Tennessee School Improvement Plan

Tennessee School Improvement Planning Process (TSIPP)

SIP Templates

Tennessee Department of Education Commissioner Lana C. Seivers

August, 2007 Tennessee School Improvement Planning Process (TSIPP)

Assurances with Signature of Principal

I certify that ______School has utilized the data and other requirements requested for each component. The school will operate its programs in accordance with all of the required assurances and certifications for each program area.

I CERTIFY that the assurances referenced above have been satisfied to the best of my knowledge.

______Signature of Principal Date Signed

Tennessee School Improvement Planning Process Templates – August, 2007 Page 2 of 69 Component 1a - School Profile and Collaborative Process

TEMPLATE 1.1: SIP Leadership Team Composition In the School Improvement process, six committees exist: a leadership team and five subcommittees. Establish a subcommittee for each of the five components of the plan. The Leadership Team is composed of its chairperson, the chairperson from each of the subcommittees, and representatives from each relevant stakeholder group and major initiatives within the school. These stakeholders could include representatives from the following groups: teachers, administrators, non-certified personnel, community, parents, and students. In high schools, be sure to represent faculty from both the academic and the technical paths.

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

TEMPLATE 1.1: SIP Leadership Team Composition (Rubric Indicator 1.1)

Leader- SIP Leadership Team ship Name of Subcommittee(s) Position Member Name Chair? (when applicable) (Y/N) David Fox Y Teacher Component 1 C Dana Griggs Teacher Component 1 Pat Farris Teacher Component 1 Rhonda Cole Teacher Component 1 Cindy Putman Teacher Component 1 Sandy Dunn Teacher Component 1 Jill Farris Teacher Component 1 Ramona Hicks Teacher Component 1

TEMPLATE 1.2: Subcommittee Formation and Operation Subcommittees should represent various grade levels within the school and relevant stakeholders. It is desirable to include stakeholders on subcommittees when possible. Stakeholders should be strategically assigned to appropriate committees based on strength, skills and knowledge.

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

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

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

TEMPLATE 1.2: Subcommittee Formation and Operation (Rubric Indicator 1.2)

Subcommittee for COMPONENT 1 School Profile and Collaborative Process Member Name Position Chair Karen Mason Teacher Asst. Teacher Asst. Justin Brown Teacher * Angie Arnett Counselor Brenda Jones Teacher Diane Fredman Teacher Sheri Gaw Parent Arlee Freeman Teacher

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

Component 1 Subcommittee has met to address critical YES NO components of the SIP and minutes are on file.

Subcommittee 1 Chair Signature

Tennessee School Improvement Planning Process Templates – August, 2007 Page 4 of 69 Tennessee School Improvement Planning Process Templates – August, 2007 Page 5 of 69 Subcommittee for COMPONENT 2 Beliefs, Mission and Vision Member Name Position Chair Leann Taylor Principal Sharon Luhn Counselor Carisa Comer Teacher Robbie Roberson Assistant Principal Beth Anderson Teacher * Tracy Craighead Music Teacher Mandy Gaw Special Education Teacher

Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and Organizational Effectiveness Member Name Position Chair Bryant Swallows School Resource Officer Rhonda Dillon Parent Melody Bunch Teacher * Nancy Pointer Teacher Annette Stroupe Interpreter

Tennessee School Improvement Planning Process Templates – August, 2007 Page 6 of 69 Subcommittee for COMPONENT 4 Action Plan Development Member Name Position Chair Karen Helton Teacher Laura Young Teacher Amy Collins Librarian * Jill Williams Teacher Bart Cagle Teacher Kim Locke Teacher Marie Thompson Teacher Beth Price Teacher Emily Jones Teacher Julie Vanderbleek Parent Steve Haggard Physical Ed. Teacher Donna Harpe Teacher Jodi Bush Writing Specicalist Beth Brown Teacher Tracy Sparks Speech Teacher (tab in last cell to create a new row as needed)

Tennessee School Improvement Planning Process Templates – August, 2007 Page 7 of 69 Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation Member Name Position Chair Leann Taylor Principal Michelle Haggard Teacher Vicky Draper Teacher Gavin Moore Teacher * Jane Baker Parent Vicky Poston Teacher Wren VanHooser Art Teacher Clint Isbill Music Teacher Sheila Chaffin Interpreter Erin Lynch Teacher Melody Brewington Teacher Kim Dillon Special Ed. Teacher

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

TEMPLATE 1.3.1: Data Sources (Including surveys) Use surveys to capture perceptual data. Administer some kind of survey to all shareholders with reasonable frequency. Determine how often to administer your surveys by considering several factors:  Mobility of student families  Grade span served (if you serve only three grades, you could have a complete turnover of parents every three years)  Change in leadership  Change in organizational practice.

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

TEMPLATE 1.3.1: Data Sources (including surveys) (Rubric Indicator 1.3)

Data Source Relevant Findings TCAP Writing Test The TCAP writing scores again this year were A’s in both the 5th and 8th grades. Algood School has received A’s in both grades for the last 3 years. Writing would be considered a strength in Algood School. TVASS School Report Using data from the 2007 TVASS School Report, the three year average for math at Algood School shows a mean gain in all grades 4th-8th. The Value Added Report three year average for Algood students in math show last year’s fourth grade math students had an overall gain of 0.6, fifth grade students a gain of 2.7, sixth grade students a gain of 5.3, seventh grade students a gain of 2.7, and eighth grade students a gain of 3.8. Last year’s fourth grade math students had an overall gain of 0.5, fifth grade students a gain of 2.4, sixth grade students a gain of 2.9, seventh grade students -1.1, and eighth grade students a gain of 0.2. The three year average for reading/language arts at Algood school shows a mean gain greater than the growth standard for grade levels 3-8 with the exception of 7th grade which had a gain

Tennessee School Improvement Planning Process Templates – August, 2007 Page 9 of 69 Data Source Relevant Findings below growth standard but less than one standard error. When looking at overall student performance in Reading/Language Arts, 93% of Algood students scored proficient or advanced on their overall test scores. Writing organization and process scores are particularly strong throughout grades 3-8. The Value Added Report three year average for Algood students in Reading/LA show last year’s fourth grade students had an overall gain of 1.5, fifth graders a gain of 2.2, sixth graders a gain of 8.6, 7th graders - 0.2, and the eighth graders a gain of 3.0. in 2007 Algood students in Reading/LA show every grade had an overall gain with the exceptions of 4th and 7th grades. Last year’s fourth grade Reading/LA students had an overall gain of -.2, fifth graders a gain of 1.1, sixth graders a gain of 7.0, 7th graders a gain of -3.6, and the eighth graders a gain of 1.4. The three year average for science at Algood School shows a mean gain greater than the growth standard for grade levels 3-8. When looking at overall student performance in science, more than 94% of Algood students scored proficient or advanced on their overall test scores. The Value Added Report three year average for Algood students in science show last year’s fourth grade students had an overall gain of 2.6, fifth graders a gain of . 2, sixth graders a gain of 4.1, 7th graders 9.8, and the eighth graders a gain of 3.8. Algood students in science show every grade had an overall gain with the exception of 8th grade. Last year’s fourth grade science students had an overall gain of .94.8, fifth graders a gain of 1.0, sixth graders a gain of 9.82.7, 7th graders a gain of 13.0, and the eighth graders a gain of -11.5. The three year average for social studies at Algood School shows a mean gain greater than the growth standard for grade levels 3-8 with the exception of 7th grades, which had a gain below growth

Tennessee School Improvement Planning Process Templates – August, 2007 Page 10 of 69 Data Source Relevant Findings standard. When looking at overall student performance in social studies, more than 90% of Algood students scored proficient or advanced on their overall test scores. This is an increase of 5% from 2005. The 6th grade shows more than 94% scored proficient or advanced. In the 5th grade the percentage dropped to 85%, the 7th- 89%, and 8th- 13%. The Value Added Report three year average for Algood students in social studies show last year’s fourth grade students had an overall gain of 1.4, fifth graders a gain of .4, sixth graders a gain of 4.4, 7th graders -1.9, and the eighth graders a gain of 1.6. In 2007 only the 5th and the 8th grades show a gain. The 4th and 6th grades showed a slight negative gain, and the 7th grade a negative gain of -2.5. Last year’s fourth grade science students had an overall gain of -.8, fifth graders a gain of 1.2, sixth graders a gain of -.1, 7th graders a gain of -2.5, and the eighth graders a gain of -.9.

