Bruce Elementary School Improvement Plan

Bruce Elementary School 581 South Bellevue Boulevard Memphis, TN 38104 (901) 416-4495 Martha L. West, Interim Principal ~Inspiring Learners for Life~

Tennessee School Improvement Plan, 2011-2012

Tennessee Department of Education Commissioner Dr. Kevin Huffman Dr. Kriner Cash, Superintendent, Memphis City Schools Table of Contents Pages(s) Assurance Page 4 Instruction by Highly Qualified Staff 20 Component 1: School Profile and Collaborative Process 5 Component 1a—School Profile and Collaborative Process 6 1.1 SIP Leadership Team Composition 6 1.2 Subcommittee Formation and Operation 7—11 1.3 Collection of Academic and Non-Academic Data and Analysis/Synthesis 12—34  Data Sources; Comprehensive Needs Assessment (School Climate Survey) 12  School and Community Data; Homeless Education 30 Component 1b—Academic and Non-Academic Data Analysis 35 1.4 Variety of Academic and Non-Academic Assessment Measures 35-36 1.5 Data Collection and Analysis; Subgroup Disaggregation 37-46; 40 1.6 Report Card Data Disaggregation 47-51 1.7 Narrative Synthesis of all Data; Measures to Include Teachers in Assessment Decisions 47-49 1.8 Prioritized List of Targets 51 Component 2: Beliefs, Mission and Vision 52 2.1 Beliefs, Mission and Shared Vision 52-55 Component 3: Curricular, Instructional, Assessment and Organizational 57 Effectiveness Reports of Individual Assessment Results to Parents in an Understood Language/Free of 90, 92 Educational Jargon 3.1 Curriculum Practices a. 58-62 b. 62-68 3.2 Curriculum Process a. 63-68 b. 69-71 3.3 Instructional Practices a. 72-76 b. 76-82 3.4 Instructional Process 83-85 3.5 Assessment Practices a. 86, 87 b. 88-93

2 3.6 Assessment Process 94-95 3.7 Organizational Practices a. 96-100 b. 101-104 3.8 Organizational Process 105-106 Component 4: Action Plan Development 107 4.1 Goals: Specific Annual Measurable Goals and Objectives; 116-149 Strategies to Promote Effective Parental Involvement 4.2 Action Steps 113-132 4.3 Implementation Plan 113-132 Component 5: The School Improvement Plan and Process Evaluation 136 Provide Timely, Additional Assistance to Students Experiencing Difficulty Mastering Standards 160 5.1 Process Evaluation 151--165 5.2 Implementation Evaluation 5.3 Monitoring and Adjusting Evaluation Appendix

Title 1 Addendum 166 Assurance Page 167 Family Engagement Plan 203-204 Pre-School Transition Plan 168 Professional Development Plan 188-207 School-wide Instructional Report/Schoolwide Reform Strategies Based on Scientific Research 169 Coordination and Integration of Federal, State, and Local Services and Programs; Technical Assistance 170 & attached Intervention Plan 171-173 Teacher Mentoring Plan 174 Home-School Compact, English and Spanish Versions 175-179 Family Engagement Plan, Spanish Version 180-181 Strategies to Attract High Quality, Highly Qualified Teachers 182 Written Notice to School Stakeholders Regarding A.Y.P. Status 205-206 Bruce Elementary School 3 School Improvement Plan Tennessee School Improvement Planning Process (TSIPP) Assurances

I certify that Bruce Elementary School has developed the plan with parents and other community members during a one-year period. We have ensured that more than 10% of funds have been spent on professional development. The school will operate its programs in accordance with all of the require assurances and certifications for each program area. The plan will be made available to the local education agency, parents, and the public.

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

______Signature of Principal Date Signed

4 Component One

School Profile and Collaborative Process

Bruce Elementary School 5 School Improvement Plan Component 1a - School Profile and Collaborative Process

1.1: SIP Leadership Team Composition Bruce Elementary School’s School Improvement Plan Leadership Team was composed of the chairs of each subcommittee. Representatives from each of the relevant stakeholder groups were asked to be a part of this year’s school improvement process.

Student data was collected and continuously analyzed to determine the effectiveness of the school’s programs.

Leader SIP Leadership - Name of Team Member ship Position Subcommittee(s) (when Name Chair? applicable) (Y/N) Martha L. West N Interim Principal All Components Rebecca Schaffer Y Facilitator Component 1 Tronda Jones Y Teacher Component 2 Kathy Cohran Y Teacher Component 3 Estella Phipps Y Teacher Component 4 Lisa Waddell Y Teacher Component 5 Sonja Latting N Parent Component 1 Regina Williams N Parent Component 2 Carol Lawler N Adopter Component 3 Amari Oliver N Student Component 4 Donna Williford N Community Volunteer Component 4 Deanna Cole N School Secretary Component 5

6 Component 1a - School Profile and Collaborative Process

1.2: Subcommittee Formation and Operation

Subcommittee for COMPONENT 1 School Profile and Collaborative Process Member Name Position Chair Martha L. West Interim Principal N Rebecca Schaffer Facilitator Y Sonja Latting Parent N Krista Mangrum Pre-Kindergarten Teacher N Sheila Griffen First Grade Teacher N Patricia Newell-Brown Second Grade Teacher N Diane Lockwood E.S.L. Teacher N Martha Dean Fifth Grade Teacher N Charles Coker Second Grade Teacher N Nurse McCann School Nurse N

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

Subcommittee 1 Chair Signature

Bruce Elementary School 7 School Improvement Plan Subcommittee for COMPONENT 2 Beliefs, Mission and Vision Member Name Position Chair Martha L. West Interim Principal N Tronda Jones Third Grade Teacher Y Regina Williams Parent N Helen Brittman Fifth Grade Teacher N Bobby Spillman Art Teacher N Linda Rose Kindergarten Teacher N Danny Gullett Physical Education Teacher N Azrah Wade Fourth Grade Teacher N Louise Cathey Secretary N Georgia Brumley Building Engineer N

8 Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and Organizational Effectiveness Member Name Position Chair Martha L. West Interim Principal N Kathy Cohran First Grade Teacher Y Carol Lawler Adopter N Myra Terry First Grade Teacher N Loretta Farmer Third Grade Teacher N Canary Williams Third Grade Teacher N Cecilia Pontius Fourth Grade Teacher N Stephanie Kendrick Fifth Grade Teacher N Sonja Rosenberg Media Specialist N

Bruce Elementary School 9 School Improvement Plan Subcommittee for COMPONENT 4 Action Plan Development Member Name Position Chair Martha L. West Interim Principal N Estella Phipps Kindergarten Teacher Y Amari Oliver Student N Marian Dye Third Grade Teacher N Tenina Holman Pre-Kindergarten Teacher N Marilyn James Special Education Teacher N Donna Williford Community Volunteer N Deborah Douglas Second Grade Teacher N Theresa Herrington Counselor Laurie Graves Community Volunteer N Kristi Steele Speech Pathologist N Sasha Kirkland E.S.L. Teacher N

10 Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation Member Name Position Chair Martha L. West Interim Principal N Lisa Waddell Fourth Grade Teacher Y Monsharee Denman Parent N Charles Coker Second Grade Teacher N Irving Cherry Community Volunteer N Terry Starr Orff Music Specialist N Karen Lanier Educational Assistant N Deanna Cole School Secretary N Marie Milliken Orff Music Specialist N

Bruce Elementary School 11 School Improvement Plan Component 1a - School Profile and Collaborative Process 1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis

1.3.1: Data Sources

Data Source Relevant Findings 2011 In the spring of 2011, the Memphis City School’s School Climate was Memphis City School’s administered to students, staff, and parents/guardians. School Climate Survey School Climate Student Surveys—246 Respondents

Overview of Strengths: Eighty-one percent of the students believe that their teachers work hard helping them learn. Ninety-nine percent of students expect to go to college. Ninety-five percent of students realize the importance of making good grades. Seventy-three percent of students believe that what they learn at Bruce has value. Only one percent of students state that they have ever felt scared at school. Ninety-nine percent of students state that teachers regularly let them know how they are doing in class.

Overview of Weaknesses: Sixty percent of students have experienced some form of teasing at school. Only forty-one percent of students brag about being at Bruce. Forty-eight percent of students regularly eat supper with their families. Thirty-six percent of students do not participate in extracurricular activities.

12 Data Source Relevant Findings School Climate Staff Surveys—32 Respondents

Overview of Strengths: Ninety percent of teachers have the confidence that they can motivate students, even the most challenging ones. One hundred percent of the respondents believe that Bruce Elementary School’s teachers have what it takes to get children to learn. One hundred percent of teachers responded that they are well prepared to teach and can manage disruptive students. One hundred percent of respondents feel safe at the school and would recommend it as a great place to work. One hundred percent of teachers state that parents, for the most part, encourage them to maintain high standards. One hundred percent of teachers use a variety of assessment strategies in their classrooms.

Overview of Weaknesses: Seventy percent of respondents believe that parents can sometimes participate in parent organizations. Fifty-six percent of respondents feel that some students are afraid of being hurt or intimidated by other students. Only 90% percent of staff members always feel safe at school.

School Climate Parent Survey—20 Respondents

Overview of Strengths: Ninety percent of parents believe that the school is a good place for their child(ren) to learn. Ninety-five percent of parents responded that they feel safe at Bruce Elementary School. One hundred percent of parents feel that Bruce teachers are doing a great job. Ninety-eight percent of

Bruce Elementary School 13 School Improvement Plan Data Source Relevant Findings parents believe that the school is preparing their child(ren) for college. Eighty-five percent ensure that their child completes his/her homework.

Overview of Weaknesses: Ten percent of parents state that they have never been invited to their child’s classroom during the instructional day. Fifty-two percent state that they do not attend parent workshops. Forty-eight percent of respondents stated that transportation is a barrier to becoming more involved in the school. Thirty percent of parents worry about their children’s belongings before, during, and after school.

14 1.3.2: Narrative and Analysis of Relevant School and Community Data

1.3.2: School and Community Data

School Characteristics

Narrative and Analysis of Relevant School and Community Factors:

Historical Background

The original Bruce Elementary School was built in 1908 at 1206 Carr Avenue. It served children in the Annesdale Area, the first subdivision built in Memphis, and the nearby Central Gardens Ares. The school was named to honor the well-known Memphis businessman and cultural leader, William S. Bruce. In 1999 a new school was constructed on land adjacent to the old site: south of Carr Avenue and west of Bellevue Junior High School.

Facilities

Bruce Elementary School opened a new facility in 1999 at 581 South Bellevue Boulevard. It is a one-story brick building capable of housing seven hundred students. The building has thirty classrooms, a multi-purpose room which serves as both gymnasium and dining room, and a secure courtyard with playground area. All classrooms have internet access, telephones for home-school communication, and computers for computer assisted instruction. The Media Center has a fully automated circulation system and can be accessed via classrooms. Handicapped parking/ramp access is located directly in front of the school. Three additional entrances/exits are handicapped accessible.

Bruce Elementary School 15 School Improvement Plan Environmental and Safety Conditions

Bruce Elementary School’s Multi-Hazard Emergency Plan committee members review and update the safety plan annually. This plan outlines procedures and identifies students in need of assistance in the event of an emergency. It includes schedules for fire, earthquake, lockdown, and tornado drills. These procedures are practiced with students and staff regularly.

A safe, orderly environment is maintained by the enforcement of the School-Wide Discipline Plan, Memphis City School’s Code of Conduct, and Bruce Elementary School’s Safety Plan. A safety inspection was conducted in January of 2012, and the school was found to be in compliance.

Parent patrols and Watch D.O.G.S. members assist with school supervision and safety. All faculty members have been trained to ensure a safe school environment. Teachers are assigned to morning duty and are all expected to supervise students upon dismissal. One crossing guard is employed to assist with traffic concerns. A wireless radio communication system is in place to maintain open- lines of communication. All exterior doors remain locked at all times. Two swipe-card keyless entry doors with cameras have been installed for faculty and staff use. Visitors must be “buzzed” in after receiving office clearance. Every visitor must sign in and out and wear a visitor’s badge while on campus. Staff members must wear their Memphis City School’s identification badge while on school grounds. Every classroom is equipped with a telephone, emergency kit, and an emergency button with direct access to the main office. There is a dismissal procedure in place for students who walk, ride daycare buses, or ride with parents.

Each staff member completes the annual training on Asthma Awareness, Blood Borne Pathogens, Hazardous Chemicals, Child Abuse Reporting, and Suicide Prevention. Select staff members have been trained in the use of C.P.R. and first aid. A nurse from Well Child comes weekly (Mondays) to assist students. Bruce Elementary School’s nurse trains the staff and students on health related

16 topics. And, she gives complimentary blood pressure screenings! 

The school’s Indoor Air Quality Team annually inspects and reviews concerns about the quality of air in the building. The “Green Team” inspects for energy usage and waste. Bruce was number one in energy conservation in December 2011!

Grade Distribution

Bruce Elementary School is a Pre-K through Grade Five school.

