for each grade

 

 

Area bank representatives

$6,000.00 School Federal Funds

 

No additional costs

Lesson Plans

Walkthroughs

Minutes from Weekly Grade Level Meetings

Teachers will utilize bank programs to further enhance the instruction of money concepts

Action Step 2.3

Teachers will use the Tennessee State Standards and TCAP objectives to guide instruction.

PD: Teachers will work collaboratively in the pacing and aligning of standards. The school will provide teachers with instructional support in the pacing and aligning of standards. The Literacy Coach will provide instructional support to teachers in using Tennessee State Standards to drive instruction. The School-Wide Facilitator will inform teachers of district level and state level professional development opportunities and will assist in allowing release time for collaboration among grade levels.

COMM: Parents and the community will be informed of the objectives being covered through the school communications (such as classroom newsletters, school newsletters, principal notes, and the Riverside website). Parents will monitor their child’s progress through student progress reports, report cards, and portfolios.

P/CI: The parents and community will be informed of grade level state standards and TCAP objectives.

July 2010 – May 2011

(use of standards-monitored weekly)

(pacing and aligning of standards-monitored quarterly)

Principal

School-Wide Facilitator

Literacy Coach

K-4

teachers

Standards Notebooks, dividers and Paper

Substitutes

Refreshments and Materials for Open House/

Parent Orientation

Ink and Paper for printing State Standards and TCAP objectives

$3000.00 School Federal Funds

$3,000.00 School Federal Funds

 

$500.00 School Federal Funds

$2,000.00 School Federal Funds

Lesson Plans

Walkthroughs

Minutes from Weekly Grade Level Meetings

Student Assessment Results

Standards Notebooks

Newsletters

Action Step 2.4

Four teachers will be used for a tutoring program for at-risk students.

COMM: The classroom teachers, School-Wide Facilitator, and the pull-out tutors will work together to identify students and their academic focus.

P/CI: The tutors will provide parents notice of their child’s participation in the program.

August 2010– May 2011

Principal

School-wide Facilitator

tutors

K-4 Teachers

Coordination Folders and Paper

Teacher Salaries

$300.00 School Federal Funds

$200,000.00 School Federal Funds

Classroom Schedules

Lesson Plans

Walkthroughs

Minutes from Weekly Grade Level Meetings

Student Assessment Results

Tutoring Program Schedule


Coordination Sheets

Action Step 2.5

All assistants will be used as part of an in-class model.

PD: The School-wide Facilitator will provide the educational assistants with targeted professional development on instructional strategies to improve student achievement.

COMM: Teachers will plan daily activities for their educational assistants to conduct with students. The teachers will communicate needs and expectations to the educational assistants through daily/weekly collaboration.

August 2010 – May 2011

(monitored weekly)

Principal

School-wide Facilitator

K-4 Teachers

Educational Assistants

Total of 9 Educational Assistant Salaries

$60,000.00 School Federal Funds

(6)

$18,000

General Funds

(1)

$36,000

Special Education Funds

(2 )

Classroom Schedules

Lesson Plans

Walkthroughs

Coordination Notebooks

Educational Assistant’s Schedule

Action Step 2.6

Special education teacher(s) will collaborate with regular education teacher(s) in a math inclusion class(es).

P/CI: Parents will be notified in writing that their student is participating in an inclusion classroom. Inclusion teachers will explain the program at Open House/Parent Orientation.

COMM: Inclusion teachers plan daily to best meet the needs of the inclusion classroom.

August 2010 – May 2011

(monitored daily)

Principal

School-wide Facilitator

Special Education Teachers and Assistants

Participating Classroom Teachers

Inclusion Lesson Plans

Release Time

substitutes

$100,000 Sp. Ed

Funding

$1,000

School Federal Funds

Classroom Schedules

Lesson Plans

Walkthroughs

Student Assessments

Coordination Notebooks

Sp. Ed. Assistants

Schedules

 

.

Action Step 2.7

At-risk students will attend before/after school, fall/spring intercession and summer tutoring programs provided by the school.

COMM: Classroom teachers and extended contract teachers will work together to identify students and the academic focus of the tutoring program.

P/CI: The tutoring teachers will provide parents notice of their child’s eligibility for the program. The tutoring teachers will provide parents and community with a schedule of session opportunities. The parents and community will assist the school by ensuring their child’s participation in the program.