TCAP Test Algood School has made remarkable gains in most subject areas both in achievement. The mastery levels in math, language arts, science, and social studies show an upward trend in grades three through eight. Most grade and subject areas show a movement of students from below proficient to proficient and the proficient students moved towards advanced. There were a few grade/ subject areas that did not reflect this. The major exception was 8th grade science that had significant decreases in acheivement.

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

Tennessee School Improvement Planning Process Templates – August, 2007 Page 11 of 69 Some of the factors to consider in this narrative and analysis might be historical background, facilities, environmental and safety concerns, socio-economic factors, parent/guardian demographics, honors classes, unique programs, parental support, school-business partnerships, major employers, and any other demographic factor (school or community) of major impact, including major changes and/or events that have adversely impacted your school..

TEMPLATE 1.3.2: School and Community Data (Rubric Indicator 1.3)

Narrative and analysis of relevant school and community factors:

School Profile

Algood School was established in 1892 as a primary school serving the town of Algood. In 1902 the school was moved to 288 East Main Street. The high school program was established in

1922 with the construction of a new building. The high school was discontinued in 1966 and the school encompassed grades K-9 until 1997. From 1997 until the spring of 2001 the school served approximately 400 students in grades K-6. In the fall of 2001 the new K-8 Algood

School on Dry Valley Road was completed. The new school serves 938 students in grades 1-8 with the expectation of adding kindergarten in 2009. Grades K-4 are self-contained and grades

5-7 are departmentalized. There are forty-three classroom teachers, nine encore teachers, including two P.E. specialist, two Music specialist, and two librarians,and one art teacher. We have three resource teachers, 1 CDC teacher, a part-time Speech Therapist, a part-time ESL teacher, a part-time teacher of the gifted, P.T. and O.T. therapists, and fourteen teacher assistants serving the needs of our special education students. There are seven teacher assistants in the regular education program. There are also two guidance counselors, a principal and two assistant principals. By providing a diversity of clearly focused educational programs of excellence,

Algood School has developed a partnership with the community of Algood that has and is producing literate, cultured, self-confident and responsible citizens.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 12 of 69 School and Community

Algood School exists for the benefit of the citizens of Algood and the surrounding vicinity. In order for the school to better serve the members of the community we must know their needs, characteristics, backgrounds, and aspirations. Differences in people and their needs must be taken into consideration in order to provide the educational experiences that will prepare the students for the roles they will play in their communities and the world. Our philosophy and curriculum reflects those concerns and contain specific programs to meet those needs.

Algood School has served the City of Algood and the northeastern section of Putnam County for more than a century and has become an integral part of the community. The school serves as a center for youth activities and is utilized by several community organizations such as Boy and

Girl Scouts and several community sports leagues. If the school continues to maintain the tradition of a community facility for another century, it will indeed fulfill one of the essential characteristics of an outstanding school, service to the community.

The Algood community is primarily rural. The majority of parents work in the manufacturing and service sector. The average educational background of our parents is the completion of a high school program. However many of our parents have or are taking advantage of a university in our sister city Cookeville, acquiring various degrees in areas such as business, education, engineering, and nursing.

An analysis of the parent, teacher, and student surveys indicate strong support of the school in the areas of curriculum, technology, student expectations, parent teacher relationships, staff friendliness, and leadership. Areas indicated as needing improvement include parental and staff involvement in decision-making, student assessment, help with homework, and additional staff to support growth. Since this survey much effort has been put forth to develop an active,

Tennessee School Improvement Planning Process Templates – August, 2007 Page 13 of 69 effective Parent Teacher Organization (PTO).

The Algood PTO has three main purposes. They are: raise money through fundraisers for educational needs, facilitate parent involvement through volunteers and events, and demonstrate appreciation to teachers and staff. The PTO sponsors two main fundraisers during the school year. One event takes place in the fall (Smart Cards) and one in the spring (Redskin Run).

Family events such as the Spaghetti Supper/Live Auction and Cookies with Santa serve as small fundraisers with the main focus on family involvement and enjoyment. Parents are encouraged to sign up at the beginning of the school year to volunteer in classes, help with events and get involved in their child(ren)’s education. The PTO has been able to support the staff through the fundraisers and the volunteers provided through the year. Each year the fundraisers have enhanced the student’s education and experience at school by providing teachers with items from teacher wish lists, mulch for the playgrounds, a climbing wall, monthly clinic assistance, emergency funds for incidentals and providing educational equipment such as computers and

DVD players. The PTO also has luncheons and sweets throughout the year to show our appreciation to the teachers and school staff. Due to the continued support of the parents and staff, the PTO has been able to assist the school when funds are low and supplement the funding for our children’s education while supporting the teachers and staff at Algood School. In the future, the PTO hopes to continue our monetary and voluntary assistance as well as work harder to facilitate better communication between parents and staff, and provide a yearly budget that will cover the needs of the growing school.

There is also a strong relationship between the school and the Alumni Association. The school’s alumni have been active in support of new programs both financially and with public relations in our community. Additionally, Alumni members volunteer in a variety of ways such as tutoring, administering hearing and vision tests, and reading with students, etc.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 14 of 69 The school also has strong ties with the business sector through the Adopt-A-School program.

As our school population has nearly doubled so has our sponsors in the program. Our partnership with Masters Health Care, The Rogers Group, Institutional Wholesale, REI,

McDonald’s, Citizens Bank, JWC Broadcasting, Bartlett Surveying, Bargain City Furniture, and

Phoenix USA has been a tremendous success. These partnerships have provided an opportunity for the students to interact with others in our community, especially at Masters Health Care, where the students have visited patients, sent art projects, small gifts, and cards. Our adopters have sponsored annual Easter egg hunts, end of the year carnivals, and faculty luncheons. In addition to our sponsors, the Algood Business Association and Trinity Assembly have contributed to programs at the school that benefit the students and the community. As we have partnered with businesses and organizations in our community we have been able to provide the necessary equipment, supplies, and resources needed to provide a more diverse education for our students.

School Personnel

At Algood School, every effort is made to secure and retain highly qualified personnel by considering educational levels, experience and other supplementary training. The staff is continually seeking to improve the quality of instruction for the students in the school. As professional development activities are planned, the variety of experiences and need for additional training in new instructional strategies are coordinated.

New teachers to the building are provided with a peer trainer or mentor for learning about system

Tennessee School Improvement Planning Process Templates – August, 2007 Page 15 of 69 and school procedures, the instructional program, and the school-wide programs.

The principal evaluates teachers, student personnel, and educational assistants periodically.

Suggestions for growth and development are made as needed.