Grade Level Enrollment Female Male Pre-Kindergarten 45 26 19 Kindergarten 58 32 26 First 62 27 35 Second 61 26 35 Third 83 33 50 Fourth 72 38 34 Fifth 79 37 42 Totals 460 219 241

Length of School Year

The school year for ten-month teachers consists of 200 days: 180 days of direct instruction, five days of in-service training, two parent-teacher conferences, four administrative days, and ten vacation days. The Memphis City School’s approved school calendar dictates start and end days along with school holidays.

Bruce Elementary School 17 School Improvement Plan Length of School Day

The school day begins at 7:30 a.m. and ends at 2:15 p.m. Students can enter the building at 7:00 a.m. for early care. Students report to class at 7:15 a.m. to eat Breakfast in the Classroom. Daycare riders can remain up until 3:00 p.m. Daily after-school care begins at 2:15 p.m. until 6:00 p.m.

Operating Budget and Distribution Equity

Memphis City Schools’ 2011-2012 Expenditure per Student: $6,094.00 Bruce Elementary School’s funding budget is broken down as follows:

2011-2012 Operating Budget

Site Based Funds $33,455.98 Title I Funds $222,764 Fee Waivers $2,632.00 Total $227,799.32

Title I Funds Allocation

Personnel $85,442.00 Benefits $29,180 Staff Development $5,000.00 Purchased Services $5,450.00 Parental Involvement $6,500.00 Supplies/Materials $35,000. Equipment/Computers $56,192

18 Total $222,764.00

Administration, Faculty and Staff Demographics

Bruce Elementary administrative team consists of one interim principal, one Title 1 instructional facilitator, and the school’s leadership team. The principal maintains staffing according to the Memphis City Schools and State of Tennessee guidelines. New teachers are hired who share in the vision and mission of Bruce. Our instructional staff is comprised of twenty general education teachers. Special skills staffing includes a librarian, one Orff music teacher, one part-time Orff music teacher, one art teacher, and one physical education teacher. Our certified support staff includes one guidance counselor, two instructional resource teachers, and two ESL teachers. The school psychologist and social worker report to our school once weekly to support the instructional program. One general education paraprofessional, one bi-lingual mentor and three full-time Interventionists also support the instructional program.

Non-instructional staff includes a nutrition services manager and seven cafeteria workers, one supervising building engineer and five custodial workers, one school secretary, and one general office secretary.

All of Bruce Elementary School’s teachers hold a Bachelor’s Degree and are fully licensed by the State of Tennessee. All faculty members except one are professional employees. The faculty has taught an average of fifteen years. Eighty percent of teachers have advanced degrees. Forty-two percent of teachers have taught more than twenty years. Twenty-nine percent have taught more than ten years. Twenty-nine percent have taught over five years.

Faculty Demographics-

Bruce Elementary School 19 School Improvement Plan The interim principal, Mrs. Martha L. West, is the leader of the administrative team. She is African- American. Of the thirty-four classified personnel, two percent are male and ninety-eight percent are female. Sixty-three percent of the classified personnel are African-American and thirty-seven percent are Caucasian.

Professional Staff

Highly Qualified Status of Certificated Professionals-

All members of the Bruce Elementary teaching staff are fully licensed by the State of Tennessee and are “Highly Qualified” to teach in the area they serve. Professional development and a teacher/staff handbook are readily available.

Highly Qualified Status of Paraprofessionals- The school’s Interventionists are “Highly Qualified” under N.C.L.B. requirements.

Four mentors are on staff and have completed “Raising the Bar” mentor training. Mentoring is provided for new staff members or those who are assigned to new grade levels. Certificated personnel are evaluated using the Tennessee Effectiveness Measure (TEM). The evaluation process includes a self-assessment/professional growth component, lesson planning and reflection, educational information records and future growth plan.

There is a one percent, if any, turnover rate at Bruce Elementary. If teachers and staff do depart, it is usually due to retirement.

Student Enrollment Data

Currently, there are four hundred sixty students enrolled at Bruce Elementary School in grades Pre- K--5. There are two hundred sixty-six students in primary grades and two hundred thirty-four

20 students in intermediate. Two hundred forty-one students are males, while two hundred nineteen are females.

Ethnicity Breakdown:

 74.8% African-American  15.7% Hispanic  1.3% White  8.3% Asian

Numbers of Students by Grade Level:

Pre-Kindergarten 45 students Kindergarten 58 students First 62 students Second 61 students Third 83 students Fourth 72 students Fifth 79 students Total 460

Curriculum and Special Activities

Bruce Elementary School offers a high quality curriculum that is directly aligned with Tennessee’s state standards. Parents are presented with the curriculum at the Annual Title 1 Meetings (2 per semester) and during parent conferences. Good “first teaching”, student centered classrooms, along with the utilization of research-based instructional practices ensure adequate yearly progress. Teachers continuously differentiate instruction and utilize technology to meet the needs of all

Bruce Elementary School 21 School Improvement Plan learners. There are daily, dedicated Mathematics and Balanced Literacy Instructional Blocks that are non-interrupted. The core curriculum consists of Mathematics, Science, Social Studies, Reading and Language Arts. Other extra-curricular programs at Bruce Elementary School include Orff Music, Physical Education, Art, Library, English as a Second Language, After School Tutoring, Instructional Resource, Creative Learning in a Unique Environment, Chorus, Student Council, Junior Achievement, Read-to-Achieve, and Strings Orchestra.

Numerous activities and programs are in place to foster student achievement and elicit family engagement. Culturally diverse honors programs, Read Across America, Read to Achieve, Reading is Fundamental, English for Moms, Black History Month, Spelling Bee, Spring Extravaganza, Constitution Day, Black History Celebration, B.O.K.S. (Reeboks’ Building Our Kids Success Program) for Children, Career on Wheels, Career Day, Arts in the Schools, Newspaper in Education, Character Education, Healthy Choices Week, and the Community Readers program all enrich the school’s curricular program. Bruce School’s P.A.C.E. representatives (Parent and Community Engagement) share their training with the school community via coffee talks and P.T.S.A. meetings.

Supplemental instructional/intervention programs are used to reach those students at-risk of not meeting the state’s academic standards. Low-achieving subgroups and at-risk individuals are targeted for assistance. Strategies are in place to meet the educational needs of the historically underserved, English Language Learners, Special Education students, those living in high poverty, and migratory students. These include, but are not limited to, Reading Street—Good First Teaching, My Sidewalks, Individualized Instruction, Peer Tutoring, EdPlans, Alternative/Common Assessments, Resource, Support Team Meetings, I.E.P. (Individualized Educational Plans) Meetings, Student Attendance Review Team Meetings (S.A.R.T.), English as a Second Language, Stanford Mathematics and L.A.W. (E.P.G.Y.), T.C.A.P. After School Program, Millie’s Math House, E.S.L. Homework Help After School Program, Destination Reading, Bailey’s Bookhouse, Reading Plus (4th & 5th) and Headsprout (K—3).

Programs are in place to support transitions from home to kindergarten. Bruce Elementary School

22 sponsors an annual ‘Kindergarten Day’ inviting preschool age children from the community, Bruce students’ siblings, and those from the surrounding Daycares and Headstart programs. All parents, program directors, and children are encouraged to tour the school and meet with kindergarten and Pre-kindergarten teachers. At this time, visitors are given a copy of the Memphis City School’s kindergarten report card (Report to Families), curriculum, and “tips” from the teachers to better ready the children for school. Registration information is also provided to help parents get the necessary requirements for school entry. Everyone is given an application for Shelby County’s Imagination Library. Books are sent to children under five years of age monthly. St. John’s United Methodist Church, one of our adopters, sends books to siblings of Bruce students under five years of age. Bruce Elementary School’s stakeholders want to ensure that preschool age children have access to books in their homes.

This is the fifth year for the voluntary Pre-Kindergarten class at Bruce Elementary School. There are two Pre-K teachers, two full time assistants, and forty students. Monthly parent meetings support families with the school transition. These classes serve students who demonstrated the greatest need via diagnostic testing.

On-going programs are in place to support the transition from Bruce Elementary School to Bellevue Middle School. Our fifth grade students regularly meet with faculty and students from the neighboring middle schools. Students shadow other students and are assigned middle school mentors. Students spend a day following their mentors. Bruce students attend middle school programs to help ease the transition. Teachers from Bruce Elementary and Bellevue Middle School meet to collaborate on the strengths and weaknesses of entering middle school students and to map the curriculum. This collaboration allows for continuous monitoring and adjusting of instruction and curriculum mapping. Both principals share information and elicit feedback ensuring the alignment of curriculums within the schools. Guidance counselors and instructional facilitators meet with teachers, students, and parents to support these programs and processes.

Bruce Elementary School 23 School Improvement Plan Family and Community Support

As a Professional Learning Community, we at Bruce recognize the importance of family engagement. This is why we have an open door policy. Parents are regularly invited to be a part of the instructional day and engage in the school’s professional development. They are welcomed to help in any capacity. Parents are given the opportunity to provide input and receive feedback on our annual School Improvement Plan, SACS, School Climate Survey, Title 1 budget, No Child Left Behind’s Home/School Compact, Blue Ribbon Discipline and Safety Plan, and the Family Engagement Plan (all are located on School Website). The Parent-Teacher Organization allows for leadership roles as well as the School-Based Leadership Council. Monthly “Coffee Talks” are scheduled to allow for parent input. The principal makes herself available before and after school without an appointment. Parents show support by attending parent-teacher conferences, volunteering in the classrooms, proctoring, assisting with before and after-school supervision, and attending programs/meetings/celebrations. To meet/accommodate the needs of our families, most meetings and conferences are held twice per semester at flexible times.

The stakeholders of Bruce Elementary School believe that parents, families, and community members are a vital link to the educational well being of our children. All must work together cooperatively to attain the highest student achievement. As a result, a Family Engagement Plan and a Home School Compact have been devised annually to serve as our school’s plan for involvement and support. Both were written with input from all stakeholders. These “breathing” documents ensure that stakeholders have opportunities to participate in planning, designing, and implementing the No Child Left Behind program. These documents can be found on the school website, in the student handbook, posted in the school, and have been distributed within the school community.

To better serve the needs of Bruce Elementary School’s diverse population, all reports of individual assessment results are provided to parents in a language they can understand via Site Based Meetings, Title 1 Meetings, TCAP parent meetings, and parent conferences (All are held the first month of the new school year). These reports are free of “educational jargon” or translated into one of four

24 different languages (English, Spanish, Vietnamese, or Arabic) represented within our school population; all items sent from Bruce School are carefully written. Three faculty members and a Bilingual Mentor assist with written and oral translations.

A monthly calendar provides pertinent, helpful information. A newly developed Parent-Teacher- Student Organization partnered with Bellevue Middle School serves as a collaborative body. The Site-based Council also serves as a forum for collaboration. Parents are invited to participate in the school’s professional development, and can collaborate with one another in the school’s Parent Resource Room. This room houses computers and a phone for parent use. Parents can review the school’s high-quality curriculum and use the parent suggestion box. A bulletin board for parents contains information about the most recent parent meetings and other school information. Parent conferences are scheduled bi-annually and as needed. Parents are encouraged to observe the instructional program. The school’s adopters work with the school regularly and serve on the TSIPP and SACS Committees. The University of Tennessee, Memphis Leadership Foundation, Lemoyne Owen College, Rhodes College, and Multi-National Ministries are community organizations that work regularly with Bruce Elementary School.

Strategies to Increase & Promote Effective Parental Involvement

Bruce Elementary encourages parental involvement in all aspects of school life. The school and home have a shared goal of promoting success in our children. Our parents will act as advisors, resource persons and coordinators in the following ways:  Attend school events and act as advisors  Serve on the Site-Based Leadership Team, TSIPP Committee, PTSA, and SACS Committee  Respond promptly and cooperatively to requests for feedback in the form of memos, conference requests, surveys, evaluations, and questionnaires.