September 2010 – June 2011

(monitored each semester)

Principal

School-Wide Facilitator

Literacy Leader

Extended Contract Teachers

K-4 Teachers

(10). Extended Contracts

(1) County Contract

(1) ELL Contract

(2) Ell Grant Teachers

 

web-based and school-networked resources

$25,000.00 School Federal Funds

$2000 State Extended Contract Fund$2400 Title III Funds

$4800 Grant

 

 

Extended Contract Schedules

Lesson Plans

 

Student Assessment Results

Tutoring Session Attendance

Action Step 2.8

Teachers will analyze test scores and compile lists to identify at- risk students and plan interventions.

PD: Teachers will receive professional/release time for training to meet needs of at-risk students.

TECH: Refresh teachers on use of websites for data analysis throughout the year to implement technology in increasing TCAP scores by 2011. Training will include special education websites, desegregation of test scores, and additional teacher needs.

PI: Parents will be informed of their child’s progress and given an explanation of how they can work with their child at home.

Aug. 2010- May 2011 Principal

School-wide Facilitator

K-4

Teachers

 

Assessment notebooks and materials

Substitutes

Ink and Paper for Printing Assessment Results

Computer lab

ThinkLink Math Grades 3-4

$500.00

School Federal Funds

$4000.00

Title II and Federal Funds

 

$3,000.00 School Federal Funds

$1730.40

Prepared lists of at-risk students, interventions aligned by subject and grade level

Lesson Plans

Walkthroughs

Minutes from Weekly Grade Level Meetings

Student Assessments

Action Step 2.9

Teachers will integrate literature into the math curriculum.

PD: The school, the Literacy Coach, and the Title Facilitator will provide targeted professional development on utilizing literature during math instruction. Teachers will work collaboratively in developing and sharing instructional strategies for the instructional use of math literature. The School-wide Facilitator will inform teachers of district level and state level professional development opportunities.

Aug/Oct 2010 (PD)

Oct 2010 – May 2011 (Implementstrategies)

Principal

School-Wide Facilitator

Literacy Coach

All Teachers/ Assistants

Math Literature for the classrooms and the bookroom

(e.g. Marilyn Burns)

Professional Development

Substitutes

$10,000.00 School Federal Funds

$5,000.00 School Federal Funds (PD)

$3,000.00 School Federal Funds ( Subs)

Lesson Plans

Walkthroughs

Minutes from Weekly Grade Level Meetings

Student Assessments

Action Step 2.10

Classroom teachers will differentiate instruction to meet the needs of at-risk students.

PD: Classroom teachers will work collaboratively with the School-Wide Facilitator, Specialty Teachers, Special Education Teachers, and ELL Teachers to implement strategies and interventions to improve achievement of at-risk students. The school will provide teachers with professional development such as poverty training on meeting the needs of diverse learners and extend the Michael Dugan PD best practices such as Math Strategies Across the World. The School-Wide Facilitator will inform teachers of district level and state level professional development opportunities. Teachers will receive release time for collaboration.

COMM: In collaboration, the classroom teachers will receive additional strategies and resources to use with at-risk students.

TECH: The students will use web-based resources and school-networked resources for instruction, reinforcement, and enrichment of math skills and strategies.

PI/CI: Students, parents, and community leaders will be invited to participate in a Math Night.

 

August 2010 – May 2011

 

 

(monitored quarterly)

Oct 2010

Principal

School-wide Facilitator

 

 

K-4 Teachers

Educational Assistants

 

Substitutes

Professional Development

 

$1,000.00

School Federal Funds

$15,000.00 School Federal Funds

$900.00 (PI)

Classroom Schedules

Lesson Plans

Minutes from Weekly Grade Level Meetings

Student Portfolios

Student Assessment Results

Plan of Action per grade level

Action

Step 2.11

An assistant(s) will be used to coordinate and facilitate the networked programs in the computer lab.

PD: Classroom teachers and assistants will be provided with an overview of the programs and how to coordinate student skills/objectives in order to meet standards.

TECH: An assistant(s) will use network programs to reinforce/supplement the instruction of the classroom teachers. There will be an investigation of network software which may be purchased.

 

P/CI: The school will assist parents and community in understanding the benefits of

networked programs by sponsoring a workshop.