Professional Staff

62 Total # Professional Staff

16 Average years teaching experience

22 Total # Bachelor’s Degrees

21 Total # with Master’s Degree

5 Total # with Master’s Degree Plus

13 Total # of Ed.S Degrees

1 Ph.D.

Support Staff

21 Total # Educational Assistants

17 Total # High School Diplomas

3 Total # GED’

1 Bachelor’s Degree

Algood Elementary School

Tennessee School Improvement Planning Process Templates – August, 2007 Page 16 of 69 Family Friendly Survey “Best Practices”

Top 3 Best Practices

1. I am welcome to visit school during the school day. 92.3% Agreed or Strongly Agreed 2. I am treated courteously when I visit the school. 99% Strongly Agreed 3. If I have a question about what my child is learning, I 90% Agreed or feel comfortable in asking it. Strongly AGreed

Algood Elementary School Family Friendly Survey “Needs Improvement”

Top 3 Areas Needing Improvement

1. I have input on school policies before they are 31% Disagreed or enacted. Strongly Disagreed 2. The school requires me to attend a conference 24% Disagreed or about my child at least once a year. Strongly Disagreed 3. Some school meetings are held in places other than 22% Disagreed or the school. Strongly Disagreed

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

TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures Refer to Component 1 Academic/Nonacademic Helpful Hints.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 17 of 69 TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures (Rubric Indicator 1.4)

List Data Sources TVASS

TCAP Results

Tennessee Report Card

Writing Assessment Criterion-referenced Exams Performance-based Measures Text Book Tests Samples of Student Work (portfolios, project demonstrations, lab journals, service learning participation)

TEMPLATE 1.5: Data Collection and Analysis Describe the data collection and analysis process used in determining your strengths and needs. Collection refers to the types of data gathered. Analysis would be the process used for the full review of all data gathered.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 18 of 69 TEMPLATE 1.5: Data Collection and Analysis (Rubric Indicator 1.5)

Describe the data collection and analysis process used in determining your strengths and needs.  Using data from TCAP results, the committee took and compared each grade level’s below proficient, proficient, and advanced scores for each subject area for the year 2004 compared to 2005.  The committee looked at the data from TVASS results and analyzed the comparisons of the growth in year 2005 to the 3-year NCE average student performance for five sub groups. (Low, low middle, middle, middle high, and high.)  The committee also looked at the student performance data in each subject areas by grade to determine areas of weakness and strength.  The committee used the Tennessee State Report Card to compare 2005 results to 2004. The committee used the Writing Assessment Test results in 5th and 8th grade Language Arts to analyze writing skills.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 19 of 69 TEMPLATE 1.6: Report Card Data Disaggregation Provide narrative analysis of disaggregated Report Card data. Disaggregation is the separating of data into pieces for a detailed review. The results would focus on what you learn about the individual data pieces.

TEMPLATE 1.6: Report Card Data Disaggregation (Rubric Indicator 1.6)

Report Card Data Disaggregation The overall school report for the last 3 years is as follows: In 2005, it was 2 A’s and 2 B’s, in 2006 3 A’s and 1 B, and in 2007 4 A’s. The report cards for the school by subject areas for are: The Tennessee Report Card shows the math grade of A with a score or 64 for the years 2006 and 2007 compared to the state grade of A with a score of 57. The TVASS (value added) shows a grade of A in both 2006 and 2007. The Tennessee Report Card shows the Reading/LA grade of A for the years 2005, 2006 and in 2007. The state grade is B. The TVASS (value added) shows a grade of A in 2006 and 2007. The TCAP writing scores in the fourth and eighth grade are A’s for the years 2005, 2006, and 2007. The Tennessee Report Card shows the science grade of B for the year 2005, but 2006 and 2007 Algood School received an A compared to the state grade of B. The TVASS (value added) shows a grade of A in 2006 and in 2007. The Tennessee Report Card shows the social studies grade of B for the years 2005 and an A in years 2006 and 2007 compared to the state grade of B. The score on the report card has increased each from 56 to 59 to 61 in 2007. The TVASS (value added) shows a grade of A in 2006 and 2007.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 20 of 69 TEMPLATE 1.7: Narrative Synthesis of All Data Give a narrative synthesis of all data. Synthesis would be the blending of the data reviews to give the big picture.

TEMPLATE 1.7: Narrative Synthesis of All Data (Rubric Indicator 1.7)

Narrative Synthesis of Data Component 1 Student Performance Data Analysis by Grade and Subject Area

Algood School has made remarkable gains in all subject areas both in achievement and in value added in the past three year period. There have been a few problem areas, but they have been addressed. The improvement is reflected in the State Report Card for Algood School. In 2005, it was 2 A’s and 2 B’s, in 2006 3 A’s and 1 B, and in 2007 4 A’s.

The TCAP writing scores again this year were A’s in both the 5th and 8th grades. Algood School has received A’s in both grades for the last 3 years.

The following information is broken down by grade and subject area. It contains a comparison of below proficient, proficient, and advanced scores for years 2004 and 2005. It also contains a breakdown of TVASS results.

Using data from the 2007 TVASS School Report, the three year average for math at Algood School shows a mean gain in all grades 4th-8th. The Value Added Report three year average for Algood students in math show last year’s fourth grade math students had an overall gain of 0.6, fifth grade students a gain of 2.7, sixth grade students a gain of 5.3, seventh grade students a gain of 2.7, and eighth grade students a gain of 3.8. Last year’s fourth grade math students had an overall gain of 0.5, fifth grade students a gain of 2.4, sixth grade students a gain of 2.9, seventh grade students -1.1, and eighth grade students a gain of 0.2.

The Tennessee Report Card shows the math grade of A with a score or 64 for the years 2006 and 2007 compared to the state grade of A with a score of 57. The TVASS (value added) shows a grade of A in both 2006 and 2007.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 21 of 69 Narrative Synthesis of Data The third grade math scores show a three year average of 65.1 compared to a state average of 58.8. The 2007 average being 68.0. Mastery level results was consistent in each of the areas with only 3% averaging below proficient, 40% averaging proficient, and 57% averaging in the advanced range. The chart below shows the range of all students for all mastery levels.

% Below % Proficient % Advanced Number Sense Theory 4 39 57 Computation 2 40 58 Algebraic Thinking 1 42 57 Real Word Problem Solving 2 42 56 Data Analysis and Probability 5 35 60 Measurement 4 35 61 Geometry 1 36 57

As seen in the graph below, the mastery levels in math show an upward trend in third grade.

Third Grade Math Comparison 2006-2007

40 40 2006 2007 30 30

10 6 3 0 BP P A

Tennessee School Improvement Planning Process Templates – August, 2007 Page 22 of 69 Narrative Synthesis of Data Fourth Grade Math The fourth grade math scores show a three year average of 62.7 compared to a state average of 58.9. The 2007 average being 68.9. Mastery level results in each or the areas are: 7% averaging below proficient, 32% averaging proficient, and 61% averaging in the advanced range. The chart below shows a range of all students for all mastery levels.

% Below % Proficient % Advanced Number Sense/Theory 7 33 60 Computation 8 39 58 Algebraic Thinking 7 27 66 Real Word Problem Solving 7 37 56 Data Analysis and Probability 8 34 58 Measurement 8 28 64 Geometry 9 30 61

As seen in the graph below the mastery levels in math show an upward trend in fourth grade.

Fourth Grade Math Comparison 2006/2007

70 61 60 54 50 40 38 32 2006 30 2007 20

10 8 7 0 BP P A

The Value added scores shows that there were gains made in the lower/middle to highest students, but lowest students did not showed a negative gain.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 23 of 69 Tennessee School Improvement Planning Process Templates – August, 2007 Page 24 of 69 TEMPLATE 1.8: Prioritized List of Goal Targets List in priority order your goal targets. The goals for Component 4 (Action Plan) will be derived from this prioritized list of goal targets. Prioritized goals would identify the most critical areas of need and where your wok would start.