Parents will also receive professional development training and incentives to help promote and Bruce Elementary School 25 School Improvement Plan encourage student attendance, positive student behavior, parental attendance and involvement at school based meeting, training, and committees as well as promote academic achievement at home during the school year and the summer in the following ways:  Literacy Materials (Reading/Language Arts)  Mathematics Materials (Mathematics)  School Supplies (Academic Achievement)  Uniform Vouchers (Attendance)  Literacy Workbooks (Reading/Language Arts)  Storybooks (Reading/Language Arts)  Literacy Games (Reading/Language Arts)  Mathematics Workbooks (Mathematics)  Mathematics Games (Mathematics)  Thinkshow! And Capstone (Science)  2 Semester Positive Behavior Celebrations (Positive Behavior)  2 Semester Perfect Attendance Celebrations (Attendance)  2 Semester Academic Achievement Fieldtrips and/or Celebrations (Academic Achievement)  Parent Involvement Certificates (Parental Involvement)

School Commitment to Communicate with Parents Regarding No Child Left Behind Policies The administrators, faculty and staff will implement Title I requirements according to the guidelines set forth in the law, which include the following:  Inform parents of Title I and our participation  Provide parents with assessment results, progress reports, and other important student information  Provide each parent with a copy of the Parental Involvement Policy

To ensure that our parents participate in the development and implementation of the school’s programs we will do the following:  Provide an annual meeting (A.M. and P.M.) to explain the components and requirements of

26 Title I  Develop a school-parent compact to show how parents, students, teachers and the principal share equally in responsibility for student success. Every effort will be made to obtain parent signatures on these compacts and to use the compacts as a symbol of cooperation among community members.  Provide flexible times for parents to attend parent meetings  Offer parental training and workshops in parenting skills  Involve parents in the school improvement plan and projects

Grandparents and parents are invited to a Grandparents Day Luncheon. Other activities include Family Literacy Night, Family Literacy Day, Family Math & Science Night, Family Math & Science Day, Donuts for Dads, Muffins with Mom, Parent Meetings/Orientation, Open House, Parents as Partners Professional development with Teachers, English for Moms, Parent-to-Parent training with St. John’s United Methodist Church, Parent Professional Developments and Training, Career Month and a culturally diverse honors programs.

Drug, Alcohol or Tobacco Incidents or Arrests

No drug, alcohol, or tobacco incidents have occurred at Bruce Elementary School this year. Bruce is classified as a Safe School. As a kick-off to the school year, Bruce students participated in a Drug Free parade. All Bruce School’s stakeholders were invited to walk with our school through the community to showcase our proactive attempts to keep students from drugs and poor decision- making. Students also took part in Central High School’s parade.

School-Business Partnerships

The Memphis Civitan Club, Memphis Symphony, Memphis Leadership Foundation, Tabernacle of Praise Baptist Church, St. John’s United Methodist Church, Burger King, Rhodes College, Lemoyne Owen College, Bellevue Middle School, Multi-National Ministries, and the University of Tennessee- Bruce Elementary School 27 School Improvement Plan Memphis all contribute to the well-being of the school. All of these entities donate their time, money, and/or resources to help our students succeed.

Teacher Leadership

Bruce Elementary School’s teachers have numerous opportunities to develop their leadership skills. Some teachers are asked to become leaders, some volunteer, and some are recruited based on their areas of strength. Teachers can join the Site-Based Council, Leadership Team, chair a School Improvement Plan or SACS committee, opt to be a grade chairperson, join the Blue Ribbon Discipline Committee, organize the United Way Campaign, train as “Raising the Bar” teacher mentors, lead professional development activities, manage the school’s Courtesy Club, run for M.E.A. representative (Teacher Union), and organize celebrations that include families.

Student Population Data Bruce Elementary School is a neighborhood school, yet over fifty percent of the students enrolled are on choice transfer. Our school served the Lamar Terrace Housing Project, but it has since been demolished. Students either walk to school or receive transportation from parents and daycare providers.

Currently, there are four hundred sixty students enrolled at Bruce Elementary School in grades Pre- K--5. There are two hundred sixty-six students in primary grades and two hundred thirty-four students in intermediate. Two hundred forty-one students are males, while two hundred nineteen are females.

Ethnicity Breakdown:

 74.8% African-American

28  15.7% Hispanic  1.3% White  8.3% Asian

Numbers of Students by Grade Level:

Pre-Kindergarten 45 students Kindergarten 58 students First 62 students Second 61 students Third 83 students Fourth 72 students Fifth 79 students Total 460

Thirty-one students receive Instructional Resource services. One hundred three students are enrolled in the English as a Second Language program. Five students receive C.L.U.E. Gifted and Talented instruction. Eleven students receive speech services.

The students and staff members of Bruce Elementary School are most fortunate to be a part of such a culturally diverse school. At any given time, students might interact with other students from Vietnam, China, Cambodia, Africa, Liberia, Mexico, Guatemala, Honduras, Bosnia, and Yemen. All of these students’ cultures are infused throughout the honors programs. The majority of these students come from homes where English is a second language. Primary Home Language forms can be found inside of every cumulative record. Cultural awareness and diversity are an important part of the school’s instructional process.

Bruce Elementary School 29 School Improvement Plan As a part of the NCLB Title X – Homeless Education requirements, Bruce Elementary provides instructions to all homeless youth including preschoolers in the same classroom and school as all other enrolled students. Bruce offers assistance with the transportation of homeless youth and children to and from school by referring them to Memphis City School’s Division of Parent and Community Engagement/Homeless Departments. Parents may complete a Referral Form in order receive services needed from the P.A.C.E Department. Finally, parents are also provided with assistance to help reduce school change/transition through P.A.C.E. and other parent organizations to help keep students enrolled in one school for the entire year. The Bruce Faculty and staff are trained annually on the McKinney-Vento Act. Some highlights:

•Immediate enrollment without documents: attending classes and participating fully in school

•School stability: staying in the school of origin for the duration of homelessness and to end of year when permanently housed

•Transportation to the school of origin

•Eliminating barriers: to enrollment and retention

•Unaccompanied youth: immediate enrollment without legal guardian; liaison support

•Preschoolers: connect with Head Start and other pre-K programs

•No discrimination: access to needed services and integration

•Title I: automatic eligibility and reservation of funds

•Dispute resolution: immediate enrollment; written notice; referral to liaison

30 Number of Students

The total number of students enrolled at Bruce Elementary is 460.

Student Demographics

The ethnic composition of our student population during the fall of 2011 is:

Ethnicity Male Female Number of Students

Black/African 176 168 344 American

Hispanic/Latino 41 31 72

White 3 3 6

Asian 21 17 38

Bruce Elementary School 31 School Improvement Plan Free and Reduced Lunch

Bruce Elementary operates as a School wide Title 1 school receiving federal funds based on the 90.4% of students eligible for free and reduced lunch.

Discipline Referrals

Discipline referrals are only to be used once all other support systems have been utilized. Good classroom/school management, open-lines of communication with parents/families, and respectful, courteous behaviors of all decrease the incidents of poor decision-making. This school year, no student has been charged with alcohol, drugs, or tobacco usage. With school safety at the forefront, several school safety nets are in place. The School-wide Behavior Plan, approved by the school’s stakeholders, along with the Memphis City School’s Code of Conduct and Home-School Compact are used to promote a safe environment. Parents, students, and teachers must all agree to abide by the rules and clear expectations set forth. To decrease the amount of instructional time off task, the school uses Bellevue Middle School’s In School Suspension Officer to assist.

32 Promotion Rate

The promotion rate at Bruce Elementary School for the 2010-2011 school year was 100 percent. This percentage includes the number of students who completed summer school.

Stability Rate

The stability rate for 2010-2011 was sixty-eight percent. Analyzing trend data in addition to community demographics/characteristics, the stability rate is low due to the increase in number of Homeless Shelters—families coming and going—and the demise of Lamar Terrace Housing Project. In addition, the sixth grade no longer exists since its transition to Bellevue Middle School.

Community Characteristics

The Bruce Elementary School district is bounded by Poplar Avenue on the north, Willett on the east, the L&N railroad line on the south, and East Street/Manassas on the west.

According to the latest (2010) U.S. Census report, the 38104 zip code average household income or economic level is $27, 841. Twenty-nine percent of the families live below the poverty level. 9,250 people reside in this community. 2,235 people are under the age of twenty. Forty-two percent of people are Caucasian, forty-three percent are African-American, and fifteen percent are other races. There are four private schools in this area. Sixty-four point four percent of homes in the 38104 zip code have school-age children below eighteen years of age.

This community data is not entirely indicative of the Bruce Elementary School population. Thirty- five students from the Bruce School district have elected to attend optional schools. Three students have transferred to schools via a sibling transfer. Fourteen students have chosen to leave by choice

Bruce Elementary School 33 School Improvement Plan transfer. Gaining schools include Downtown Elementary, Grahamwood, Richland, Idlewild, Kingsbury, Shelby Oaks, Peabody, Rozelle, Vollentine, Carnes, and Snowden.

Numerous homeless shelters are now located in this area. Lamar Terrace is closed, but has been replaced with University Place.

The major employers in the area are Federal Express, Memphis City Schools, and the Memphis International Airport.

Parent or Guardian Demographics

On a recent School Climate Parent Survey, seventy-two percent of the parents indicated that they are employed and twenty-eight percent indicated that they were unemployed. The majority of occupations were of the service industry, craft and repair, and fast food services. Ninety-four percent of all families are eligible for free and reduced lunch programs at Bruce School.

The ethnic composition of the parents: 74.8% percent African-American, 1.3% Caucasian, 15.7% Hispanic or Latino, 9% Asian.

Seventy-two percent of Bruce Elementary School’s students live in single parent households.

Fifteen percent of students come from homes where English is not the primary language.

There are four private schools located in the 38104 zip code.

The annual household income or economic level for zip code 38104 is $27,841.

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

1.4: Variety of Academic and Non-Academic Assessment Measures (Rubric Indicator 1.4)

Data Sources Academic Data Non-Academic Data

Bruce Elementary School 35 School Improvement Plan Spring 2011 T.C.A.P. Achievement Results Feedback from Surveys, Evaluations Disaggregated by Subject and TCAP MAAS State Report Card Data (T.V.A.S.S.) Parent/Student Demographic Surveys

Fifth Grade T.C.A.P. Writing Assessment Results EdPlans and PBIS Disaggregated by Proficiency Levels, Average Score Aimsweb Benchmarks and Progress Monitoring CTB McGraw Hill—Turnleaf Data

Kindergarten Readiness Inventory Spring 2011 School Climate Survey

Discovery Education Formative Assessments and Attendance/Promotion/Stability Rates—Chancery SMS Common Assessments

Scott Foresman Baseline/Weekly/Unit/End-of-Year Census Educational Statistics—Zip Code 38104 Assessments Headsprout (K—3) N.S.S.E. Parent, Teacher, Community Surveys (2007-2008) Teacher Anecdotal notes, running records, teacher Feedback from Northwest Regional Observations observations, performance assessments, teacher made tests Stanford Mathematics & L.A.W. -E.P.G.Y. Adaptive/Functional Tests (Education Program for Gifted Youth)

36 E.L.D.A. Test Data (English Language Learners) Brigance Pre-Kindergarten Screening Instrument

P.P.V.T.: Peabody Picture Vocabulary Tests for Pre- Feedback from Parent Surveys and Evaluations of Kindergarten Meetings Destination Reading Parent Suggestion Box

Bailey’s Book House/Millie’s Math House P.T.S.A., SIP, SACS, and Site-Based Council Minutes

1.5: Data Collection and Analysis (Rubric Indicator 1.5)

Describe the data collection and analysis process used in determining your strengths and needs.

1.5: Data Collection and Analysis

Students’ academic performance at Bruce Elementary School is assessed at three levels; state, school, district. The Tennessee Department of Education mandates that students in grades two and above take the Tennessee Comprehensive Assessment Program (T.C.A.P.) Test. Testing is administered in the spring of each school year. Fifth grade students take the T.C.A.P. Writing Assessment in February of each school year. The Brigance Screening Instrument is used for incoming Pre-Kindergarten students. The Developing Skills

Bruce Elementary School 37 School Improvement Plan Checklist is used to assess the skills of students entering Kindergarten. Kindergarten and first grade students are given the Scott-Foresman Placement tests, S.T.A.R. Early Literacy tests, and Aimsweb benchmarks. All grades use the Scott-Foresman Placement tests, Aimsweb Benchmark tests, and Aimsweb Progress Monitoring. First grade utilizes Headsprout grade-level placement tests. Second grade students were given the 2011 SAT 10 Norm Referenced tests to help identify the needs of the students. Grades three, four, and five T.C.A.P. Criterion Referenced Data used for A.Y.P. purposes, and this data will be utilized to create goals. A comprehensive needs assessment is devised using data analysis of ALL subgroups.

At the school level, teachers use various methods of evaluation to measure students’ academic growth, limitations, and trends. All students are tested on grade-level concepts as well as higher order thinking skills. These methods include, but are not limited to the following: standardized tests, informal/formal assessments, Stanford Math and L.A.W., Aimsweb benchmarks, Scott-Foresman Reading Placement and End-of-Year tests, textbook tests, weekly classroom common assessment data, Discovery Education Formative Assessments, Headsprout tests, Destination Reading’s Skill Level Tests, individual and group projects, writing portfolios, Learning Express Mock Writing Prompts, portfolio assessments, and performance assessments.

Analysis of non-academic data areas is essential for planning instruction and ensuring students’ success. School Climate Surveys, S.A.C.S. Surveys, attendance, promotion, mobility rates, stability rates, feedback from parent meetings, parent surveys, and feedback from professional development sessions all become a vital part to the Bruce Elementary School’s School Improvement Plan process/implementation and the creation of the school’s Professional Development Plan.

Teachers and staff meet weekly to review, plan, and address students’ and teachers’ needs. This happens during Professional Learning Communities where data is continuously analyzed to make immediate decisions regarding curriculum pacing. Discovery Education’s Formative Assessments are given three times annually, and the results can be compared to other teachers, grades, and the school district as a whole. This assessment is particularly important when identifying student performance indicators that are troublesome. Grade level

38 performance for all subjects have been examined and used to determine goals.