August 2010-May 2011

(monitoreddaily)

Principal

School-wide

Facilitator

K-4 Teachers

Educational Assistants

Training for Assistant(s)

Reports Folder and Paper

Laser Printer Toner for Printing Reports

Network Software

 

 

Refreshments and materials for Parent Workshop

$300.00 title II Funds

$200.00 School Federal Funds

$1,000.00 School Federal Funds

$35,000 School Federal Funds

 

 

 

 

$200.00 School Federal Funds

Classroom schedules

Lesson Plans

Walkthroughs

Minutes for Weekly

Grade Level Meetings

 

Student Assessments

 

 

 

Parent Workshop Evaluations

Component 5 – The School Improvement Plan and Process Evaluation

 

TEMPLATE 5.1: Process Evaluation

The following summary questions are related to Process. They are designed as a culminating activity for you to analyze the process used to develop the school improvement plan.

TEMPLATE 5.1: Process Evaluation

(Rubric Indicator 5.1)

Evidence of Collaborative Process – Narrative response required
What evidence do we have that shows that a collaborative process was used throughout the entire planning process?

Committees are composed of all faculty members, as well as some paraprofessionals, parents, students and community representatives. All committees met on a regular basis throughout the planning process, with vertical articulation occurring among committees. Minutes and sign-in sheets from each meeting are on file. Surveys were distributed to staff, parents, community representatives, and students. Survey results are on file.

Evidence of Alignment of Data and Goals – Narrative response required
What evidence do we have that proves alignment between our data and our goals?

From the data collected through the use of assessments, such as TCAP, TCAP Writing Assessments, 4-Sight, ThinkLink, DIBELS, Writing Portfolios, Running Records, ELDA, Phelps, and Brigance, our goals of improving reading, writing, and math are aligned.

GOAL 1: The percentage of students scoring Proficient/Advanced in Reading/Language Plus Writing will increase as follows to meet or exceed NCLB benchmarks:

All Students- 3% by 2009

African American- 5% by 2009

Hispanic- 5% by 2009

Economically Disadvantaged- 3% by 2009

Students with Disabilities- 5% by 2009

TCAP is administered in the spring to 3rd, 4th, and 5th graders. The analysis of test scores identifies strengths and weaknesses of students, as well as compares Riverside students’ scores to county and state scores. At-risk students are then identified and qualify for extra help in reading and math.

4-Sight Predictive Benchmark Assessment is given four times a year to grades three through five. This assessment mimics TCAP and allows Riverside to predict student scores on the TCAP while identifying students’ strengths and weaknesses.

Think Link is administered two or three times per year in grades two through five. The scores are used to pinpoint weaknesses in reading and math.

DIBELS is administered three times per year in kindergarten and 1st grade. Students’ progress is monitored to check that reading achievement is improving.

Running Records for literacy are used in kindergarten through second grade. The running records allow the teachers to record the students’ reading behaviors and identify the students’ instructional level for reading.

The Phelps Kindergarten Readiness Scale is administered to all entering kindergarten students and assesses their academic readiness. It is also identifies at-risk students to be served in the Title I Program.

Brigance Preschool Screen # II 4-Year Assessment is given to preschool students in August and in May. It provides a sampling of students’ language, motor, social-emotional, and early learning skills, as well as identifies developmental delays, such as in the language, learning, or cognitive areas.

GOAL 2: The 3-Yr Average for the fifth Grade Writing Assessment will increase from 3.8 to 3.9 by 2009.

TCAP Writing Assessment is given to fifth graders in February. This is the initial state-wide writing skills assessment.

A Writing Portfolio is kept on each student in kindergarten through second grade. It contains a sampling of the student’s work with additional work being added each month. Concrete examples of the students’ progress are provided to both parents and teachers.

GOAL 3: The percentage of students scoring Proficient/Advanced in Math will increase as follows to meet or exceed NCLB benchmarks:

Students with Disabilities- 5% by 2009

TCAP is administered in the spring to third through fifth graders. The analysis of test scores identifies strengths and weaknesses of students, as well as compares Riverside students’ scores to county and state scores. This identifies at-risk students and qualifies them for extra help in reading and math.

4-Sight Predictive Benchmark Assessment is given four times a year to grades three through five. This assessment mimics TCAP and allows Riverside to predict student scores on the TCAP while identifying student’s strengths and weaknesses.

Think Link is administered two or three times per year in grades two through five. The scores are used to pinpoint weaknesses in reading and math.