TEMPLATE 1.8: Prioritized List of Goal Targets (Rubric Indicator 1.8)

Prioritized List of Goal Targets 1. Students will demonstrate improved reading performance at all grade levels. 2. Students will increase math achievement to meet the new standards that will be implemented at the beginning of the 2009-2010 school year. 3. Increased parental involvement.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 25 of 69 Component 2 – Beliefs, Common Mission and Shared Vision

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

Template 2.1: Beliefs, Common Mission and Shared Vision (Rubric Indicators 2.1 and 2.2)

Beliefs

Our purpose is to educate all students to the best of their ability, regardless of race, religion, ethnic origin, or socio-economic status. We are dedicated to the total education of all students. We believe every student is an individual and is valuable. Their various learning styles can be met through a variety of teaching techniques that classroom teachers can provide to achieve student success. The faculty and staff at Algood School believes that every student is an untapped resource with varying potentials, characteristics, needs, and interests.

We believe that the future of our community and society depends on the young minds that we are educating today.

We believe students must have a safe environment that promotes optimal student learning.

We believe every child should be given the opportunity to develop a life- long love of learning by having enjoyable learning experiences that build self-esteem and enhance personal dignity.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 26 of 69 We believe that home, school, and community share in the responsibility of nurturing and preparing productive young men and women for tomorrow.

We believe all students should learn to be sensitive to and respectful of the uniqueness of others.

We believe students learn best when they have appropriate learning activities.

We believe commitment and harmony among administration, faculty, and staff members promote a productive learning atmosphere.

Common Mission

Tennessee School Improvement Planning Process Templates – August, 2007 Page 27 of 69 The mission of Algood School, hand-in-hand with our community is to provide a quality education through diverse and clearly focused educational programs that instill in all students intellectual, moral, physical, emotional, and social values; produce citizens competent in basic skills, possessing the ability to think critically and solve problems; promote a positive attitude toward learning; and prepare all students to succeed in this ever-changing world.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 28 of 69 Shared Vision 1. To develop a sequential writing program that fosters competency

and creativity.

2. To instill in students an appreciation for literature.

3. To provide sequential education programs that encompass all

academic skills using Spanish I, Algebra I, music, art and guidance.

4. To promote in each student a positive self-concept and a sense of

their responsibility to their community.

5. To promote effective communication among students, parents, staff,

and community members that will enhance the total education

program.

6. To enable students to become physically fit and enjoy a wide range

of activities in order to develop good life-long health habits.

7. To provide a healthy and safe learning environment that promotes a

sense of pride in one’s self, community, and school.

8. To provide an education program that accommodates all levels and

styles of learning.

9. To effectively provide life skills education to our students utilizing

technology and human ecology.

10. To develop critical thinking and responsible decision making skills.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 29 of 69 TEMPLATE 3.1.a: Curricular Practices

Template 3.1.a: Curricular Practices (Rubric Indicators 3.1 and 3.2)

Vertical Standard Reading in the Textbook and Current Curricular Practices Alignment Development Area of Social Implementation of Supplemental Studies 2010 Standards Material *Grade Level *Professional *Teacher plan *Professional *Scheduled meetings Development books Development textbook adoption *Grade level *Teacher plan benchmarks *Grade level *Vertical Team meetings books *Student achievement meetings Meetings *Teaching and *Benchmark *Encore teachers to learning materials Testing enhance standards at are correlated to each grade level *Grade level state standards “beginning of the year” Evidence of Practice parent meetings to explain standards expectations *Media presentation “What My Child’s Test Scores Mean” – Grades 4 -8 – present at the beginning of the year when scores are returned. Yes Yes No Yes Yes Is the current practice research-based?

Yes Yes No Not implemented Yes in all schools, new Is it a principle & practice of high- standards received performing schools? in March 2008 for 2010.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 30 of 69 Effective Effective Not implemented New as of the end Effective Has the current practice been effective or previously of this school year. ineffective? Standards being Teacher plan book Not implemented Data will not be High TCAP scores What data source(s) do you have that aligned at each Teacher discussion previously available until on average support your answer? grade level. 2010 tcaps are scored. Evidence of effectiveness or See Component See Component Not implemented N/A Improved scores ineffectiveness (State in terms of one or data one for data previously on state report quantifiable improvement) card. Training has Not implemented *Professional *Distribution of occurred at all previously development for textbooks. Evidence of equitable school support for levels all teachers *School committee this practice *Training with members for coaches for Math, adoption Science, Lang Art More time devoted Meet on new Meet as a school to Maintain new Maintain new to more core standards being establish core training and build adoptions and subject meetings. implemented in items for each upon development build technology Next Step (changes or continuations) 2010. grade level. to help new usage to standards to be implement implemented effectively effectively.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 31 of 69 TEMPLATE 3.1.b: Curriculum Gap Analysis

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

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

Template 3.1.b: Curriculum Gap Analysis

Curriculum Gap Analysis - Narrative Response Required “What is” The Current Use of: TIME (How are we currently allocating our time and building capacity around understanding and implementing high quality curricular practices?)

Grade level meetings are attended by assistant principal regularly in the elementary wing. Middle school meets as a team monthly, weekly or as needed. This allows for horizontal planning and pacing of material (tests, quizzes, homework).

Professional development is scheduled as needed by teachers and the county offers subject related inservice to help with core areas of teaching.

Textbook Adoption orientation of new materials for General Education.

“What Ought to Be” – How Should we be Using Our: TIME (How should we be allocating our time and building capacity around understanding and implementing high quality curricular practices?)

 Teachers should be allowed more time for In-school vertical alignment time.  Time should be provided for professional development in core areas especially in Science and social studies due to weakness in TVAAS score.  Teachers would like to have more time in their school building for all development and needs assessment.

Equity and Adequacy:

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

There is inequity among subjects. Coaches are not provided for all and development is limited for social studies and science. This is a county issue not simply a school issue.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 32 of 69 Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students?

There is an inequity of resources and support staff per grade levels. The support staff is offset by what funding is allowed for middle school and elementary levels. No funding for middle school assistants.

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

Yes in Reading/ Lang. Arts, Math, Science No, see component one data in areas of Social Studies.

Curriculum Gap Analysis - Narrative Response Required “What is” The Current Use of: MONEY (How are we currently allocating our money and building capacity around understanding and implementing high quality curricular practices?)

Textbooks/Supply/Materials are funded by the general county school budget. Purchases are made as needed. We are able to get material not supplied by the county due to our PTO.

School money has been used to purchase middle school TCAP coach books.

“What Ought to Be” – How Should we be Using Our: MONEY (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality curricular practices?)

Money should be spent on identified areas of need based on Component 3 data. Especially Social Studies.

Each core subject has its own unique set of needs, we are not improving in uniform spending (by this we mean across the vertical team for the subject area).

Tennessee School Improvement Planning Process Templates – August, 2007 Page 33 of 69 Equity and Adequacy:

Are we providing equity and adequacy to all of our teachers? PTO does a wonderful job of providing funds for each teacher, however; needs are different for each teacher and the gap widens without uniform decision making.

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? All core subject teachers have access to PTO funds. Science is aided in the middle school by collecting $10 extra dollars at the beginning of the school year per child. Social Studies is not funded as a priority in the county, however; if an individual teacher has a need the administration does what they can through on-sit monies to meet the need.

Based on the data, are we accurately meeting the needs of all students in our school? We are meeting the needs of the entire school overall according to data. However we see a trend of High performing students not meeting TVAAS due to ceiling cap. Curriculum Gap Analysis - Narrative Response Required “What is” The Current Use of: PERSONNEL (How are we currently allocating our personnel and building capacity around understanding and implementing high quality curricular practices?)