2011 TCAP Data for Third through Fifth Grade – Criterion Referenced

1. Reading/Language Arts--Improve literacy instruction using a balanced approach and differentiated instruction that will meet individual student needs, especially targeting our Economically Disadvantaged subgroup. Only 23% of all students scored in the proficient and advanced ranges. The Annual Measurement Objective for the 2010-2011 school year was 49%. The schools Adequate Yearly Progress status is TARGET. The number of students scoring in the proficient and advanced range will increase by 20%.

2. Mathematics--Improve teachers’ instructional expertise in Math to meet individual student needs, especially targeting our Economically Disadvantaged subgroup. Only 15% of all students scored in the proficient and advanced ranges. The Annual Measurement Objective for the 2010-2011 school year was 40%. The schools Adequate Yearly Progress status is TARGET. The number of students scoring in the proficient and advanced range will increase by 25%.

Currently, there is not a state benchmark for Science and Social Studies. The attendance target for the state is ninety-three percent. Subgroups with a membership of less than forty-five do not count toward adequate yearly progress status.

Bruce Elementary School had one hundred seventy-eight students enrolled in grades three through five in 2011. One hundred percent of these students took the 2011 T.C.A.P. Ninety-nine of these students were female and seventy-nine were male. The subgroup categories are as follows: One hundred fifty-seven students were African-American, twenty-two were Pacific Islander, fourteen were Hispanic, and four were White. One hundred eighty-four students were economically disadvantaged, nineteen were students with disabilities and twenty-three were students with limited English proficiency. Nineteen of our students with disabilities took the test with allowable accommodations. Twenty-three of our limited English proficiency

Bruce Elementary School 39 School Improvement Plan students took the test with allowable accommodations.

Reading, Language Arts and Writing

Bruce School has become a “Target” school for not meeting Tennessee’s state standards.

In the spring of 2011, two subgroups had enough members to count towards the school’s A.Y.P. status: 1. Black 2. Economically Disadvantaged

Based on this T.C.A.P. data, the subgroups break down as following:

Proficient and/or Advanced

White—fifty percent, Hispanic—eighty-six percent, African-American—eighty-three percent, Asian/Pacific Islander—eighty-four percent, Economically Disadvantaged—eighty-two percent, Students with Disabilities —fifty-six percent, Limited English Proficiency—sixty-nine percent.

The lowest scoring subgroups in reading are Students with Disabilities, White, and Limited English Proficiency. The subgroups with enough members to count towards Bruce Elementary School’s A.Y.P. goals are Black and Economically Disadvantaged.

5th Grade Writing Assessment

Fifth grade students are given a standardized T.C.A.P. writing assessment in February of each school year. The papers are sent and scored. Papers are scored according to a writing rubric ranging from a score of 0 to 6. A score of 6 represents outstanding, 5 is strong, 4 is competent, 3 is limited, 2 is flawed, 1 is deficient and a score of 0 means the paper could not be scored.

40 On the 2011 TCAP Writing Assessment, twenty-two students scored below proficient, and sixty-five students scored in the proficient or advanced categories. Seventy-five percent of students were proficient and 25% were below proficient. The numbers of students scoring in the below proficient range DECREASED 11%. The number of students scoring in the proficient and advanced range INCREASED 11%.

All stakeholders have been made aware of the increase in Tennessee’s Benchmarks via school meetings and website. Sixty-six percent of students in grades 3, 4, and 5 must be proficient in reading to meet the state’s standards. Until then, Bruce School will remain in the “Target” category.

Learning Strengths

Based on promotion and attendance rates, Bruce Elementary School has maintained ninety-six percent for six consecutive years. The 2011 T.C.A.P. Writing Assessment data shows that the students’ writing skills are improving by 11%.

Learning Needs

According to the T.C.A.P. 3—8 Reporting Category Performance Proficient Report, critical learning needs have been identified in all categories: Content, Meaning, Vocabulary, Writing/Organization, Writing Process, Grammar/Conventions, Techniques and Skills. Bruce Elementary School students did not meet or exceed the state or system averages in grades three, four, and five.

Conclusion

After a thorough review and analysis, the SIP Committee discovered that all categories of Reading, Language

Bruce Elementary School 41 School Improvement Plan Arts, and Writing are in need for grades three, four, and five. To address these categories (Content, Meaning, Vocabulary, Writing/Organization, Writing Process, Grammar/Conventions, Techniques and Skills), the school community has and will continue to participate in professional development that teaches effective instructional strategies and techniques for differentiating instruction. Best practices and research- based instructional strategies have been re-visited by all stakeholders. In addition, a school-wide writing plan, 6+1 Writing Traits, is in place throughout grades K-5. Reading Plus, a computer based reading program, has been implemented in grades four and five. Headsprout Comprehension has been implemented in the third grade. Regional Reading Specialists/Coaches work with teachers in grades 3, 4, and 5 on a weekly basis.

Mathematics

Mathematics—15% of all students scored in the proficient and advanced ranges. The Annual Measurement Objective for the 2010-2011 school year was 40%. Bruce School did not meet the state’s A.Y.P. standards. The number of students scoring in the proficient and advanced range will increase by 25%.

In the spring of 2011, two subgroups had enough members to count towards the school’s A.Y.P. status: 1. Black 2. Economically Disadvantaged

Based on this T.C.A.P. data, the subgroups break down as following:

Proficient or Advanced

White—one hundred percent, Hispanic—eighty-six percent, African-American—eighty-three percent,

42 Asian/Pacific Islander—ninety-five percent, Economically Disadvantaged—eighty-four percent, Students with Disabilities—fifty three, Limited English Proficiency—eighty-seven percent.

Only Subgroups White, Hispanic, Limited English Proficient, and Asian Pacific Islander met the federal benchmark for adequate yearly progress (eighty-six percent). The lowest subgroup in need of assistance is that of Students with Disabilities, Economically Disadvantaged, and Black.

All stakeholders have been made aware of the increase in Tennessee’s Benchmarks via school meetings and website. Sixty percent of students in grades 3, 4, and 5 must be proficient in math to meet the state’s standards. Until then, Bruce School will remain in the “Target” category.

Learning Strengths

Based on promotion and attendance rates, Bruce Elementary School has maintained an attendance rate of ninety-six percent for six consecutive years. Promotion rate is 100%.

Learning Needs

According to the T.C.A.P. 3—8 Reporting Category Performance Proficient Report, critical learning needs have been identified in all categories: Number Sense/Theory, Computation, Algebraic Thinking, Real-World Problem Solving, Data Analysis and Probability, Measurement, Geometry. Bruce Elementary School students did not meet or exceed the state or system averages in grades three, four, and five.

Conclusion

After a thorough review and analysis, we discovered that all categories of Mathematics are in need for grades Bruce Elementary School 43 School Improvement Plan three, four, and five. To address these categories (Number Sense/Theory, Computation, Algebraic Thinking, Real-World Problem Solving, Data Analysis and Probability, Measurement, Geometry), the school community has and will continue to participate in professional development that teaches effective, hands-on instructional strategies and techniques for differentiating instruction. Best practices and research-based instructional strategies have been re-visited by all stakeholders. In addition, school-wide intervention plans —Everyday Calendar Counts, Millie’s Math House, Stanford Mathematics--have been implemented throughout grades K-5.

Additional support has been given to mathematics by the way of a full school-wide adoption of the Calendar Math program, which covers fifty percent of Tennessee’s student performance indicators. Each teacher was trained to implement Calendar Math in addition to the current mathematics series. Other professional development activities have been utilized to provide additional resources in mathematics. Regional Math Specialists/Coaches work with teachers in grades 3, 4, and 5 on a weekly basis.

Scott Foresman’s Reading Street Intervention(s)

The Reading Street program is implemented school-wide for Tier II students. At the beginning of the school year, all students are administered the baseline test. Students are identified as struggling, emerging or on track. Data from this test, the T.C.A.P. test, Aimsweb Benchmarks, as well as the Scott Foresman grade level pre-test and teacher observation are used to identify at-risk students. These students are placed in the Reading Street Sidewalks intervention program. These students receive daily intervention of approximately 30 minutes. Current 2011 data identifies the following intervention groups in Fall 2011. Students who are assessed at the intensive level, Tier III, will receive daily intervention support by a highly trained Interventionist.

44 In kindergarten, 22% of students have been identified as struggling, 36% have been identified as emerging, and 42% have been identified as on-track or proficient. In first grade, 18% of students have been identified as struggling, 49% have been identified as emerging, and 33% have been identified as on-track or proficient. In second grade, 35% of students have been identified as struggling, 32% have been identified as emerging, and 33% have been identified as on-track or proficient. In third grade, 25% of students have been identified as struggling, 29% have been identified as emerging, and 46% have been identified as on-track or proficient. In fourth grade, 24% of students have been identified as struggling, 22% have been identified as emerging, and 44% have been identified as on-track or proficient. In fifth grade, 12% of students have been identified as struggling, 18% have been identified as emerging, and 70% have been identified as on-track or proficient.

Quick Reads Quick Reads are individually administered measures of early literacy development. They are designed to be short (one minute) fluency measures used to regularly monitor the development of pre-reading and early reading skills. The measures were developed upon the essential early literacy domains discussed in both the National Reading Panel (2000) and National Research Council (1998) reports to assess student development of phonological awareness, alphabetic understanding, and automaticity and fluency with the code. Each measure has been thoroughly researched and demonstrated to be reliable and valid indicators of early literacy development and predictive of later reading proficiency to aid in the early identification of students who are not progressing as expected. Bruce Elementary School 45 School Improvement Plan 5 th Grade Writing Assessment

Fifth grade students are given a standardized TCAP writing assessment in February of each school year. The papers are sent off and scored by the vendor. Papers are scored according to the state’s writing rubric ranging from a score of 0 to 6. A score of 6 represents outstanding, 5 is strong, 4 is competent, 3 is limited, 2 is flawed, 1 is deficient and a score of 0 means the paper could not be scored. Our average score was 3.8. Bruce has implemented a school-wide writing plan (6+1 Writing Traits) and more intensive intervention program for students who score below 4 point proficiency rating. Two practice writing prompts are administered to fifth graders the 1st semester. A TCAP Writing Blitz starts day one of the second semester in addition to Saturday Writing Clinics. Writing teachers will observe effective writing teachers at Rozelle and Larose. Writing professional development sessions will be provided by Klondike Elementary’s Writing Team, Dr. Ric Potts, CBU, and Mrs. Lori Streeter, Larose.

Formative Assessment Data

Memphis City Schools implements the Discovery Education’s Formative Assessment. The formative assessment provides instant feedback to teachers about their students’ performance on state performance indicator questions. The assessment is given three times a year to grades three through five. The data compares class data with school and system data. By reviewing the results and collaborating in grade level teams, teachers can share their expertise on strategies used in their classrooms with other colleagues. The data is used to identify areas of need by specific students, standards, and by S.P.I.'s. The data becomes a valuable source for differentiating instruction. The data is used to drive instruction and focus on deficit skill areas. When comparing our data with the data from the system, our students are below average. Grade-level teams work together to target their deficiencies and create “Hot Lists” to focus in on the areas of need.

Attendance Rate

46 The state’s goal for attendance is 93%. The attendance rate for Bruce Elementary for 2010-11 was 95.7%, which exceeds the state’s standard for making Adequate Yearly Progress and meets Memphis City Schools’ attendance standard. According to current attendance data for 2011, our attendance has been at 98.1% for the first twenty-day attendance period, 96.4% for the second twenty days, 96.1% for the third twenty days, 94.8% for the fourth twenty days, 95.1% for the fifth twenty days, _____% for the sixth twenty days, and _____% for the seventh twenty days period. Strategies to encourage good health and regular attendance through the last day of school in May will be implemented to increase attendance. Good attendance is maintained through encouraging teachers, motivated parents, and dedicated students. Attendance initiatives are in place. Perfect attendance and/or only one absence are celebrated school-wide every reporting period. Teachers submit and post classroom attendance daily.

1.6: Report Card Data Disaggregation (Rubric Indicator 1.6)

Bruce Elementary School 47 School Improvement Plan Report Card Data Disaggregation 2011 State School Report Card Not Available at This Time

Up until this 2011-2012 school year, Bruce Elementary School has been in “Good Standing” for six consecutive years. According to the State Report Cards for the years 2005--2011, Bruce Elementary made D’s for Academic Achievement in Math.

Bruce has maintained a D average in Reading for the years 2005--2011. The 3-year average is below the state average in all subject areas.

From 2005 to 2011, Social Studies three-year average is that of a D. Science continuously lags behind with a three-year average of an F.

Students did not meet the Federal Benchmarks in mathematics and reading/language arts. Subgroups African American and Economically Disadvantaged had enough students to count towards A.Y.P. Subgroups White, Asian/Pacific Islander, Hispanic, Native American, White, Limited English Proficiency and Students with Disabilities had fewer than forty-five members to report for A.Y.P. purposes.

