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

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

Subcommittee for COMPONENT 4 Action Plan Development

Member Name

Position

Chair

Debbie Groce

Title I Reading Teacher

Y

Carol Andrews

Fifth Grade Teacher

Y

Debbie Jones

Kindergarten Teacher

N

Carolyn Arms

Title I Math Teacher

N

Amy Helms

First Grade Teacher

N

Elayne Reed

Pre-K Teacher

N

Claritha Buchanan

Second Grade Teacher

N

Cathey McNabb

Special Education Teacher

N

Carol Nuber

ELL Teacher

N

Edie Ainsworth

Paraprofessional

N

Vivian Timmons

Parent Member

N

Richard Groce

Community Member

N

Javonte Pye

Student Member

N

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

School Climate Survey: Parents,

Fall 2007

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.

School Climate Survey: Faculty and staff,

Fall 2007

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.

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.

List Data Sources

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

▪ 2007 TCAP Results

▪ 2007 Writing Assessment

▪ 2007 Tennessee Value Added Assessments (TVAAS)

▪ 2007 Report Card

▪ 2007-2008 Dynamic Indicators of Basic Early Literacy (DIBELS – Grades K & 1)

▪ 2007-2008 Think Link Learning Predictive Assessment

▪ 2007-2008 4Sight

▪ 2007 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

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.

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.  The same scale is used by Title I reading teachers in April to evaluate the improvement of kindergarten students in that program.

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).

Students were tested in August and December.  29% of kindergarten students were at benchmark in August.  The results from December showed 55% of kindergarten students were at benchmark.  64% of first grade students were at benchmark in August, and 62% were at benchmark in December.  A third test will be administered to both grades in May.   

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 twice a year to second through fifth grade.  The first ThinkLink test was given in December, and the second test was given in January. 

After comparing the results of the first two tests, the percentage Proficient/Advanced increased in Reading/Language Arts and Math for second grade.  The percentage Proficient/Advanced in Math increased for fourth grade.  Third and fifth grade saw a decrease of percentage Proficient/Advanced in both subjects, as well as fourth grade Reading/Language Arts.

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.  Third grade students saw a decrease in percentage Proficient/Advanced in the following areas: Content, Technique and Skills, Vocabulary, Writing/Organization, Computation, Algebra, Data/Probability, and Measurement.  Fourth grade students saw a decrease in percentage Proficient/Advanced in the following areas: Grammar, Vocabulary, Writing/Organization, Writing/Process, Numbers/Operation, and Problem Solving.  Fifth grade students saw a decrease in percentage Proficient/Advanced in the following areas: Grammar, Meaning, Technique and Skills, Numbers/Operation, Algebra, Measurement, and Geometry.  Teachers attribute the decrease in scores to the tests being administered less than a month apart, thus leaving very little instruction time between the two. 

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, the school improved in all tested areas overall.  When looking at the individual grade levels, some weaknesses were identified.  Third and Fourth grade areas of need are Number Sense/Number Theory.  Fifth grade areas of need are Content, Grammar Conventions, Techniques and Skills, Number Sense/Number Theory, and Geometry.

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.

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.

Twenty-eight students took the ELDA in the spring of 2007.  The results from the 2007 assessment show that 36% of our ELL students were Pre-Functional, 29% were Lower Intermediate, 18% were Upper-Intermediate, 14% were Advanced, and 3% were Fully English Proficient.

Tennessee Comprehensive Assessment Program (TCAP)

Third Grade TCAP Performance

The 2007 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 50.8 compared to a 53.3 for the district and 53.7 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 48.8 in Science and 51.4 in Social Studies.  The district’s NCE scores were 53.7 and 51.7 respectively.  The state’s NCE scores were the highest with 55.8 and 53.3.  However, the results for third grade in Math show that Riverside performed better than both the district and state.  Riverside’s NCE score was 60.5 compared to a 57.7 and 58.8 for the district and state.