We implemented a writing lab instructor.

Pacing of curriculum in Reading/Language, Math, Social Studies, and Science has been implemented, guides have been completed, and updates are to be periodically made. Areas of science and social studies need to be set as a priority.

“What Ought to Be” – How Should we be Using Our: PERSONNEL (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality curricular practices?)

We need to partner more with local universities to implement more hands-on and one-on-one learning experience.

We need more support (assistance with standards and terminology for the new TCAP tests the state wil be using) for all core subjects especially with new state implemented strategies i.e. tiers and new standards by 2009-2010.

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

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? Teachers need more training in new standards. Teacher’s resources are met yearly to a degree, however; updating of technology is a problem for our school. The funds are raised but not all have the opportunity to get updated resources due to the expense.

Based on the data, are we accurately meeting the needs of all students in our school? Overall we are. There are areas that are not being met specifically. See TVAAS data.

Curriculum Gap Analysis - Narrative Response Required “What is” The Current Use of: OTHER RESOURCES (How are we currently allocating our time and building capacity around understanding and implementing high quality curricular practices?)

SPI checklists are being used for standards pacing.

State has a homepage with standards and copy of blueprint.

Parent volunteers are everywhere in every class.

Adopters and community support is prevalent in our school.

School website is informational and up to date.

School Professionals use their own benchmarks to record student progress with noting when and how many times the SPI is taught.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 35 of 69 “What Ought to Be” – How Should we be Using Our: OTHER RESOURCES (How should we be allocating our other resources and building capacity around understanding and implementing high quality curricular practices?)

MORE VERTICAL ALIGNMENT IN CORE SUBJECT AREAS TO DEVELOP SOME MAINSTREAM CONCEPTS.

Value added gains are not equal due to discrepancy in the levels of proficiency per grade level and subjects

Resources are not equal due to each teacher deciding what they would like their money spent on for the year. Technology is updated every year but there is a discrepancy that cannot be helped due to the expense.

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? Yes, the school administration works effortlessly to make sure that teacher/student needs are met. The state has given more money this year for at-risk students and these funds have made a huge difference aiding teachers with basic supplies for them and providing funds for projects, curricular activities, etc.

The data shows Algood School (Putnam County) as a top 10% school system in the state. We are currently meeting needs to be effective although there are areas that need improvement.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 36 of 69 TEMPLATE 3.1.c: Curricular Summary Questions

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

Template 3.1.c: Curricular Summary Questions (Rubric Indicator 3.2)

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

Core areas of Math and Language Arts at all assessed grade levels. Evidence shown in TCAP scores and value added gain levels.

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.)

Improve understanding and mastery of subjects Science and Social Studies at all grade levels.

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

Vertical alignment involving all elementary and middle school teachers who teach Science and Social Studies. Prioritize goals for each grade level, and regularly check on progress of goal mastery. Address the new state standards with a school plan that will insure mastery of standards at each grade level.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 37 of 69 TEMPLATE 3.2.a: Instructional Practices

Template 3.2.a: Instructional Practices (Rubric Indicators 3.3 and 3.4)

Current Instructional Practices Computer & Web-based Intervention& Graphic Organizers Learning Remediation Programs Enrichment Programs  Quantum *STAR  After school *Use encore teachers Learning *AR tutoring for tier work  Sequence *Reading Benchmark  Summer school *Carol Teeters – charts  Student liaison for community  KWL charts Testing Performance data speakers  Flowcharts *Teacher Web  Tiers *Top 10% - retired  Venn  Peer tutoring teachers work with Diagrams  Community / excelling groups  Story Maps retired teachers *Book Clubs – Evidence of Practice  T-Charts tutoring community  Rubrics  Use encore *High school for credit  Thinking teachers for tier work classes offered in maps  Focused meetings middle school.  Professional *Gifted classes Development *Leveled classes (not in all grades)  SIP  Teacher Lesson Plans Yes Yes No No Is the current practice research-based?

Yes Yes Yes Yes Is it a principle & practice of high-performing schools? Has the current practice been effective or Effective Ineffective without Effective Effective ineffective? updated technology Tiers is a new Effective with updated implementation Ineffective in

Tennessee School Improvement Planning Process Templates – August, 2007 Page 38 of 69 technology Science and Social Studies

*TCAP scores  AR Star Data Tiers-new program Participation rates What data source(s) do you have that support your *Component #1 Data answer? (identify all applicable sources) *Textbooks / Teacher Manuals *TCAP Scores Evidence of effectiveness or ineffectiveness (State *Component #1 Data in terms of quantifiable improvement) Smart Boards Lack- Not provided for Lack of support for Technology  Computers Science and social Social studies is Evidence of equitable school support for this Overhead Projectors studies evident throughout practice DLP Projectors  Computer Inservice Lab and county and state Available books Instructor level. Offer support Create afternoon through vertical assistance for Next Step (changes or continuations) meetings for ALL social studies and teachers. science

Tennessee School Improvement Planning Process Templates – August, 2007 Page 39 of 69 TEMPLATE 3.2.b: Instructional Gap Analysis

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

Template 3.2.b: Instructional Gap Analysis

Instructional Gap Analysis - Narrative Response Required “What is” The Current Use of: TIME (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?)

 Time is allocated to our adopted curriculum.  Teachers are motivated to incorporate graphic organizers into daily classroom lessons.  Time is spent on cooperative learning and group discussions.  Movement is used daily in the classrooms to meet the needs of state mandated physical movement.  STAR tests are given at least three times a year.  A.R. is incorporated into daily routines as part of enriching the reading curriculum.  Teachers go above and beyond their planning time for creating lesson plans and for updating teacher websites.  Time is also spent on parent communication with newsletters, coordinating parent volunteers, teacher conferences, and managing teacher websites.  Time is spent to create hands-on and meaningful lessons establish “real world” experiences as part of meeting the state curriculum requirements.  Time is spent on grade level meetings to allow teachers to plan by collaborating ideas and experiences so that they may better meet the needs of their students.

“What Ought to Be” – How Should we be Using Our: TIME (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?)

 After School Tutoring: A committee needs to be formed to organize a tutoring program. We would like to use retired teachers, volunteers, and school adopters.  Professional Development: Teachers need to utilize the expertise within our school faculty or volunteers (previous/retired teachers) to expand on ideas and teaching practices.  Encore Teachers: Each grade level will submit 3-5 reinforceable “power” standards for encore to incorporate into weekly lessons.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 40 of 69  As time allows, certain encore teachers will supervise and implement leveled tier work in small group settings.  Teachers want to utilize retired teachers to work with exceptional students to provide the opportunity for the top 10% of our students to excel and make gains.  Technology: A computer lab and computer lab instructor would be beneficial for Algood School. The school needs to update with classroom computers, smart boards, and promethean boards / projectors.  Social Studies: More time needs to be devoted to incorporating social studies standards into daily reading and mathematics activities.

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

Instructional Gap Analysis - Narrative Response Required “What is” The Current Use of: MONEY (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?)

 Our school currently has money allocated from the central office to provide a uniform curriculum in all subject areas.  STAR / A.R. – School funds are allocated to purchase on line sites for A.R. / STAR.  Websites – School funds are allocated to purchase teacher websites.  Copy machines are provided by the school for newsletters, notes home, etc.

“What Ought to Be” – How Should we be Using Our: MONEY (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?)

 When funding becomes available, it would be beneficial to have a part-time person to be available for professional development, after school tutoring, and for creating lessons to meet the needs of exceptional students.  When funding becomes available, it would be beneficial to provide the necessary equipment / materials needed to reinforce grade level standards.  The school should provide funds for a computer lab with a technology instructor. The funds should be made available from the county to supplement the instructor.  Classroom computers need updating.  Funds should be made available to provide needed supplemental materials to enhance the social studies curriculum.