1.7: Narrative Synthesis of All Data (Begins on Next Page) (Rubric Indicator 1.7)

48 Narrative Synthesis of Data Needs: We can conclude after our in-depth analysis of the available data, Bruce Elementary School is not surpassing the system and state’s averages. Increasing mathematics and reading/language arts proficiency and advanced levels are critical to helping students succeed. It is apparent that we must decrease the number of students scoring at non-proficient levels by 50%. The current instructional strategies and programs used for the math and literacy blocks must be reviewed and evaluated to help close the achievement gaps.

Strengths: Bruce Elementary School follows the Memphis City Schools’ curriculum. The Memphis City Schools’ Curriculum correlates to the State’s standards. Each curriculum guide presents a detailed description of specific content that is taught at each grade level and outlines the sequence for presentation. The Memphis City Schools’ Instructional Maps provide a framework of the state’s performance indicators and accomplishments. All lesson plans are written using both the MCS curriculum and instructional maps. Assessment results are analyzed to determine the necessary monitoring and adjustment of programs and processes used at Bruce Elementary School.

Grade-level Professional Learning Teams meet weekly to analyze data and plan instruction. During these common planning times, teams re-visit Bruce Elementary School’s School Improvement Plan, disaggregate data by various subgroups, and map the curriculum using the State’s Standards, Performance Indicators and the Memphis City School’s curriculum. Teachers meet weekly with the Principal or Instructional facilitator to analyze data and plan for differentiated instruction. Skills are targeted to plan/drive instruction. This allows for instructional planning that builds upon the student strengths and provides remediation for indicated weaknesses. Cross grade-level curriculum mapping takes place during Wednesday professional development meetings. These forums allow for teachers to continuously monitor and adjust the processes and programs used for instruction. Grade Chairpersons submit weekly agendas/minutes to document the Professional Learning Team process. The school administration reviews these to monitor, adjust and plan as needed. Plans for instruction are reviewed weekly by the school’s administration to ensure alignment and coordination with State standards. Feedback is articulated

Bruce Elementary School 49 School Improvement Plan Narrative Synthesis of Data to teachers on a regular basis via Monday Memos, conferences, and Professional Learning Team meetings. After looking at specific grade level performance data and the reporting category strengths and weaknesses for each grade, it is evident that we need to develop vertical teams in the content areas. Collaboration with vertical teams will help identify areas in which we can focus more intensive instruction and develop consistent expectations school wide. All areas will definitely benefit from vertical teaming.

Parents are informed of programs and processes in place for curriculum analysis and support via the school’s website, Lesson Line, progress reports, Parent Trees, conferences, parent meetings, and notes home. Parents are encouraged to use the school’s Parent Resource Room and school website to view the high quality curriculum and provide feedback. The school has a data display prominent for all who enter. It includes data from all programs including attendance.

An improvement is noted in the alignment between assessments and grade level expectations for student achievement. Bruce Elementary School currently utilizes a variety of scientifically based, researched assessment tools in order to have a reliable, valid and bias free measurement of student performance. These tools are state mandated, district supported and 100% of our students are tested. This data is used daily to analyze student performance. These measurements allow the classroom teacher to evaluate teaching methods/assessments and make adjustments that will meet the individual needs of each student and ensure improved student performance. Assessment systems in addition to T.C.A.P. include: Stanford Math and L.A.W., Aimsweb, weekly common classroom assessments, Reading Baseline Assessments, Reading and Math Unit Skills Tests, Learning Express Mock Writing Assessments, Discovery Formative Assessments.

Summary: With all of the safety nets and support processes in place, our scores in reading/language arts and math are decreasing. 

50 Narrative Synthesis of Data

Bruce Elementary School 51 School Improvement Plan 1.8: Prioritized List of Goal Targets (Rubric Indicator 1.8)

Prioritized List of Goal Targets

Tennessee’s Annual Measurement Objectives for the 2011-2012 School Year:

Reading—66% Mathematics—60% Attendance—93%

2010-2011 Bruce Elementary TCAP Scores:

Reading--23% Mathematics--15% Writing—75% Attendance--97%

Goal I: Increase Reading Achievement – The percentage of all students performing at the proficient and advanced range will increase by 20%.

Goal II: Increase Math Achievement - The percentage of all students performing at the proficient and advanced range will increase by 25%.

Goal III: Increase Writing Achievement- The percentage of students earning a score of 4, 5, or 6 on the TCAP Writing Assessment will increase by 15%.

52 Component Two

Beliefs, Common Mission, And Shared Vision

Bruce Elementary School 53 School Improvement Plan Component 2 – Beliefs, Common Mission and Shared Vision

2.1: Beliefs, Common Mission and Shared Vision Bruce Elementary School’s stakeholders communicate a vision, statement of beliefs, and mission that provides a focus for improving the performance of the both the students and school as a whole. Bruce Elementary School builds understanding of its mission, vision, and beliefs among ALL stakeholders. They are revised annually at the school’s final Site-Based Leadership Council Meeting and with SACS committees. The stakeholders ensure that these items reflect the most current research and best practices. A final consensus is gathered and these are put in place for the upcoming school year. The mission, vision, and beliefs are the driving force behind the goals for the school improvement plan. They are the guide to improving teaching, learning, and the operation of the school. These items are posted throughout the school, and most importantly, in the school’s front foyer. In addition to this area, they can also be found in the school’s handbook, website, main office, and Parent Resource Room.

The Collaborative Process

The Beliefs, Mission, and Vision Committee met and addressed these guiding questions: Where are we now? What do we believe? What is our school’s direction/ultimate goal? Where is our school headed? What are we doing for students? What are our expectations for the future? After much discussion and collaboration, the committee reviewed the existing beliefs, mission, and vision. It was determined that the committee must re-visit and update these to ensure continuous student success. The committee met and planned three times prior to receiving faculty input. After additional discussions and minor revisions, the belief, mission, and vision statements were presented to the Site-based Leadership Council and SACS committees for students, staff, parents, and community members’ input and approval. The final versions are posted on the school’s website, throughout the school, and in the main office.

54 Beliefs

 We believe that students’ learning skills develop and mature from consistent decision-making, critical thinking, and interpersonal experiences.  We believe that all school stakeholders should set and maintain high expectations for students.  We believe that teachers deserve high-quality, professional development activities to learn current research-based instructional strategies.  We believe that students must receive on-going formal and informal assessments to help drive instruction and eliminate achievement gaps.  We believe that parents, staff/faculty, students, and community members are vital to educational success and must work, plan, and make decisions together to ensure student success.  We believe that a safe, inviting, effective school environment is conducive to learning and has a positive effect on the lives of students.  We believe that we can identify and address individual students’ needs.  We believe that each student is a unique person, with dignity and worth, and has the ability to learn.  We believe in proficiency for all students.  We believe in academic excellence!

Bruce Elementary School 55 School Improvement Plan Common Mission

Bruce Elementary School prepares children to become confident lifelong learners, creative problem solvers, and responsible citizens in their communities and the world.

Shared Vision It is the vision of Bruce Elementary School to successfully prepare all students to become productive citizens in the 21st century. In pursuit of the vision, Bruce Elementary School is committed to the following:  Creating a safe, nurturing, challenging learning environment that fosters academic excellence and risk- taking  Establishing a home-school-community partnership that works cooperatively and collaboratively and shares the same goal: student success  Using research-based instructional strategies to meet the needs of individual learners and address various learning modalities  Educating all students to read with comprehension, write clearly, and compute accurately  Educating all students to find and use information, think critically, reason, solve problems, and make informed choices  Educating all students to read on or above grade-level  Providing opportunities for students to become technologically literate, using a wide array of technology,

56 to access information and solve problems  Maintaining high expectations and standards for all students  Nurturing the abilities of all learners  Participating in regular, high-quality professional development opportunities that reflect on successful teaching practices  Teaching students the importance of respecting themselves and others  Assessing, monitoring, and adjusting current teaching practices and assessment tools  Empowering students to be responsible for their own learning and actions  Implementing school-wide reform strategies that are based on scientific research

Bruce Elementary School 57 School Improvement Plan Component Three

Curricular, Instructional, Assessment, and Organizational Effectiveness

58 3.1 a: Curricular Practices (Rubric Indicators 3.1 and 3.2)

For mati Current ve Curricular Support for Asse Communic- Practices Curriculum ssm and ation Standards Curriculum Benchmarks ent Instruction Monitoring Materials Evidence -School-wide use of -Curriculum is -School-wide - - Support Monitoring enhances -Teaching -A shared state approved prioritized and student Forma enhances the the quality of and learning vision and of Practice standards mapped by grade achievement tive quality of curriculum and materials school focus -Adopted by MCS level benchmarks are assess curriculum and instruction by focusing are of grade level district and correlate -TN Blueprint for established yearly ments instruction on the curriculum and correlated to expectations is with state’s benchmarks learning ensures -Baseline are -Teachers objectives the state communicated and standards correlation assessments assess given actively -Grade level standards to stakeholders -Staff training is between daily state performance throug participate in monitoring forms are and through a standard practice instruction and indicators hout school/ used to track literacy distributed variety of -Bi-monthly staff state assessed -Baseline data is instru district level and math skills to the media formats development supports skills gathered using a ction professional -Struggling students are instructional -Grade level staff knowledge in the -S.P.I.’s are noted variety of - development to identified staff curriculum appropriate use of the and drive assessments in Result increase -Progress monitoring is -A variety meetings are standards instruction Literacy and Math s are knowledge and collected to ensure of held each -Standards are -Students receive -Data is used to used mastery of best progress/ effectiveness instructional semester identified in curriculum explicit/ effective prioritize to practices of intervention guides for -School guides and lesson plans instruction in performance plan -Technology is strategies lesson website -Standards-based model Reading, Language objectives instru used to enhance planning are -Parent/teacher for literacy and Arts, Math Social -Best practices are ctiona and support used which conferences mathematics Studies, and utilized to ensure l classroom identify TN -Support team Science daily state objectives are object instruction S.P.I.’s: meetings -Literacy & Math met ives -Intervention is Blueprint -Written blocks are -Aimsweb Progress and provided for for progress observed daily. 90 Monitoring create literacy and Learning, reports uninterrupted -Curriculum focuse math before and Learning -Parent/Teacher minutes for Guides d skill during the Village, Contact logs literacy and -Instructional Maps lesson school day Houghton -EdPlans 60 minutes for s -Responsive Mifflin -School/district parent math -Data Classroom/ planning workshops is Morning software, -Individual used Meeting Scott TCAP to -Raising the Bar Foresman performance Bruce Elementary School 59 School Improvement Plan target Mentoring planning report studen Program software t -Title I needin material g purchases suppo support the rt curriculum, -Data school is focus, and used action plan for groupi ng studen ts - TCAP Result s

Is the Yes Yes Yes Yes Yes Yes Yes Yes current practice research- based? Is it a Yes Yes Yes Yes Yes Yes Yes Yes principle & practice of high- performing schools? Has the Effective Effective Effective Effe Effective Effective Effective Effective current ctive practice been effective or ineffective?