Fourth Grade TCAP Performance

The 2007 TCAP results indicate very similar results for the fourth grade at Riverside.  Riverside was outperformed in Reading/Language and Science by the district and the state.  Riverside did not perform as well as the state in Social Studies but did better than the district.  Riverside outperformed both the district and state in Math.

                                                Riverside                     District                                    State

Reading/Language                  51.1                             52.7                             53.0

Math                                        60.0                             57.5                             58.9

Science                                    52.6                             55.1                             57.7

Social Studies                         55.3                             53.8                             56.7

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

                                                Riverside                     District                                    State

Reading/Language                  3.5                               1.9                               1.2

Math                                        5.0                               1.5                               2.0

Science                                    2.1                               2.7                               3.7

Social Studies                         8.3                               4.6                               4.7

Fifth Grade TCAP Performance

The 2007 TCAP results for fifth grade show that Riverside was outperformed by the district and state in all tests.

                                                Riverside                     District                                    State

Reading/Language                  51.5                             55.8                             55.8

Math                                        53.2                             57.4                             57.6

Science                                    48.5                             55.4                             56.1

Social Studies                         47.8                             55.1                             56.4

Riverside’s 3-Yr-Avg NCE gain for the fifth grade was higher than the district and state in Reading/Language, Math, and Science.  Riverside’s 3-Yr-Avg NCE gain was lower than the district and state for Social Studies.

                                                Riverside                     District                                    State

Reading/Language                  6.0                               5.1                               4.7

Math                                        2.8                               2.5                               2.0

Science                                    4.4                               3.4                               1.4

Social Studies                         1.3                               3.2                               2.4

Riverside Elementary is currently in good standing in regards to NCLB status.  Riverside met adequate yearly progress (AYP) in 2007 in all subgroups tested.

AYP Calculations in Reading/Language Plus Writing

The 2007 Reading/Language Plus Writing AYP subgroup disaggregation for grades three through five indicate that the NCLB mandate of 83% Proficient/Advanced was met in the subgroups of All Students, White, African American and Economically Disadvantaged.

The 2007 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 (+4%).  Increased percentage Proficient/Advanced 2 Year Average was found in the following subgroups: 

§         African American (+6%)

§         White (+4%)

§         Economically Disadvantaged (+5%)

§         Students with Disabilities (+17%)

2007 was the first year the Hispanic subgroup had a 2 Year Average for percentage Proficient/Advanced.

The percentage Proficient/Advanced 2 Year Average for Hispanic was the only subgroup exceeding the State Percentage Proficient/Advanced 2 Year Average.  All the other subgroups performed below the State Percentage Proficient/Advanced 2 Year Average.

§         All Students (-2%)

§         African American (-1%)

§         Hispanic (+10%)

§         White (-4%)

§         Economically Disadvantaged (-1%)

§         Students with Disabilities (-9%)

A closer look at the disaggregated data reveals that Riverside is moving students from Proficient to Advanced.  Subgroups African American, Hispanic, and Students with Disabilities saw an increase in Advanced, whereas All Students, White, and Economically Disadvantaged saw a slight decrease or remain unchanged.

§         All Students (0%)

§         African American (+5%)

§         Hispanic (+8%)

§         White (-1%)

§         Economically Disadvantaged (-1%)

§         Students with Disabilities (+6%)

All subgroups except Hispanic were able to reduce the Percentage of Below Proficient.  All Students reduced 4%, African American 9%, White 4%, Economically Disadvantaged 6%, and Students with Disabilities 21%.  The Percentage Below Proficient for Hispanic increased 9%.

The 2007 Report Card does not show the subgroups for Male and Female.  However, the Disaggregation Summary Report includes Male and Female by grade level.  The Percentage Proficient/Advanced for third grade Reading/Language Arts was 92% for Male and 96% for Female.  The Percentage Proficient/Advanced for fourth grade Reading/Language Arts was 78% for Male and 95% for Female.  The Percentage Proficient/Advanced for fifth grade Reading/Language Arts was 91% for Male and 88% for Female.