Instructional Gap Analysis - Narrative Response Required “What is” The Current Use of: PERSONNEL (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?)

 Personnel at Algood School is allocated in the following ways:  Administrators: one principal and two assistant principals (1-grades K-4 and 1-grades 5-8).  There are 43 core teachers, 7 teacher assistants, 2 counselors, 2 librarians, 1 art teacher, 2 music specialists, 2 physical education specialists, 1 writing specialist, 7 resource teachers, ??? resource teacher assistants, 1 school nurse (who is important to school instruction through administering medications), and ???? physical / occupational therapists. These positions are vital components for the effectiveness of instructional programs at Algood School.  We have 4 office personnel who are instrumental in assuring student attendance, records, and instructional materials that are readily available for learning to take place.

“What Ought to Be” – How Should we be Using Our: PERSONNEL (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?)

 Teachers need to utilize the expertise within our school faculty to expand on ideas and teaching practices.  Encore teachers can reinforce “power” standards from each grade level into their lesson plans.  Encore teachers can supervise and implement leveled tier work in small group settings.  Retired teachers / volunteers can work with exceptional students to help them to excel and to make gains.  A computer lab instructor can help to enhance technology growth.  Our school must maintain a proper student / teacher ratio with added staff as needed to fulfill our student needs.

Instructional Gap Analysis - Narrative Response Required

Tennessee School Improvement Planning Process Templates – August, 2007 Page 44 of 69 “What is” The Current Use of: 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?)

 A technology supplement is available for a staff member at Algood School to update and maintain a current school website. This person is also responsible for troubleshooting problems within our school.  Our community stakeholders / adopters are beneficial not only with financial support, but for community awareness and promotion of school learning and ideas.  Algood School has many community resources to enhance learning: The Putnam County Y.M.C.A. (Learn to Swim Program), Tennessee Technological University (practicum students, student teachers, and presenters), The Pilot Club (safety for 2nd graders), The Breakfast Rotary Club (3rd Grade dictionaries), 4-H, Reading Is Fundamental (RIF), local community helpers for “Community Helper Week”, local veterans are honored at our Veterans’ Day Program.

“What Ought to Be” – How Should we be Using Our: 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?)

 We need evidence that our school is supported with current technology practices (smart boards, computers, promethean boards, etc.)  Community workers who are highly qualified and skilled in technology practices could be beneficial to our school wanting to update in technology.  Field trips to social studies curriculum based areas (Windows of the World, cultural music, etc.) would aid in raising test scores.  Contacts within our community should be made within our community to establish resources for standard based learning.  ALL teachers should maintain a current website.  Algood School should utilize community / retired teachers for tutoring purposes.

TEMPLATE 3.2.c: Instructional Summary Questions

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

Template 3.2.c: Instructional Summary Questions (Rubric Indicator 3.4)

Tennessee School Improvement Planning Process Templates – August, 2007 Page 45 of 69 Instructional Summary Questions- Narrative Response Required What are our major strengths and how do we know?  Algood School uses the Tennessee Department of Education Blueprint for Learning. Elementary and Middle School teachers have been trained to teach using these standards in all lesson planning.  Algood School paces the curriculum and teachers align their lesson plans according to the school calendar.  A current school website and several teacher websites provide curriculum and instructional information for parents.  A developed Family Engagement / Involvement Plan involves parents and students in literacy and math nights (instructional programs).  Grade level meetings at Algood School allow teachers to plan by collaborating ideas and experiences.  Community Resources are used throughout the school year to promote real life instructional practices.

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.)  Algood School is challenged with outdated technology that needs to be replace with more modern equipment.  A.R. should be promoted more at each grade level.  Vertical alignment needs to be incorporated into the curriculum so all grade levels can be successful in mastering standards.  Algood will spend time in implementing annual parent meetings and instructional programs (Literacy and Math Nights).  Algood School needs to raise social studies test scores as evident in Component 1.  The encore teachers at Algood School will spend time implementing grade level standards into their curriculum to supplement classroom grade level instruction.  Algood will obtain committees to organize retired teachers / volunteers to tutor exceptional students and to help produce gains in all subject areas.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 46 of 69 Instructional Summary Questions- Narrative Response Required How will we address our challenges?  Algood will keep a better inventory of classroom technology equipment. Funds will be allotted to establish a working computer lab.  Algood administration, faculty, and staff will promote reading / literacy in a more rewarding manner (better A.R. prizes, recognition for goals met, etc.)  By vertically aligning our grade level standards, Algood teachers and staff will see gains in test scores, and they will see that students will better retain their knowledge and understanding of grade level standards.  Administration and committees will work to plan annual parent nights to enhance our instructional goals.  Algood School will decrease the number of K-8 students who are performing below proficient in social studies by providing real life cultural experiences and by incorporating social studies standards in grade level reading and math curriculums.  Each grade level will submit 3-5 reinforceable “power” standards for encore teachers to incorporate into their weekly lessons.  Administrators / committees will seek retired teachers / volunteers to organize lessons / tutoring for exceptional students to excel and to make gains in all subject areas.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 47 of 69 TEMPLATE 3.3.a: Assessment Practices

Template 3.3.a: Assessment Practices (Rubric Indicators 3.5 and 3.6)

Professional Current Assessment Practices Formative Summative Communication of Development in Assessment Assessment Assessment Results Assessment Use  Skills check lists  Chapter tests  Progress  Inservice opportunities  Observation  Unit tests reports posted on school  Class  State assessment  Report cards system website discussions  Brigance  TCAP score  Educator workshops  Homework  Writing results  Inservice Logs  Adopted Assessment  E-mail and/or Textbook 5th/8th notes to parents Assessments  PSAT / ACT  Websites  AIMS  Gateway  Report Cards Evidence of Practice (State in   Progress Reports definitive/tangible terms)  AR Overall gain of  STAR 1.0  Annual Parent Meetings  Benchmark  IEP Meetings Testing  Parent/Teacher  Mean gain Conferences greater than  Vertical / growth standard Horizontal Grade  Mid year/ End Level Meetings of year teacher  Annual State tests Report cards Yes Yes Yes Yes Is the current practice research-based?

Yes Yes Yes Yes Is it a principle & practice of high-performing schools?

Tennessee School Improvement Planning Process Templates – August, 2007 Page 48 of 69 effective effective effective effective Has the current practice been effective or ineffective? TVASS 3 year  Communicatio comparison n records in school office  E-mail archives What data source(s) do you have that support  Signed your answer? (identify all applicable sources) reports/notes  Family survey results  TVASS value added Grade A  See Component *See Component  As published One for data One for data in state, county, Evidence of effectiveness or ineffectiveness  TVASS mean * TVASS mean and school reports (State in terms of quantifiable improvement) greater than greater than growth to parents growth standard standard

Vertical Vertical Report from State More throughout year Evidence of equitable school support for this practice Alignment Alignment to meet needs Continue to use Continuation Parental Continue inservice formative assessment Emphasis on Content involvement in opportunities with to guide instruction interpretation needs Science curriculum changing standards. *Continuation development Next Step (changes or continuations) Emphasis on Content *Meetings to Reading. explain data from *Grade level TCAP meetings to give TCAP reports out

Tennessee School Improvement Planning Process Templates – August, 2007 Page 49 of 69 TEMPLATE 3.3.b: Assessment Gap Analysis

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

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

Template 3.3.b: Assessment Gap Analysis

Assessment Gap Analysis – Narrative Response Required Current Use of Time

Teachers spend a minimum of thirty hours in professional development each year. Some of this professional development is focused upon each teacher’s particular subject area. Assessment is a major component of the various training opportunities within specific subject areas.