Bruce Elementary School 60 School Improvement Plan -Lesson Plans -A.Y.P. Data -Teacher/ - -Teacher -Reading, Writing, -Assessment -Climate T.C. evaluations & Math Unit Skills data/Trackin -A.Y.P. Data Student- Principal/ g Forms surveys, all A.P. and -Formative stakeholders -Professional Teacher Facilitator observations Assessments -Lesson - Plans Learning Academic classroom -P.L.C. -Student Progress -Data/ A.Y. -Correlation Community Reports observations agendas & Reports A.Y.P. P. between minutes -Progress and feedback minutes -TCAP Data postings data objectives -I.E.P.’s -AYP Data and material -Written -Staff Reports -S.P.I. - notification Development -Unit Skills tracking forms -Peer -Teacher evaluations, use Form observations Observations -Teacher -Student surveys Tests -Baseline ative -Differentiated observation Handbook -Feedback from math and Asse instruction and -Parent What data -Grade-level -Lesson plans feedback evaluations Regional Content literacy tests ssme -Student use source(s) Specialists data notebooks -Kindergarten nts -Student -Community and involvement do you -Monitoring -Unit Progress motivation Readiness - Leadership have that instruments Skill Reports -Student Inventory -AYP data Council s in progress support -Stanford -Monthly -Adopter your Math Read mentoring logs Participation answer? ing, -Family Writi Calendar ng & -Student Math reciting of school mission -Wa ys to Asse ss, Math

Evidence of -A.Y.P. Data, -T.C.A.P. data -Student growth - -Intervention -Equity in grade -All - Climate effectiveness or 15% proficient in -Increased in mastered pre/post level expectations classrooms Survey ineffectiveness TC Math promotion rate grade level assessments -Early intervention equipped responses AP for struggling with 23% proficient in -Fewer S.P.I.’s from data -Fewer -Parent Reading referrals fall to spring learners necessary Response to - referrals - Progress noted in # materials -Formative newsletters, Pro - EdPlans of standards met for Assessment meetings, moti -Increase in -Aimsweb effective Bruce Elementary School 61 School Improvement Plan results on promotion Monitoring instruction and flyers -Unit skills rate rate continuous increase -Gains in -Leadership tests reflect in student progress the number Council - -Increase in of students mastery & non- Incr the number Meeting mastery of moving to agenda/min ease of students proficiency identified utes d proficient and S.P.I.’s advanced -Student -Common stud and Government/ ent advanced -Promotion Assessments rate Ownership mast (including -District , -Increase ery special state, and parent federal involvement of education) -Increased skill monetary support community s support - (Thinkshow!, Alig Capstone, nme proctors, etc.) nt of skill to instr uctio n to asse ssme nt Evidence -Common planning -District pacing -Aimsweb - -Parent -Grade level P.L.C. -Title I - of equitable time & curriculum Benchmark Dist curriculum minutes, agendas Budget PhoneLink/ school -Grade Level guides tests monitor rict meetings -Classroom require- for mass support for P.L.C.’s -Common student form -After school observations ments for communicat -Grade level data materials this -Weekly planning progress; Unit ative tutoring ion professional -P.L.C.’s Skills tests, -Support notebooks purchased -School practice asse to be a part development -District, on- formative team ssme of SIP’s website -Agendas, minutes site support and assessments, meetings nts action plan -Monthly professional common -Parent/ -Materials newsletters Bruce Elementary School 62 School Improvement Plan development assessments) in grad Teacher are -Data, grades es 3- conferences provided parent K – 5 and 5 -Progress for grades info., special - Reports K – 5, and school education Voy -Raising the Spec. Ed. focus Bar -District, ager boards Mentoring state, and prog Training federal displayed ress monetary throughout mon support school itori ng K-5 - D.I. B.E. L.S. K, 1 - Com mon Plan ning Time - P.L. C. meet ings - Spec ial Educ ation stude nts Bruce Elementary School 63 School Improvement Plan teste d on grad e level

Next Steps -Continue -Continue to -Continue to - -Continue time -Continue to monitor -Continue -Continue all identification of state monitor the analyze Conti for common data and adjust to purchase student, standards for focused instructional assessment scores nue planning by instructional materials/ parent and instruction in all pace at grade to make to grade level for practices technology community subject areas level P.L.C.’s adjustments monit P.L.C.’s -Increase the that will communicati -Continue -Increase -Increase or -Continue communication support ons professional dialogue planning of data reading and between regular, standards -Increase all development between grade strategies to meet - math E.S.L., and special based stakeholders focusing on the use levels individual needs Incre interventions education teachers in instruction participation of standards to drive concerning of students ase -Continue the order to unify grade in school instruction and entering/ -Maintain high the use of level expectations focus: differentiated exiting expectations use research-based -Continue to monitor P.T.S.A., instructional performance of best practices all academic and School strategies that ensure expectations differ - Increase non-academic data Leadership the mastery of grade -Continue entiat differentiated for SIP Council, level expectations professional dev. ed instructional School -Continue to offer for “best instru use Leadership more instructional practices” in ction -Continue Team, SACS suggestions and delivery and - using funds to Committees material in Math to assessment of Conti provide prevent losing gains curriculum, nue supplemental in that area differentiated to materials instruction provi -Continue de support-team feedb meetings and ack parent to conferences stude -Secure

Bruce Elementary School 64 School Improvement Plan nts updated and technology in paren order to utilize ts all - instructional Moni tools tor -Interventions align ment of instru ction and asses sment

Bruce Elementary School 65 School Improvement Plan 3.1.b: Curriculum Gap Analysis

Curriculum Gap Analysis

The Current Use of Time, Money, Personnel, and Other Resources

State and district guidelines mandate the course offerings at Bruce Elementary. The curriculum is guided by the Memphis City Schools’ Instructional Maps which outline the Student Performance Indicators, S.P.I.’s, organized by grade level and subject area state accomplishments. The state and local standards are consistent. The Memphis City Schools’ curriculum guides provide the scope, pacing, and sequence of the content areas. These guides are the foundation for teaching the core curriculum and standards. All teachers can access the instructional maps via the district’s website AND have a hard copy. All teachers have internet access to the Memphis City School’s curriculum guides and Learning Village’s lesson plans. All teaching and learning materials that are adopted or purchased for the instructional staff must be approved to ensure correlation with the state standards.

Time Utilization

All teachers attend district and on-site professional development focused on the content and use of the curriculum. This takes place during the summer months as well as throughout the school year. At the beginning of each school year, the curriculum is prioritized and mapped. All data points are used to identify troublesome S.P.I.’s and students who are not meeting proficiency standards. Each grade level is provided a weekly common planning time to facilitate P.L.C.’s. During this time, teachers, along with the principal and/or facilitator, have the opportunity to analyze data and plan S.P.I. focused, differentiated instruction. As well, teachers collaborate on grade level pacing and curriculum expectations and the use of “Best Practices.” This provides a weekly support system for enhancing the quality of curriculum and instruction. Parents and school stakeholders are also encouraged to view the school’s curriculum via the website or on Curriculum night, which allows them the opportunity to provide feedback and help monitor the quality of Bruce Elementary School 66 School Improvement Plan the curriculum. This also provides the school and community with the school’s expectations of students, by grade level. The scheduling of classes includes all content areas. Bruce Elementary School’s Leadership Team has implemented grade appropriate cohesive standards based models for math and literacy. Teachers use the Lesson Design for Learning, posted in every classroom, as their instructional guide. A school-wide, K – 5, ninety-minute literacy block is observed daily. An additional thirty minutes is devoted to language arts. A thirty-minute block is devoted to the My Sidewalks Intervention Program that helps the tier three at-risk students. A seventy-five minute block for math is also observed. Math and literacy interventions take place ranging from thirty minutes to one hour during the school day for a targeted group of students. Extended day after school tutoring is available to students in grades 2-5, from December to March. Support classes are scheduled in forty-five to fifty-five minute blocks. These classes are provided for all students, K – 5; and include: Orff Music, Physical Education, Art, and Library. Grade level P.L.C.’s take place during student support classes.

Students in grades three through five are administered Discovery Education’s Formative Assessment three times per year. This assessment has been aligned with the Memphis City Schools and Tennessee’s benchmarks. Curriculum specialists at the board continuously work to correlate the assessments to the scope, sequence, curriculum, and benchmarks. Teachers are able to retrieve data instantaneously to identify troublesome S.P.I.’s and target areas of students’ weakness and growth.

Teachers use the current reading series Scott Foresman’s Reading Street during their ninety-minute, uninterrupted literacy instructional block. The series encompasses all of the reading skills including basic sight words, tested objectives, grammar, writing, phonics, fluency, reading, reading comprehension skills, and spelling. Leveled readers and phonics books are used to individualize instruction. The Reading Street curriculum has been designed to target specific skills weekly. Remediation and/or enrichment are taught at the end of the week. Unit skills tests are given every reporting period to assess learning.

The research-based, newly adopted EnVision Math series provides academic instruction in graphs, shapes, geometry, measurement, estimation, computation, place value, fractions, word problems, number

Bruce Elementary School 67 School Improvement Plan operations, money, patterns, time, and numeration. The Calendar Math component encompasses patterns, number series, graphing, time, money, number operations, word problems, temperature, and fractions. Math is also taught during an uninterrupted instructional block of seventy-five minutes.

Budget Utilization

Funding for Bruce Elementary School comes primarily from Site-Based and Title I budgets. The Site-Based budget is determined by student enrollment and the Title I budget is allocated by the economically disadvantaged percentage. The Site-Based budget is utilized to purchase instructional materials, furniture, computers, equipment and supplies. Each teacher received an additional $400 from the state for the purchase of materials to support the curriculum. Title I funding resources enable Bruce to provide additional personnel, materials, supplies, and to meet the professional development needs of the staff.

Human Resources

All Bruce Elementary School teachers are highly qualified by the standards set forth by the 2001 No Child Left Behind Act. Four teachers are Memphis Literacy Academy Laureates. They have received intensive reading instruction training and help share the professional development responsibilities at the school. Five teachers have become certified “Raise the Bar” teacher mentors. The faculty at Bruce consists of twenty- two regular education teachers, four support class teachers, two special education teachers, two E.S.L. teachers, one part-time strings teacher, one part-time speech teacher, one instructional facilitator, one professional school counselor, and one part-time Orff music teacher. There is one educational assistant assigned to certificated personnel. Certificated personnel are responsible for the instruction and assessment of all students. The Pre-K classes have two full time assistants. The Guidance Counselor, School Psychologist, Social Worker, and staff offer support to families in securing services that support basic and educational needs. Character education, safety education, test taking skills, anger management, no bullying programs, and college and career awareness are all a part of this program. The instructional facilitator provides professional development for teachers in the use of data analysis, curriculum instruction, and other

Bruce Elementary School 68 School Improvement Plan areas based on identified needs. District level support for curriculum is provided by the Standards Curriculum and Assessment Department, Careers and Technology, Exceptional Children, Professional Development Specialists, and Staff Development Coordinators.

Other Resources

Adopters reinforce and enrich school curriculum through time, financial donations, and learning opportunities. Student Fee Waiver funds supplement instructional materials and learning opportunities.

OPTIMAL UTILIZATION OF RESOURCES “What Ought to Be”: Time, Money, Personnel, and other Resources

Teachers are receiving adequate and equitable amount of curriculum support. Funds and resources are targeted to assist teachers to meet the needs of their students. This is evidenced by the school’s adequate yearly progress status of “Good Standing.”

Time Utilization

Additional time is needed to utilize all materials that support the curriculum. Additional time is needed for special educators and support teachers to attend grade level P.L.C.’s on a consistent basis. Not enough time is devoted to science and social studies.

Budget Utilization

Additional funds are needed to update computer hardware to successfully implement Stanford E.P.G.Y.math and other computer-based interventions. District stipends are needed for teacher attendance at after-school and summer professional development. A mobile computer lab is needed to allow all

Bruce Elementary School 69 School Improvement Plan students access and successful integration of computer-assisted instruction. Additional funds are needed to update teacher, literacy, and math workstations.

Human Resources

Additional classroom para-professionals are needed to assist in the equity of curriculum delivery. Additional certificated personnel are needed to facilitate inclusion. An additional classroom teacher is needed to reduce fifth grade classroom size. A dedicated science lab teacher and writing teacher would be beneficial.

Other Resources

Updated computers and teacher workstations are needed to support instruction. Sites such as Net Trekker and United Streaming build on instruction, but are hard to use due to outdated hardware. Cable in the classroom would allow access to the district’s cable channel. This channel offers a myriad of professional development segments and educational videos and series that support/enhance the curriculum. Smart Boards, laptops, and LCD projectors are lacking with only one per grade level (except Pre-K). A Parent Advocate is needed to assist in the implementation of district initiatives, parent trainings, student support, and the MCS curriculum.

Equity and Adequacy

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

A professional development needs survey is administered annually to the faculty and staff. To provide

Bruce Elementary School 70 School Improvement Plan equity and adequacy to all teachers, everyone is afforded the opportunity to receive support in their area of need. This might be done on campus, at the Teaching and Learning Academy, or even at another school. The district provides curriculum materials to all teachers systematically on-line via Avatar (Teachscape Modules, TEM Modules, Common Core Modules, etc).

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

Funds and resources are given to all teachers to effectively meet the needs. Title 1 funds are allocated for instructional supplies and professional development needs. Any additional resources are allocated based on equity and need. Teachers also seek out grants when needed.

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

Based on A.Y.P. data, Bruce Elementary School has NOT met the state’s benchmarks for proficiency in reading and mathematics. A decline in all subgroups’ proficiency levels indicate a MAJOR need for improvement. Students ARE being provided opportunities to participate in intervention programs based on their learning needs.

Bruce Elementary School 71 School Improvement Plan 3.2: Curricular Process (Rubric Indicator 3.2)

What are our major strengths and how do we know?

Bruce Elementary School 72 School Improvement Plan The following strengths were analyzed in component 3.1a:

The Memphis City Schools’ curriculum correlates to state standards and benchmarks and is used district wide. This is evident in the targeted S.P.I.’s being taught and assessed. It is also evident in the number of transient students that are able to continue progress on grade level expectations. The instructional staff utilizes the Memphis City Schools Instructional Maps, curriculum guides, state S.P.I.’s, and assessment data to meet grade level proficiencies. This is evident in the agendas of weekly P.L.C’s, lesson plans, formal/informal observations, promotion rate, student achievement, and T.C.A.P. data. The school’s high quality curriculum enables students to problem solve, make decisions, and set goals. This is evident in integration of subject matter, maintenance of high expectations, and inclusion of higher order thinking skills. Use of research-based instructional practices allow for the support and monitoring of curriculum. All stakeholders are invited to view the curriculum and provide feedback. There is a commitment to engage in professional development that enhances the manipulation of the curriculum and supplemental materials. Bruce Elementary School’s Instructional facilitator frequently collaborates with colleagues from Berclair, Idlewild, and Rozelle Elementary schools (all high performing schools) to determine if current practices and principles utilized by instructional staff are effective. This collaborative team works together to help ensure academic success for all students.