GOAL 4: The percentage of students in each subgroup and overall for Reading/Language Plus Writing and Math will increase 5% from the Proficient to the Advanced performance level by 2009.

TCAP is administered in the spring to third through fifth graders. The analysis of test scores identifies strengths and weaknesses of students, as well as compares Riverside students’ scores to county and state scores. This identifies at-risk students and qualifies them for extra help in reading and math.

4-Sight Predictive Benchmark Assessment is given four times a year to grades three through five. This assessment mimics TCAP and allows Riverside to predict student scores on the TCAP while identifying student’s strengths and weaknesses.

Think Link is administered two or three times per year in grades two through five. The scores are used to pinpoint weaknesses in reading and math.

TCAP Writing Assessment is given to fifth graders in February. This is the initial state-wide writing skills assessment.

 

 

Evidence of Communication with All Stakeholders – Narrative response required
What evidence do we have of our communication of the TSIPP to all stakeholders?

Riverside’s Vision and Mission statement are posted throughout the building and on the school’s website. The school plan is presented to parents at Parent Orientation at the beginning of each school year. Surveys involving components of TSIPP are sent to parents, community representatives, faculty and students, the results of which are kept on file. Copies of the plan are located in our school library and office. The Leadership Team will meet at least once during each nine week grading period to monitor our plan and take steps to adjust and improve our TSIPP. Parents and community stakeholders are continually informed through newspaper articles and school newsletters.

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?

Riverside’s vision, mission, and beliefs reflect the determination of the school staff to involve all stakeholders in raising academic performance of all students to levels of proficiency or beyond. To achieve these goals requires careful analysis of available data and use of that data to create meaningful instructional experiences to meet individual student needs while maintaining a nurturing environment.

Goals and Action Plans reflect these shared ideals.

GOAL 1, regarding increasing proficiency levels in Reading/Language Plus Writing is addressed in Belief 1 which states our chief priority is to ensure that all students will master appropriate academic skills through different methods and educational experiences; Belief 2 which addresses standards-based assessment of student performance in core academic areas to indicate the teaching strategies that will best enable all students to attain or exceed state and local proficiency standards; and Belief 4 which relates to frequent, clearly-defined communication among staff, parents, students, and our community is vital to the decision-making process and to the academic and social development of our students.

Goal 2, addressing increasing 3-year average for the fifth Grade Writing Assessment aligns with Belief 1 which states our chief priority is to ensure that all students will master appropriate academic skills through different methods and educational experiences; Belief 2 which addresses standards-based assessment of student performance in core academic areas to indicate the teaching strategies that will best enable all students to attain or exceed state and local proficiency standards; Belief 3 which defines school policies and procedures that provide a safe, supportive, and orderly instructional environment that encourages the self-reliance, self-respect, and self-discipline necessary for optimal student growth; Belief 4 which relates to frequent, clearly-defined communication among staff, parents, students, and our community is vital to the decision-making process and to the academic and social development of our students; and Belief 5 which emphasizes that our school is an inviting and nurturing place for all students to develop into productive citizens.

Goal 3, concerning increasing Math proficiency levels is addressed in Belief 1 which states our chief priority is to ensure that all students will master appropriate academic skills through different methods and educational experiences; Belief 2 which addresses standards-based assessment of student performance in core academic areas to indicate the teaching strategies that will best enable all students to attain or exceed state and local proficiency standards; Belief 3 which defines school policies and procedures that provide a safe, supportive, and orderly instructional environment that encourages the self-reliance, self-respect, and self-discipline necessary for optimal student growth; Belief 4 which relates to frequent, clearly-defined communication among staff, parents, students, and our community is vital to the decision-making process and to the academic and social development of our students; and Belief 5 which emphasizes that our school is an inviting and nurturing place for all students to develop into productive citizens.

Goal 4, involving increasing proficiency levels of all subgroups and overall scores as well as increasing 5% of those Proficient to Advanced aligns with Belief 1 which states our chief priority is to ensure that all students will master appropriate academic skills through different methods and educational experiences; Belief 2 which addresses standards-based assessment of student performance in core academic areas to indicate the teaching strategies that will best enable all students to attain or exceed state and local proficiency standards; Belief 3 which defines school policies and procedures that provide a safe, supportive, and orderly instructional environment that encourages the self-reliance, self-respect, and self-discipline necessary for optimal student growth; and Belief 4 which relates to frequent, clearly-defined communication among staff, parents, students, and our community is vital to the decision-making process and to the academic and social development of our students.