Within the allotted class time, individual teachers use a variety of assessment techniques including the following: skills check lists, observation, class discussions, homework, adopted textbook assessments, web-based assessments, AIMS, AR, STAR, benchmark testing, mid-year teacher generated tests, end-of-the-year teacher tests.

Additionally, time is set aside for summative assessments including TCAP Writing Assessment for fifth and eight grades, TCAP achievement tests for grades 3--8, Gateway, PSAT/ACT, Brigance, chapter tests, and unit tests.

Teachers also analyze data from student assessments to determine areas of strengths and weaknesses among students, as well as what the student’s gains are compared to his/her cohort.

How We Should Use Our Time

We need to continue to further research appropriate assessment tools to determine most effective and cost efficient means of formative assessment.

We need to continue to monitor our AYP results.

We need to continue to train teachers in methods of how to interpret summative and formative test results. Equity and Adequacy:

Tennessee School Improvement Planning Process Templates – August, 2007 Page 51 of 69 Instructional Gap Analysis - Narrative Response Required Current Use of Money

PTO has purchased three mobile computer labs for student use. Students use these computers for web-based assessments.

How We Should Be Using Our Money

With web-based assessments, we run into the dilemma of not having enough working computers for student use. The purchase of additional computers would allow students the opportunity for more web-based assessments, along with the immediate communication of assessment results. 

Tennessee School Improvement Planning Process Templates – August, 2007 Page 52 of 69 Instructional Gap Analysis - Narrative Response Required Current Use of Personnel

Teachers and administrators analyze assessment data to determine strengths and weaknesses of students within particular curriculum standards.

How We Should Be Using Our Personnel

School personnel should be using assessment programs over a period of 3-5 years instead of a one-year stint in order to fully determine the programs’ effectiveness and validity.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 53 of 69 Instructional Gap Analysis - Narrative Response Required Current Use of Other Resources

Volunteers help in monitoring classrooms during standardized assessments.

The local newspaper prints articles about testing near the times of the state-mandated assessments. Additionally, the school sends publications to help parents prepare their child(ren) for standardized testing, along with giving testing strategies and anti-anxiety strategies.

Teachers also communicate with and rely upon parents to provide healthy snacks during state- mandated testing times.

How We Should Be Using Other Resources

We are using some of our resources effectively. However, an area that we would like to see improved is the utilization of students and faculty from Tennessee Tech University in meaningful, hands-on experiences, in the form of authentic assessments. We would like to include members from our community who have expertise in standards-based areas, which could be shared with our students.

We also need to do a better job at using assessment results and acting upon those results.

We need to continue to make parents aware of testing dates and the significance of the testing results.

Furthermore, we need to better communicate assessment results to students and parents.

Are we providing equity and adequacy to all our teachers?

Yes. Teachers identified with needs are provided assistance from the administrators and/or PTO.

We are targeting funds for more technology in the classroom to better meet the assessment needs of students. With what is currently available, we are using these resources effectively; however, with additional funding, we could improve student assessments.

Based on the data, are we accurately meeting the needs of all students in our school? Based on AYP, we are not meeting the needs of the top tier of students. The use of RTI throughout the school will improve student performance because all groups will be leveled according to ability and challenged at their level.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 55 of 69 TEMPLATE 3.3.c: Assessment Summary Questions

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

Template 3.3.c: Assessment Summary Questions (Rubric Indicator 3.6)

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

Algood School uses student assessments that are aligned with the Tennessee Department of Education curriculum standards to evaluate areas of student strengths and weaknesses.

All categories of students are assessed. All students are tested at all levels using a variety of formative and summative assessment tools.

We evaluate the standard-based assessments to know how we need to improve areas of weaknesses.

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

The major challenge is being able to fund the technology needed for student assessment.

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

We need to concentrate funds in technology so that all teachers will have an equal opportunity to utilize these tools in student assessment. With technology, we can improve and track the assessment results of both high and low achieving students.

Tennessee School Improvement Planning Process Templates – August, 2007 Page 56 of 69 TEMPLATE 3.4.a: Organizational Practices

Template 3.4.a: Organizational Practices (Rubric Indicators 3.7and 3.8)

Beliefs, Mission Resource Current Organizational Practices and Vision of Collaboration Student Professional Communitcation Algood School and Allocation Collaboration Development with Staff  School  PTO  Beta Club  New  Faculty website  School  Student Teacher Mtgs.  Faculty Newsletter Council orientation  System- Meetings  Websites  Suicide wide  SIP  Newsletters prevention development  Monthly  Quantum days Learning  County and Evidence of Practice (State in School school website definitive/tangible terms) Publication  Afternoon announcements  E-mail  Morning Announcements  Grade level meetings Yes Yes Yes Yes Yes Is the current practice research-based?

Yes Yes Yes Yes Yes Is it a principle & practice of high-performing schools?

Has the current practice been effective or Effective Effective Effective Effective when it is Effective when ineffective? specific to the consistent. criteria. General Elementary meets inservice is with administrator ineffective. and middle school does not.

Family surveys Star Center teacher Attendance Logs for What data source(s) do you have that support sheets faculty meetings your answer? (identify all applicable sources) Website Use data

See SIP Component See Family Survey See Family Survey See Family Survey Evidence of effectiveness or ineffectiveness 1 for data results results results (State in terms of quantifiable improvement) *44% proficient *50% advanced Committee that All teachers and Students from each Professional All stakeholders formulated beliefs, assistance may middle school level development is involved in mission statement, attend meetings. but not elementary provided to all implementing Evidence of equitable school support for this and vision consisted teachers practices. practice of school personnel, parents, and community members Continue More financial Form ways to Continue but More detailed support for implement Implement time surveys teacher assistants elementary for in-school Make changes (smaller group *Tutoring & grade level and adjustments Next Step (changes or continuations) activities) mentors development and based on survey vertical team results meetings (that do not take away from plan time)

Tennessee School Improvement Planning Process Templates – August, 2007 Page 58 of 69 TEMPLATE 3.4.b: Organizational Gap Analysis

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

Template 3.4.b: Organizational Gap Analysis

Organizational Gap Analysis – Narrative Response Required “What is” The Current Use of: TIME (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality organizational practices?)

“What Ought to Be” – How Should we be Using Our: TIME (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality organizational practices?)

Tennessee School Improvement Planning Process Templates – August, 2007 Page 59 of 69 Instructional Gap Analysis - Narrative Response Required “What is” The Current Use of: MONEY (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?)

“What Ought to Be” – How Should we be Using Our: MONEY (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?)

Tennessee School Improvement Planning Process Templates – August, 2007 Page 60 of 69 “What is” The Current Use of: PERSONNEL (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality 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?)

Tennessee School Improvement Planning Process Templates – August, 2007 Page 61 of 69 “What is” The Current Use of: 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?)

“What Ought to Be” – How Should we be Using Our: 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?)

TEMPLATE 3.4.c: Organization Summary Questions

Tennessee School Improvement Planning Process Templates – August, 2007 Page 62 of 69 The following summary questions are related to organization. They are designed as a culminating activity for your self-analysis, focus questions discussions, and findings, regarding this area.