 The curriculum allows students to engage in higher-order thinking, problem solving and decision making. Evidence of this is in quality student work, integration of subject matter, and inclusion of higher-order thinking skills.  Execution of research-based practices strengthens the implementation of the curriculum.

What are our major challenges and how do we know? Bruce Elementary School 73 School Improvement Plan The following challenges were noted in the gap analysis, 3.1b:

Additional time is needed to implement and utilize all curriculum resources and district mandated initiatives. Evidence for this challenge is found in professional development evaluations, surveys, P.L.C. minutes and classroom observations. There is a need for updated technology. Outdated computers will not accommodate software and web-based programs provided to support the curriculum. Reformation of planning time and professional development is needed to develop and incorporate curriculum resources. Evidence of this is found in professional development surveys, PLC minutes, and classroom observation forms. There is a need for science laboratory experiences to increase mastery of science skills. Evidence of this is found in low TCAP proficient scores in Science. There is a need for more intervention specialists to ensure intervention initiatives are adequately implemented.

Bruce Elementary School 74 School Improvement Plan How will we address our challenges? The following strategies may be used to address the curricular challenges of time, personnel, and technology:

Teachers and staff need to continue with professional development opportunities that will help them better assist the students. Science and Social Studies should be integrated throughout the content areas, not just taught in isolation. Teachers need to adhere more closely to and focus on state assessed skills. Professional Learning Communities will be dedicated to data analysis, differentiating instruction, and ways preventing “time off task” in order to help close the achievement gaps among all of the students. Funds may be budgeted to provide an increase in paraprofessionals and certificated personnel. Additional volunteers may be used for tutoring and small group instruction. Funds may be budgeted to purchase updated technology. Professional development training schedules will focus on developing and reviewing curriculum practices. Current practices will be aligned with the principles and practices of high-performing schools within the district through observations and other professional development opportunities. Title I funds and Site-Based funds will be used to update technology throughout the school.

Bruce Elementary School 75 School Improvement Plan 3.3.a: Instructional Practices (Rubric Indicators 3.3 and 3.4)

High Qualit y Differentiated Current Instructional Learni Instruction Practices ng Standards Enviro Research Based Classroom Assessment Data-Driven nment Instructional Organization and Differentiated Alignment Alignment Instruction s Strategies Management Instruction Evidence of Practice -Instruction Assessments -Data is - -Schedules -School wide and -Multiple -Instruction is aligned coincide continuously Stud are designed classroom opportunities supports with with used to ents for optimal practices are for varied standards curriculum facilitate are learning consistent additional learning based taught differentiated enga including a -Learning assistance styles and curriculum -Focused instruction ged reading and stations and to improve needs -Standards S.P.I.’s are -Intervention in math block classroom learning are -Lesson are assessed on strategies high with libraries are used provided planning identified in each grade are used for er workstations -Cooperative -After -P.L.C. all level targeted order -Concept grouping school minutes curriculum groups think Mapping -Posted rules, tutoring -Formal and -Lesson -Weekly ing -Aimsweb for consequences and -My informal Plans grade level skills grades K-5 rewards Sidewalks observations -Teachers meetings - -Calendar -Integrated word reading -Inclusion, post are held to Conc math walls intervention mainstreaming standards determine ept - -School wide -Math -I.E.P.’s to and S.P.I.’s instructional map Differentiated behavior plan intervention, tailor needs and ping Instruction web based, instruction strategies is and -Small used paper/pencil group in -Support instruction PreK Team and -C.L.U.E -5 in I.E.P. -Resource all meetings -E.S.L. conte -EdPlans Guided nt Reading areas Groups Bruce Elementary School 76 School Improvement Plan - -EdPlans Proje ct Desc riptio n Form s ident ify level s of think ing for stude nt work - Syste mati c, expli cit, and enga ging instr uctio n is pract iced by all teach ers

Bruce Elementary School 77 School Improvement Plan Is the current practice Yes Yes Yes Yes Yes Yes Yes Yes research-based? Is it a principle & Yes Yes Yes Yes Yes Yes Yes Yes practice of high- performing schools? Has the current practice Effective Effective Effective Effe Effective Effective Effective Effective been effective or ctive ineffective? What data source(s) do -Lesson -S.P.I. -P.L.C. - -Classroom -Decreased -EdPlans -I.E.P. goals you have that support Plans tracking minutes Stud observations number of - Aimsweb -My your answer? -Posted sheets -Assessment ent -Lesson plans discipline Benchmark Sidewalks S.P.I.’s in -Identified and work -Classroom referrals s and reading classrooms S.P.I.’s benchmark /hall organization -Classroom Progress intervention -A.Y.P. -Formative reports displ -Classroom observation Monitoring -Support data Assessments -Grade ay schedules -Increased time -Assessments team -Formative -T.C.A.P. level data - -P.L.C. on task and -Pre/Post meeting Assessments notebooks, Proje minutes focused Assessment minutes -Common monitoring ct -Assessment instruction for after -Stanford Assessments forms descr results school Math iptio tutoring Intervention n -I.E.P., -EXCEL form Support Reports s Team -Reading - meeting Plus Less minutes Intervention on -Headsprout plans Intervention - Class room obser vatio ns - Asses Bruce Elementary School 78 School Improvement Plan sment resul ts -T.V.A.A.S. -Increase in -100% of - -Increase in -Increase in -80% of -100% of -A.Y.P. students teachers are 100 number of number of students faculty data performing trained to % of students students were actively -Promotion proficient analyze teach mastering mastering grade proficient in participates rate and above data and ers grade level level expectations Math in -Formative modify use expectations -Increase in -83% of professional Assessment instruction word -Increase in number of students development scores walls number of students scoring were emphasizing and students proficient and proficient in differentiated conc scoring above Reading instruction ept proficient and -100% of above first graders map utilizing Evidence of effectiveness ping Headsprout or ineffectiveness to -All 4th and supp 5th grade ort intervention effec students tive utilizing instr Stanford uctio Math n -All Tier 2 Reading 4th and 5th grade students utilizing Reading Plus

Evidence of equitable -All -All -All - -Professional -All teachers -Students -The school support for this teachers students in teachers Exte Development receive are learning practice utilize grades 3–5, participate nsive and access to professional provided environment Learning including in Data profe lesson plans development with is arranged Village special Analysis ssion via Learning training on the tutoring to support database education, professional al Village that implement-ation opportunities small group -All are assessed development devel include of learning work- during and instruction Bruce Elementary School 79 School Improvement Plan teachers for mastery sessions opme multiple stations after the -Materials utilize MCS of unit -All nt objectives -All teachers school day are made Instructiona S.P.I.’s teachers are has and teaching received -Students available to l Maps through provided been strategies are classroom are main- all classes -All Formative with data provi provided for management streamed to support teachers Assessment notebooks ded all teachers. training and into individual participate tests -Weekly for -Professional materials appropriate student in weekly - All P.L.C. this Development, -Forms outlining instructional needs. P.L.C.’s students K- meetings pract peer expectations are settings -All and faculty 1, are given are held to ice observations, given to teachers -Title I and teachers meetings -Aimsweb identify -All and walk- prior to Fee Waiver have access benchmark strengths teach throughs are observations and funds are to district test three and ers provided to walk-throughs used to approved times a year challenges have increase staff enhance interventions -Baseline of all recei knowledge of instruction assessment students ved “best school-wide tests are the practices” -Administrative given nece staff attends -Bruce ssary all I.E.P. Elementary mate and support uses S.P.I.’s rials team tracking to meetings sheets to fully -All monitor K- impl students 5 mastery emen assessed of unit t using S.P.I.’s or these Aimsweb accomplish- pract -All ments ices Students are benchmarked in Aimsweb

Next Steps -Continue -Continue -Continue - -Continue to -Continue -Continue -Continue P.L.C. to use to use data Cont implement introduction and tutoring and to use data support assessment to move inue effective use of high intervention to tailor

Bruce Elementary School 80 School Improvement Plan -Continue data to students to instructional quality learning strategies instruction to focus on modify from low to impl practices that stations -Allocate to address standards instruction middle, and emen allow -Continuous funding for student driven -Continue middle to t students to be professional additional needs instruction to align high “best actively development assistants -Provide -Continuous assessment achievers pract engaged in -Increase support for professional and -Continuous ices” the learning aid from instructional development instruction professional in process adopters resource -Continuous development class -Continue and teachers in professional -Create room professional community order to development classroom instr development resources align -Administer, environments uctio which for tutoring instruction analyze, and that are n supports -Continuous with grade evaluate data conducive to effective learning - professional level to drive Cont research- development expectations instruction inue based -Increase the -Continuous to strategies use of small professional main groups in all development tain content areas -Provide high small group expec instruction tation -Meet the needs of all s for students by all disaggregating learn data ing by provi ding profe ssion al devel opme nt addr essin Bruce Elementary School 81 School Improvement Plan g high er level s of Bloo m’s Taxo nom y

Bruce Elementary School 82 School Improvement Plan 3.3 b : Instructional Gap Analysis

Instructional Gap Analysis

The Current Use of: TIME, MONEY, PERSONNEL and OTHER RESOURCES

Teachers use research-based instructional strategies that are often implemented district-wide such as intensive vocabulary instruction, differentiated instruction, and concept mapping. Instruction is aligned with federal, state, and district standards. The instructional process is completely data driven. Teachers use the standards based curriculum and only high quality assessments. Students are actively engaged in high quality learning environments as supported by higher level thinking skills.

Time Allocation

All teachers attend district and on-site professional development for training in the use of research-based and data-driven instruction. This professional development takes place in the summer, during in-service, during regularly scheduled sessions with the school’s instructional facilitator, and at weekly Professional Learning Communities throughout the school year. The principal attends the annual summer Principal’s Academy and module trainings throughout the school year. Parents are encouraged to attend on-site professional development sessions and also attend the district’s parent meetings/trainings. The special skills teachers have monthly professional development sessions sponsored by the Board of Education. Para-professionals are asked to participate in the school’s professional development sessions and strongly encouraged to pursue higher education opportunities. Each grade level is provided with common planning time on a weekly basis in order to facilitate Professional Learning Communities. During this time, teachers analyze data and plan for focused instruction using differentiated instructional strategies. They ensure that they are utilizing a wide range of research based, student-centered strategies. Teachers help one another with classroom management Bruce Elementary School 83 School Improvement Plan and organizational techniques. These best practices are also shared during Professional Development Wednesdays at the school. As well, teachers collaborate on the use of research-based instructional strategies and “best practices”. The scheduling of classes includes instruction in all content areas. Explicit instruction ensures the effectiveness of time on task. Instructional delivery times are adhered to and are of the utmost importance. A school-wide ninety minute uninterrupted instruction for literacy is practiced daily. This takes place at the beginning of every school day following sustained silent reading. Literacy activities include a variety of workstations, whole group instruction, small group instruction, and guided reading. A seventy-five minute block for math is also observed. Support classes are in forty-five to fifty-five minute blocks. These classes are provided for all students, K-5; instructional support classes consist of: Library, P.E., Music, and Art. Bruce Elementary School’s staff offers timely additional assistance to students who are experiencing difficulty. Math and literacy interventions take place ranging from twenty to thirty minutes to one hour of the school day for a targeted group of students. My Sidewalks and Stanford E.P.G.Y. are used to target the tier two and tier three students. Volunteers from the school’s adopters tutor at-risk students daily. The E.S.L. teachers offer after-school homework help to those English Language Learners who need extra assistance. A volunteer from Multi-National Ministries provides an intense, additional reading tutoring session to E.L.L. students who are struggling. Extended day after school tutoring is offered to students in grades two through five for additional reading and math interventions. The Special Education teachers use inclusion to help address the needs of students with disabilities. Volunteers from Multi-National Ministries work with non-English speaking moms to help them help their children. Bruce School has collaborations with local colleges, universities, and professional development consultants to implement strategies to attract high quality, highly-qualified teachers.

Budget Allocation

Funding for Bruce Elementary School comes primarily from the Site-Based and Title I budgets. The Site- Based budget is determined by student enrollment, and the Title I budget is allocated by the educationally disadvantaged percentage. The Site-Based budget is utilized to purchase instructional materials, furniture, computers, equipment and supplies. This budget is generally consumed by the district’s new textbook

Bruce Elementary School 84 School Improvement Plan adoption. Each teacher received an additional $400 from the state for the purchase of materials to support instruction. The BEP 2.0 allocation was $200. Title I funding resources enable the school to provide additional personnel, materials, supplies, parent involvement, and meet the professional development needs of the staff. The district supports an extended day after-school tutoring program. The program includes students who are at-risk and need intensive support on targeted S.P.I.’s. This after school program provides students with additional assistance to improve learning beyond the realm of the classroom. Title 1 funds the Interventions personnel and the My Sidewalks program. The program provides students with an additional plan for assistance. The E.S.L. office funds two of the school’s E.S.L. teachers to work with students that have diverse cultural and language backgrounds in an after school program.