.

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 area of curriculum, instruction, assessment and organization in Component 3?

Component 3 stated that based on the 2007 Reading/Language Plus Writing AYP subgroup disaggregation for grades three through five, that the NCLB mandate of 83% Proficient/Advanced was met in the subgroups of All Students, White, African American and Economically Disadvantaged, but without additional increases, would not meet the goal in the future. Component 4 Goal 1 states that the percentage of students scoring Proficient/Advanced in Reading/Language Plus Writing will increase as follows to meet or exceed NCLB benchmarks:

All Students- 3% by 2009

African American-5% by 2009

Hispanic-5% by 2009

Economically Disadvantaged- 3% by 2009

Students with Disabilities- 5% by 2009

Action steps are in place to help ensure we are able to progress toward this goal determined by the needs of our students and the next steps of Component 3. In Action Step 1.1, it was decided that the school will implement TNA Vocabulary using parent calendar sent home monthly with reading, English, math, science, and social studies vocabulary by week, as well as activities to promote use of vocabulary at home. Action Step 1.2 states that teachers will implement use of the TNA Vocabulary, with parent calendars sent home, to ensure collaboration of teachers and parents. Teachers will be trained at weekly faculty meetings in expectations, parents will be made aware of the TNA Vocabulary at Parent Orientation and/or Parent Conferences. Action Step 1.3 states that there will be one-half day analysis of test scores by grade level, Title, and Special Education teachers to compile lists of at-risk students and prepare for interventions of students not at benchmarks after each testing session.

Component 3 stated that based on Writing Assessment and TCAP Reading/Language Plus Writing scores, there has been no increase in writing skills for Riverside Elementary students. Component 4 Goal 2 states that the 3-Yr Average for the 5th Grade Writing Assessment will increase from 3.8 to 3.9 by 2009. Action steps are in place to help ensure we are able to progress toward this goal determined by the needs of our students and the next steps of Component 3. Action Step 2.1 states that Riverside teachers will attend a workshop by Donna Whyte for writing strategies and interventions. Action Step 2.2 stated that Riverside teachers will implement the use of a writing rubric to be used consistently with grades K-1, 2-3, and 4-5, as well as providing students a copy of the rubric and explaining its use. The use of the rubrics will also be explained to parents at Parent Orientation and Parent Teacher conferences. Rubrics will be posted throughout the school. Action Step 2.3 stated that teachers will receive refresher course in suing writing rubrics from our Literacy Leader during their planning time. Action Step 2.4 states that monthly writing prompts will be turned into Carol Andrews and Debbie Groce and scored by a teacher in another grade, following the appropriate rubric.

Component 3 stated that based on TCAP 2007 scores, Riverside students were able to meet Proficient/Advanced levels in Math subtests with the exception of students with disabilities. Component 4 Goal 3 states that the percentage of students scoring Proficient/Advanced in Math will increase as follows to meet or exceed NCLB benchmarks:

Students with Disabilities- 5% by 2009.

Action steps are in place to ensure we are able to progress toward this goal determined by the needs of our students and the next steps of Component 3. In Action Step 3.1, it is stated that Riverside will implement the use of Accelerated Math in the second grade classrooms with ongoing instruction for those teachers by Carolyn Arms. Action Step 3.2 states that Riverside will further implement the use of manipulatives for more hands-on learning of all students, including those with disabilities. Grade levels will meet during their planning time to organize ideas and materials for implementing use of manipulatives in the math program. Action Step 3.3 states the Riverside will utilize the ThinkLink Learning website by setting up Practice Probes for students to complete during each nine week period. Teachers will utilize the computer lab on a regular basis for student completion of Practice Probes. Parents will be furnished with the website and Practice Probe numbers to complete at home with their children for further practice of math skills. Action Step 3.4 states that Riverside will utilize programs from First Farmers and Merchants Bank and Heritage Bank for teaching money concepts to all students.