Template 3.4.c: Organization Summary Questions (Rubric Indicator 3.8)

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

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

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

Tennessee School Improvement Planning Process Templates – August, 2007 Page 63 of 69 Component 4 – Action Plan Development

TEMPLATE 4.1: Goals (Based on the prioritized goal targets developed in Component 1.) Describe your goal and identify which need(s) it addresses. The findings in Component 1 should drive the goal statements. How does this goal connect to your system’s five year or systemwide plan? (Rubric Indicator 4.1)

TEMPLATE 4.2: Action Steps (Based on the challenges/next steps identified in Component 3 which focus on curricular, instructional, assessment and organizational practices.) Descriptively list the action you plan to take to ensure that you will be able to progress toward your prioritized goal targets. The action steps are strategies and interventions, and should be based on scientifically based research where possible. Professional Development, Parent/Community Involvement, Technology and Communication strategies are to be included within the action steps of each goal statement. (Rubric Indicator 4.2)

TEMPLATE 4.3: Implementation Plan For each of the Action Steps you list, give the timeline for the step, the person(s) responsible for the step, the projected cost(s), funding sources and the evaluation strategy. (Rubric Indicator 4.3)

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Template 4.1 – (Rubric Indicator 4.1) Revised DATE: ______

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

Goal Improve Reading Achievement

Which need(s) does this Goal address? To meet AYP and close the achievement gap between all students and the sub-groups

How is this Goal linked to the system’s Five-Year Plan? Raise academic standards and student achievement ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2) IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3) Section B – Descriptively list the action you plan to take to ensure Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding you will be able to progress toward your goal. Action steps are sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action strategies and interventions which should be scientifically based step.) where possible and include professional development, technology, Projected Cost(s) Person(s) Required Performance communication, and parent and community involvement initiatives Timeline & Funding Evaluation Strategy Responsible Resources Results / Outcomes within the action steps of each goal. Sources RTI Coach SRA Reading AIMS, Classroom Mastery, Local, BEP, Benchmark, Teachers, Visualizing- Improved student Action Implement RTI Model to provide reading Federal, Summative/Formative 2008-2009 Teacher Verbalizing, performance on intervention to students K-8. Title II, TCAP Step Assistants, Harcourt TCAP tests Grants Harcourt Assessment Encore Textbooks, Teachers Magraw Hill (5-8) Local, State, Formative/Summative District Federal, Grants, Data, Individual Action Supervisors, B. Greeson, K-6 PTO, Improved Student Professional Development 2008-2009 student Progress, School S. Griggs, 7-12 Title II, Performance Step TCAP Admin., Extended Benchmarks Contract Reading/LA Pub. Scope and teachers, All Sequence, Action Schedule On-going vertical/horizontal team Quarterly K-4 Improved Student None None Attendance Roster, meetings, 2008-2009 teachers, Performance Step Meeting Minutes, Writing Eval. Feedback Specialist Classroom Visualizing/ Techers, Verbalizing Improved Student Title II, On-going Formative Action Inclusion/Sp. Reading Prog.l performance on Direct, explicit comprehension instruction 2008-2009 Local, BEP, assessments, AR, Ed. Reading TCAP, Benchmark Step Grants, PTO Reading journals Teachers, Materiasl at all Tests, STAR test Librarian, levels,

Tennessee School Improvement Planning Process Templates – August, 2007 Page 65 of 69 Reading Material School On-going classroom Harcourt Improved STAR Librarian, assessments, Textbook, Extended tests,Benchmark, and Action Special Ed. Formative/Summative After School Remediation 2008-2009 Macgraw Hill Contract, TCAP scores teachers, Assessments, Step Text, Grants Classroom Benchmarks, Supplemental teachers STAR tests Skills materials Classroom Content area TCAP, Benchmark Teachers, Grants, Local Improved TCAP Action Direct, explicit instruction in reading in the textbooks and tests, on-going 2008-2009 Librarians, BEP, State and scores in Science and content areas. non-fiction classroom Step Special Ed. Federal funds Social Studies reading material assessments teachers

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Goal Increase Math Achievement

Which need(s) does this Goal address? New Math Standards implemented 2010

How is this Goal linked to the system’s Five-Year Plan? To meet AYP and close the achievement gap between all students and the subgroups

ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2) IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3) Section B – Descriptively list the action you plan to take to Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required ensure you will be able to progress toward your goal. Action resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, steps are strategies and interventions which should be define how you will evaluate the action step.) scientifically based where possible and include professional development, technology, communication, and parent and Person(s) Required Projected Cost(s) Performance Timeline Evaluation Strategy community involvement initiatives within the action steps of Responsible Resources & Funding Sources Results / Outcomes each goal. Formative and Textbooks, test Federal, State, Action Incorporate daily review and test preparation in 2008- Classroom Summative Improved TCAP and prep. Materials, Local, adopters, Step each classroom 2009 teacher Testing, TCAP, Benchmark scores technology PTO Benchmark Textbooks, Workbooks, Federal, State, Action Implement and maintain county-wide adopted 2008- Classroom TCAP Scores, Improved TCAP and Supplement Local,School Step math series 2009 teacher Benchmark Tests Benchmark scores materials, Teacher Adopters, PTO PD Textbooks, Action Provide Advanced Placement classes for High 2008- School Admin. Federal, State, Gateway, TCAP, Pass Gateway/Exit Supplemental Step School Credi to students who qualify 2009 Teachers Local Benchmark Exam materials, Action Improve/Upgrade existing mobile computer 2008- Admin. School 100 Laptops, Local TCAP Scores, Improved TCAP Step laptop labs. Provide a lab for every wing of the 2010 Board, PTO, 4 Tech. Technology Benchmark tests, Scores, Teacher building Adopters carts,Multi-level Dept., PTO, Formative Eval. Improved software, internet Adopters, Assessments Benchmark Exams, Grants Progress on Formative Tennessee School Improvement Planning Process Templates – August, 2007 Page 67 of 69 Assessments

TCAP Scores, Improved TCAP Textbooks, Formative and Scores, Improved Classroom Computers and Extended Action Provide Before/After School Tutoring for Non- 2008- Summative Benchmark Tests, Teachers, Software, Contract, Step Profecient students in Math 2009 Evaluations, Improvement on Admin. Supplemental Grants, Teacher monitoring Formative Materials of Progress Assessments

Tennessee School Improvement Planning Process Templates – August, 2007 Page 68 of 69

GOAL 3 – Action Plan Development

Goal To Improve Parental Involvement

The school provides a variety of well-planned and well-communicated volunteer opportunities for family and Which need(s) does this Goal address? community members.

How is this Goal linked to the system’s Five-Year Plan? To increase and improve the involvement of family members in their children’s education. ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2) IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3) Section B – Descriptively list the action you plan to take to ensure Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding you will be able to progress toward your goal. Action steps are sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action strategies and interventions which should be scientifically based step.) where possible and include professional development, technology, Projected Cost(s) Person(s) Required Performance communication, and parent and community involvement initiatives Timeline & Funding Evaluation Strategy Responsible Resources Results / Outcomes within the action steps of each goal. Sources Parent/Teacher Action At least one parent (50%) of student population Fall 2008- Parents, Parents, Teachers, Measurement of Collaboration resulting in Step will participate in parent-teacher conferences Spring 2009 Teachers Students Attendance/Involvement Increased Student Achievement Books, Student At least one parent for 75% of student Increase reading skills Displayed Work, Parent, PTO, and Action population will participate in one or more parent Fall 2008- All Measurement of and physical fitness, Center materials Individual School Spring 2009 Stakeholders Attendance/involvement Parents will take a more Step involvement activities, on or off campus, and information, Funding active role relating to their child’s education Personnel Parent participation will Action Parent participation will increase by 50% by the Fall 2008- Teachers, Prizes, postage, Measurement of increase 50%, Student PTO Funding Step end of the 2009 school year. Spring 2009 PTO postcards Attendance/Involvement achievement will increase 20% All parents will be accommodated regardless of Action Fall 2008- Transportation, Increased attendance, Successful Administration Translator socio-economic background, ethnicity, or Spring 2009 Personnel special programs communications Step disability.

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