AYP Calculations in Math

The 2007 Math AYP subgroup disaggregation for grades three through five indicates that the NCLB mandate of 79% Proficient/Advanced was met in the subgroups of All Students, African American, Hispanic, White, and Economically Disadvantaged.

The 2007 AYP subgroup disaggregation for grades three through five indicates that the Percentage Proficient/Advanced 2 Year Average has increased for All Students (+3%).  Increased Percentage Proficient/Advanced 2 Year Average was found in the following subgroups: 

§         African American (+5%)

§         White (+5%)

§         Economically Disadvantaged (+6%)

§         Students with Disabilities (+7%)

2007 was the first year the subgroup Hispanic had a 2 Year Average for Percentage Proficient/Advanced.

All subgroups performed higher than the State Percentage Proficient/Advanced 2 Year Average.

§         All Students (+2%)

§         African American (+6%)

§         Hispanic (+8%)

§         White (+5%)

§         Economically Disadvantaged (+7%)

§         Students with Disabilities (+2%)

A closer look at the disaggregated data reveals that Riverside is moving more students from Proficient to Advanced.  All subgroups percentage of Advanced remained unchanged or increased.

§         All Students (+7%)

§         African American (+12%)

§         Hispanic (0%)

§         White (+9%)

§         Economically Disadvantaged (+3%)

§         Students with Disabilities (+16%)

While Riverside has been able to increase the percentage of Advanced students, some subgroups saw a slightly higher percentage of Below Proficient.  The subgroup All Students increased 2%, Hispanic increased 1%, White 3%, and Students with Disabilities 1%.  Economically Disadvantaged remained unchanged, and African American decreased the Percentage Below Proficient 3%.

The 2007 Report Card does not show the subgroups for Male and Female.  However, the Disaggregation Summary Report includes Male and Female by grade level.  The Percentage Proficient/Advanced for third grade Math was 92% for Male and 96% for Female.  The Percentage Proficient/Advanced for fourth grade Math was 84% for Male and 95% for Female.  The Percentage Proficient/Advanced for fifth grade Math was 85 % for Male and 85% for Female.

TCAP Criterion Referenced Academic Achievement

The 3-Yr Average Criterion Referenced Grade (C) in Reading/Language remained unchanged for 2007. 

The 3-Yr Average Criterion Referenced Grade in Math increased from Above Average (B) to Exemplary (A) for 2007.

The 3-Yr Average Criterion Referenced Grade in Science increased from Below Average (D) to Average (C) for 2007.

The 3-Yr Average Criterion Referenced Grade (C) in Social Studies remained unchanged for 2007.

Riverside’s CRT NCE scores show an upward trend from 2005-2007.  However, our scores continue to lag behind the state’s scores.

Riverside CRT NCE               2005                2006                2007                2007 State

Reading/Language                  46                    47                    49                    56

Math                                        49                    53                    56                    57

Science                                    47                    47                    49                    55

Social Studies                         47                    48                    51                    54

Riverside’s TCAP Writing Score for fifth grade remained unchanged at 3.8 and Above Average (B) for 2007.  Riverside continues to score below the State’s score of 4.1.

Academic Growth (Value Added)

Riverside’s 2007 mean gains in Reading/Language, Science and Social Studies increased from 2006.  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/Language, 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.

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

Growth Differences/Gaps

Riverside continues to see more gains being made in the lower achieving subgroups for fourth grade.  Gains for the previous cohort(s) two lowest prior-achievement subgroups continue to exceed a year’s growth with the Economically Disadvantaged, Black, Male, and Female for fourth grade Reading/Language.  The middle prior-achievement subgroups for the previous cohort(s) continue to struggle to make a year’s growth with Economically Disadvantaged, Black, Male, and Female for fourth grade Reading/Language.  Economically Disadvantaged and Female exceeded a year’s growth in the previous cohort(s) highest prior-achievement subgroup for fourth grade Reading/Language.