Component 3 stated that while Riverside Elementary students currently meet the benchmarks, with the exception of one subgroup, teachers must continue to increase the learning of their students in order to continue to meet these benchmarks as the expectations are raised. Component 4 Goal 4 states that the percentage of students in each subgroup and overall for Reading/Language Plus Writing and Math will increase by 5% from the Proficient to the Advanced performance level by 2009. Action steps are in place to help ensure we are able to progress toward this goal determined by the needs of our students and the next steps of Component 3. Action Step 4.1 states that one faculty meeting per month will be used to allow vertical articulation and collaboration for sharing needs, concerns, and successes as well as strategies, and goals that need to be addressed as a PLC, in order to meet our goal of increasing student achievement. Action Step 4.2 stated that technology training will occur four times during the year to implement technology in increasing TCAP scores by 2009.

 

Suggestions for the Process – Narrative response required
What suggestions do we have for improving our planning process?

Riverside faculty and stakeholders have given many hours to developing the TSIPP. These hours have been before and after school, on weekends, and holidays. It is suggested that more time be allocated during in-service days for committees to work on the plan as opposed to working, as before, on personal time. More in-put from parents and community is needed. This may be done by a larger number of surveys, more personal contacts or phone calls. Additional means of communication with stakeholders need to be developed. This may be accomplished by more frequent school newsletters, more information added to the website, and more personal contacts.

TEMPLATE 5.2: Implementation Evaluation

The following summary questions are related to TSIPP Implementation. They are designed as a culminating activity for you to plan the monitoring process that will ensure that the action steps from Component 4 are implemented.

TEMPLATE 5.2: Implementation Evaluation

(Rubric Indicator 5.2)

Evidence of Implementation – Narrative response required
What is our plan to begin implementation of the action steps?

A checklist of the action steps, along with the name of the person/persons responsible for the action step, will be given to the Leadership Team. The Leadership Team will then ensure that each step is being put into action on the beginning date.

The Leadership Team will meet once during each nine weeks grading period and review each action step, making sure that each step is implemented and progressing. An update will then be presented to the faculty for their review during the next faculty meeting following the Leadership Team meeting.

Evidence of the Use of Data – Narrative response required
What is the plan for the use of data?

The following formative assessments will be collected and used to monitor the progress of the plan:

Monthly writing prompts administered in kindergarten through fifth grade starting in September with classroom teachers assessing the writing according to the county and state rubrics. Teachers will conference with students individually to give feedback. Growth will be charted and compared in individual student folders on a monthly basis and will follow through the grades.

DIBELS will be administered three times a year, in August, December, and May. The results will be analyzed to provide information to teachers as to at-risk students, thus, allowing teachers to redirect teaching to help in areas of concern during the time between the three benchmarks of the year. Results will be discussed in grade level meetings in order to modify instruction or provide interventions as needed.

ThinkLink is administered to grades two through five, three to four times during the school year to assess student progress prior to TCAP. Tests are given in August, October, December, and February. Teachers use ThinkLink to predict mastery and proficiency levels in the areas tested. After each test, teachers focus on the non-mastered levels. Data collected allows teachers to adjust teaching to meet individual needs by modifying instruction and implementing interventions. Test results show improvements and difficulties that still may need to be addressed.

4Sight Reading and Math Benchmark tests are given four times a year – September, November, January, and March. These tests are administered to grades three through five to assess student progress prior to TCAP. Teachers use this data to identify weaknesses, and plan future teaching strategies or interventions. The results allow teachers to individualize instruction even more. Training for teachers on the 4Sight results has allowed more specific instruction for children and better planning for teachers. This provides a good prediction of how students will score on TCAP.

TCAP Writing Assessment is given early each February. Prior to this, teachers focus on writing strategies and interventions with students. Writing rubrics are explained and given to students. Individual conferencing is used to improve writing skills. Monthly writing prompts are assessed, based on the rubrics for kindergarten- first grade, second and third grades, and fourth and fifth grades. The literacy coach also assists teachers in evaluating students’ writings.

TCAP is our state mandated assessment. This testing takes place in the spring of each year and is utilized in grades three through five. Tested areas include Reading/Language Arts Plus Writing, Math, Science, and Social Studies. The test identifies strengths and weaknesses of students, as well as comparing Riverside students’ scores to county and state scores.

 

 

TEMPLATE 5.3: Monitoring and Adjusting Evaluation

The following summary questions are related to TSIPP Monitoring and Adjusting. They are designed as a culminating activity for the school to plan the monitoring process that will ensure that the school improvement plan leads to effectively supporting and building capacity for improved student achievement for all students.

TEMPLATE 5.3: Monitoring and Adjusting Evaluation

(Rubric Indicator 5.3)

Evidence of Monitoring Dates – Narrative response required
What are the calendar dates (Nov/Dec and May/June) when the School Leadership Team will meet to sustain the Tennessee School Improvement Planning Process? Identify the person(s) responsible for monitoring and the role they will play in the monitoring process.

The Principal and/or the Leadership Chair will notify the Leadership Team of the time and location of meetings and will place on the agenda any item to be discussed. The Leadership Team will be responsible for monitoring the Action Steps. If any area is not progressing as it should, the Principal will be responsible for seeing that the area is strengthened and put back on track.

Leadership Meeting: Second Monday of the month July – May or called meetings as deemed necessary.

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 analyze the annual TCAP/CRT summary to identify individual students who are not proficient in different academic area. This information will also be used to identify instructional areas of school-wide concern, and will help determine appropriate professional development which may be needed. The performance of different subgroups of students will be understood through the desegregation of data. By pinpointing weaknesses in specific subgroups, strategies can be developed and put into place to meet the needs of these students.

The plan for communicating goal attainment will be as follows:

TCAP results are shared with parents during parent/teacher conferences. State and district TCAP results are reported through the local media. Parents are advised of their child’s progress at all times during the school year with regular home-school communications. AYP and TVAAS data will be publicized in the local newspaper and in school newsletters. Through surveys and meetings, stakeholders will be asked for input concerning the strategies of the action plan and the effectiveness of the TSIPP.

As part of the monitoring procedures for the TSIPP, a focus will be placed on identifying continuing challenges, and monitoring and adjusting interventions and strategies for those goals that are not being met and celebrating successes of goals that are met or exceeded. To that extent, the following strategies or options will be implemented:

·1 July 21-23, July 26, 2010 – Professional development opportunities will be provided to all faculty members, focusing on literacy and/or math.

·2 July 09– May, 2010 Professional development will be provided to all faculty members with a focus on writing by Writing Consultant Dr. Bobbie Solley.

·3 July 2010 – July 2011 – We will evaluate student TCAP data and develop remediation/enrichment activities that target areas of concern.

·4 May 2010 –May 2011 – We will compare and contrast data for DIBELS to determine student progress. ( May, Aug., Dec. 2008 and May, 2009)

·5 August 2010 – May 2010 – The Leadership Team will review the Action Plan to evaluate the strategies and interventions monthly to determine their effectiveness and revise as necessary.

·6 Celebrations for successes will take place quarterly at school-wide assemblies and Parent meetings where stakeholders will be informed of progress toward goal attainment.

·7 August 2010 – May 2011 - The Think Link Assessment will be monitored for student progress toward tested skills. Teachers will use this information to adjust teaching strategies.

·8 May 2010 - We will analyze Writing Assessment scores of 5th graders to determine proficiency rates and compare growth scores using 2009 data.

·9 August 2007- The Leadership Team will review the TSIPP using scores and comments from the state readers.

·10 August 2010 – May 2011 on-site technology training will be provided to all faculty members.

·11 August 2009 – May 2010 – The 4Sight Assessment will be monitored for student progress toward tested skills. Teachers will use this information to adjust teaching strategies and interventions.

·12 August 2010 – May 2011 – The Phelps Kindergarten Readiness Scale will be used in August for all kindergarten students to identify those at-risk students who will qualify for Title services. In April, the Title students are re-tested to evaluate their improvement.

 

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 Leadership Team will monitor the action steps monthly and identify any adjustments that need to be made in the action steps. Formative data will be used to make informed decisions about which action steps need to be reevaluated. Use of feedback from stakeholders will also be used to see what adjustments may need to be made to any action step. After the Leadership Team has identified any adjustments that need to be made, the entire staff will be included in the decision making process to decide what further adjustments need to be made. Any changes in the actions steps will also be communicated to the stakeholders.

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?

Copies of Riverside’s TSIPP will be placed in the library and the office. Parents and community will be made aware of the TSIPP in school newsletters and in monthly school news articles in The Daily Herald. Stakeholders will be able to view the TSIPP on the school’s website. The plan will also be presented to parents and community during parent meetings. Stakeholders will be asked for feedback on the plan. The Leadership Team will implement the action plan and monitor the progress during each nine week grading period. An update will be presented to the faculty during monthly faculty meetings and grade level meetings.