Gains for the previous cohort(s) two lowest and middle prior-achievement subgroups continue to exceed a year’s growth with the Economically Disadvantaged, Black, Male, and Female for fourth grade Math.  Economically Disadvantaged and Male did not make a year’s growth in the previous cohort(s) two highest prior-achievement subgroups for fourth grade Math.

Gains were made in all prior-achievement subgroups for the previous cohort(s) with the Economically Disadvantaged for fifth grade Reading/Language.  Fifth grade did not make a year’s growth with the lowest prior-achievement subgroup in Special Ed, Black, Female, and Male for fifth grade Reading/Language.  However, gains were made in the other prior-achievement subgroups for Black, Male, and Female for fifth grade Reading/Language.

Gains were made in all prior-achievement subgroups for the previous cohort(s) for fifth grade math except the lowest prior-achievement subgroup for Female, and the next to highest prior-achievement subgroup for Economically Disadvantaged and Male.

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

The subgroups All Students, African American, White, and Economically Disadvantaged 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.

The Percentage Proficient/Advanced 2 Year Average increased in 2007 for All Students, African American, White, and Economically Disadvantaged for Reading/Language Plus Writing and Math.

All subgroups performed higher than the State Percentage Proficient/Advanced 2 Year Average in Math.

The percentage of Advanced students increased in the subgroups African American, Hispanic, and Students with Disabilities in Reading/Language Plus Writing.  The percentage of Advanced students increased in the subgroups All Students, African American, White, Economically Disadvantaged, and Students with Disabilities in Math.

The percentage of Below Proficient students was reduced in the subgroups All Students, African American, White, Economically Disadvantaged, and Students with Disabilities for Reading/Language Plus Writing.  The percentage of Below Proficient students was reduced in the subgroup African American for Math.

The 3-Yr Average Criterion Referenced Grade increased in Math and Science and remained unchanged in Reading/Language and Social Studies.

Riverside’s CRT NCE scores continue to increase in Reading/Language, Math, Science, and Social Studies.

Riverside’s 2007 mean gains for Reading/Language, Math, Science, and Social Studies exceeded the 2007 State Growth Standard and received a status of (A) for all subjects.

Needs

While our Percentage Proficient/Advanced 2 Year Average increased for several subgroups, the subgroups All Students, African American, White, Economically Disadvantaged, and Students with Disabilities performed below the State Percentage Proficient/Advanced 2 Year Average in Reading/Language.

The Percentage Below Proficient for Hispanics in Reading/Language increased.  The Percentage Below Proficient for All Students, White, and Students with Disabilities in Math increased.

Even though Riverside’s CRT NCE scores have increased, they were below the state’s 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.

The TCAP Writing Score for fifth 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 score.

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. 

Students with Disabilities did not meet AYP in either Reading/Language Plus Writing or Math.  While Riverside does not have enough students to make a subgroup, it is noted that these students do contribute to the district’s subgroup for AYP.

There is a gap in achievement of the Male and Female subgroups in both Reading/Language Arts and Math for fourth grade.

Goal 1: Reading/Language Plus Writing

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

Goal 2: Reading/Language Plus Writing

The 3-Yr Average for the fifth grade Writing Assessment will increase from 3.8 to 3.9 by 2009.

Goal 3: Math

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

Goal 4: Both Subjects

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.

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.

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 1^st grade.  Students’ progress is monitored to check that reading achievement is improving.

Implementa-tion 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/Lang-uage 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/Lang-uage 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/Lang-uage 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%

1^st 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.

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.

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 5^th 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.

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.

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.

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 5^th 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. 

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 5^th 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

 3^rd – 5^th 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 5^th 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 2^nd 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 3^rd grade and with repeating 2^nd 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 1^st 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 4^th 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 5^th 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 5^th , 8^th , and 11^th grade to show students’ growth in Language Arts.

Our gain on a 3 year average NCE gain for the 4^th grade was higher in the area in the Language Arts (2.3 higher than the state). The 5^th 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 1^st 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

2^nd 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.

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.

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.

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