Human Resources

All Bruce Elementary School teachers are highly qualified by the standards set forth by the 2001 No Child Left Behind Act. Four teachers are Memphis Literacy Academy Laureates, as is the school’s principal. They have all received intensive reading instruction training and help share the professional development responsibilities at the school. Five teachers have become certified “Raise the Bar” teacher mentors. The faculty at Bruce consists of twenty-two regular education teachers, four support class teachers, two special education teachers, two E.S.L. teachers, one part-time school nurse, one part-time strings teacher, one part- time speech teacher, one instructional facilitator, one professional school counselor, and one part-time Orff music teacher. There is one full-time paraprofessional assigned to certificated personnel. Certificated personnel are responsible for the instruction and assessment of all students. The guidance counselor, school psychologist, social worker, and staff offer support to families in securing services that support basic and educational needs. Character education, safety education, test taking skills, anger management, no bullying programs, and college and career awareness are all a part of this program. The instructional facilitator provides professional development for teachers in the use of data analysis, curriculum instruction, differentiated instruction, TEM and planning. District level support for curriculum is provided by the Standards Curriculum and Assessment Department, Careers and Technology, Exceptional Children, Professional Development Specialists, and Staff Development Coordinators.

Bruce Elementary School 85 School Improvement Plan Other Resources

Adopters reinforce and enrich school curriculum through time, financial donations, and learning opportunities. Student Fee Waiver funds supplement instructional materials and learning opportunities. The state funds the two voluntary Pre-K classrooms.

OPTIMAL UTILIZATION OF RESOURCES “What Ought to Be”: Time, Money, Personnel, and other Resources

Teachers are receiving adequate and an equitable amount of instructional support. Ample funds and resources are allocated to assist teachers to meet the needs of their students; however, there is a decline in proficiency levels across all subgroups intensifying the need for good first teaching and the differentiation of instruction. One size does not fit all!

Time Utilization

Additional time is needed to utilize all materials that support the instruction. Additional time is needed for special educators and support teachers to attend grade level P.L.C.’s on a consistent basis. Not enough time is devoted to science and social studies. More time must be devoted to the students with disabilities, economically disadvantaged students, and English Language Learners subgroups.

Budget Utilization

Additional funds are needed to update computer hardware to successfully implement Stanford E.P.G.Y. and other computer-based interventions. District stipends are needed for teacher attendance at after-school and

Bruce Elementary School 86 School Improvement Plan summer professional development. A mobile computer lab is needed to allow all students access and successful integration of computer-assisted instruction.

Human Resources

Additional para-professionals are needed to assist in the equity of instructional delivery. Additional certificated personnel are needed to facilitate inclusion. An additional classroom teacher is needed to reduce fifth grade classroom size. A dedicated science lab teacher and writing teacher would be beneficial.

Other Resources

Updated computers and teacher workstations are needed to support instruction. Sites such as Net Trekker and United Streaming build on instruction, but are hard to use due to outdated hardware. Cable in the classroom would allow access to the district’s cable channel. This channel offers a myriad of professional development segments and educational videos and series that support/enhance instruction. Additional books and book containers are needed to help support classroom libraries and the separation of books via genre. This exposes children to a variety of literature resources that support instruction.

Equity and Adequacy

A professional development needs survey is administered annually to the faculty and staff. To provide equity and adequacy to all teachers, everyone is afforded the opportunity to receive support in their area of need. This might be done on campus, via Avatar, Via Regional Specialists/Coaches, at the Teaching and Learning Academy, or even at another school. The district provides on going, research based professional development to all instructional facilitators and principals. They, in turn, share this information with the staff. All teachers are provided time to organize materials and plan lessons that will assist their students in skills mastery.

Bruce Elementary School 87 School Improvement Plan Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students?

Funds and resources are given to teachers to effectively meet the needs of all teachers. Title 1 funds are allocated for instructional supplies and professional development needs. Any additional resources are allocated based on equity and need. Teachers also seek out grants when needed.

Based on A.Y.P. data, Bruce Elementary School has not met the state’s benchmarks for proficiency in reading and mathematics. There has been a decline in all subgroups’ proficient levels indicating a need for MAJOR improvement. 

Bruce Elementary School 88 School Improvement Plan 3.4: Instructional Process (Rubric Indicator 3.4)

What Are Our Major Strengths and How Do We Know?

Bruce Elementary School 89 School Improvement Plan The following strengths were analyzed in component 3.3 : Teachers use proven research-based instructional practices that are data driven. Lessons are designed to actively engage all students in the learning process and encourage them to take ownership of their learning. Classroom instruction is aligned with the standards based curriculum and assessments. Lessons are designed to meet the assessed T.C.A.P. objectives based on the State Performance Indicators. The school has a formalized process to align instructional practices with the curriculum and demonstrates results through systematic and sustainable implementation throughout the school. This process is motivated by data analysis that facilitates data driven instruction. Differentiated instructional methods are utilized to meet the individual learning styles and abilities of students needs. The instructional staff utilizes the Memphis City Schools Instructional Maps, curriculum guides, state S.P.I.’s, and assessment data to meet grade level proficiencies. This is evident in the agendas of weekly P.L.C’s, lesson plans, formal/informal observations, promotion rate, student achievement, and T.C.A.P. data. The school’s high quality curriculum enables students to problem solve, make decisions, and set goals. This is evident in integration of subject matter, maintenance of high expectations, and inclusion of higher order thinking skills. Use of research-based instructional practices allows for the support and monitoring of curriculum. All stakeholders are invited to view the curriculum and provide feedback. Grade level data, A.Y.P. data, as well as student achievement data indicate that planning for instruction is an area of strength. There is a commitment to engage in professional development that enhances the manipulation of the curriculum and supplemental materials. The school provides and fully supports continual job-embedded learning opportunities for both professional and support staff to improve their effectiveness; including both professional and support staff. Bruce Elementary School’s instructional facilitator frequently collaborates with colleagues from Berclair, Rozelle, and Idlewild Elementary schools (all high performing schools) to determine if current practices and principles utilized by instructional staff are effective. This collaborative team works together to help ensure academic success for all students. The school provides and supports ongoing job-embedded learning opportunities for all stakeholders to improve their effectiveness.

school also encourages staff to participate in additional professional opportunities to further individualize professional knowledge. Evidence of this is in the school professional development plan, professional development agendas, and professional development Bruce Elementary School 90 School Improvement Plan evaluations.

What Are Our Major Challenges and How Do We Know?

Bruce Elementary School 91 School Improvement Plan The following challenges were noted in the gap analysis, 3.3:

A great challenge is finding the time to implement and utilize all instructional resources and district mandated initiatives. Evidence for this challenge is found in professional development evaluations, surveys, P.L.C. minutes, teacher feedback, T.C.A.P. data, and classroom observations. All subgroups decreased their number of students who scored in the proficient or advanced levels. Time constraints inhibit teachers from being able to plan and produce high quality lessons based on a regular, thorough analysis of data. More training is needed to support the implementation of differentiated instruction and small group instruction as evidence in declining T.C.A.P. scores. There is a great need for updated technology. Outdated computers will not accommodate software and web-based programs provided to support instruction. We need additional personnel to assist in effectively differentiating instruction. This is evident in the annual assessment of I.E.P.’s and through the growth differences between high, middle, and low achievers. Science and Social Studies are not given adequate amounts of instructional time.

How Will We Address Our Challenges?

Bruce Elementary School 92 School Improvement Plan The following strategies may be used to address the instructional challenges of time, technology, and personnel:

We will continue data analysis and application of best practices in order to meet the challenging and changing needs of our students. The instructional facilitator will continue to provide professional development focusing on data monitoring and differentiated instruction which support student learning. We will invite professional development specialists to assist with overcoming our challenges. Upcoming professional development will include strategies on the integration of science and social studies throughout reading and mathematics. We will continue to focus on the assessed S.P.I.’s to maximize instructional time and effectiveness. We will identify where time is being lost during the instructional day. Funds may be budgeted to provide an increase in Para-professionals and certificated personnel. Additional volunteers may be used for tutoring and small group instruction. Funds may be budgeted to purchase updated technology.

Bruce Elementary School 93 School Improvement Plan 3.5.a: Assessment Practices (Rubric Indicators 3.5 and 3.6)

Current Assessment S T.C.A.P. Writing T.C.A.P. Discovery Aimsweb EXCEL Practices c Education’s Reports/ Stanford Formative o Assessments EdPlans Math t E.P.G.Y. t

F o r e s m a n

R e a d i n g

U n i t

Bruce Elementary School 94 School Improvement Plan e s t s C Individual reports School Summary Benchmark Diagnostic School u wide of results and Reports usage r reports, in reading, progress reports r individual math, and monitoring i reports, language scores c A.Y.P. arts u l data Evidence of Practice u m

G u i d e s Y Yes Yes Yes Yes Yes Yes Is the current practice e research-based? s Is it a principle & Y Yes Yes Yes Yes Yes Yes practice of high- e performing schools? s Y Yes Yes Yes Yes Yes Yes Has the current practice been effective or ineffective? e s What data source(s) do U T.C.A.P. Writing T.C.A.P. Comparisons Scores EdPlans Individual you have that support n scores scores to school diagnostic growth your answer? i and district reports summaries t

Bruce Elementary School 95 School Improvement Plan T e s t

S c o r e s Evidence of effectiveness D Average score 3.8 out Did not Did not Did not Did not Students’ or ineffectiveness i of 6 meet the meet the meet the meet the reports did d state’s state’s state’s state’s not show benchmarks benchmarks benchmark benchmarks overall n of 49% in of 49% in of 49% in of 49% in growth o reading reading reading reading t and 40% in and 40% in And 40% and 40% in mathematics mathematics in math mathematics m e e t

s t a t e

Bruce Elementary School 96 School Improvement Plan ’ s

b e n c h m a r k

r e a d i n g A n d

Bruce Elementary School 97 School Improvement Plan

m a t h G Grade level meetings Grade Grade Grade Grade Grade r level level level level level a meetings meetings meetings meetings meetings d e

l e v Evidence of equitable e school support for this l practice

m e e t i n g s

Bruce Elementary School 98 School Improvement Plan C Continue to Continue Continue Continue Continue Continue o implement to to to to to n implement implement implement implement implement t i n u e

t Next Steps o

i m p l e m e n t

Bruce Elementary School 99 School Improvement Plan 3.5 b: Assessment Gap Analysis

Assessment Gap Analysis

The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES

All students, every subgroup, are given a variety of assessments relative to student achievement and are aligned with the state’s standards based curriculum. In addition to the district wide assessments, teachers are given the opportunity to make assessment decisions that improve student learning.

Time Allocation

All teachers attend district and on-site professional development for training in the use of research-based, high- quality assessments and data results. This professional development takes place in the summer, during in-service, and at weekly Professional Learning Communities throughout the year. Each grade level is provided with common planning time on a weekly basis in order to facilitate P.L.C’s. During this time, teachers analyze data and plan for focused instruction to meet the individual needs for student achievement. Teachers collaborate on the use of research based assessment strategies and “best practices”. Kindergarten Readiness Inventory, the D.S.C., is administered at the beginning of the school year. The data from this test enables kindergarten teachers to identify students’ strengths and weaknesses from the start. Baseline assessments are used in grades one through five to identify student needs at the beginning of the school year. Discovery Education’s Formative assessments for reading, language arts, and math are administered three times a year to students in grades three through five and are directly correlated with the state’s performance indicators. Tier three students receive intensive small group instruction using the My Sidewalks program. Students were identified using Aimsweb’s Benchmark test. Once identified, students receive regular progress monitoring every week (Tier 1) or every two weeks (Tier 2). This data is entered into the computer via the Aimsweb website and is used to determine growth. The Stanford Math E.P.G.Y. program is used for the Tier two students who need an extra push to reach the proficient or advanced levels. This web-based program continuously assesses students’ math skills and determines strengths and weaknesses. Unit Skills tests in reading, writing, and math provide an array of classroom assessments that support instruction. The tests are designed to assess student progress at the end of each nine weeks and aid in instructional planning. T.C.A.P., a statewide mandated tool, is administered in the spring of each year to all students in grades two through five. Special education and support team meetings use a variety of benchmark and intelligence testing throughout the year. Aimsweb benchmarks are given three times per year to kindergarten and first grade students. (Fall, Winter, and Spring). The state’s E.L.D.A. test is administered to all English as a Second Language students. This data identifies the progress of this group of students and determines their needs. An EdPlan/EXCEL report is created for all students. Teachers identify the areas that need strengthening and the programs that are put in place to support these needs. The EdPlans are updated regularly and reviewed by parents three times per year. Teachers also utilize a variety of teacher made common assessments. Performance assessments, portfolios, teacher-created tests, Exam View tests, and rubrics are just a few examples of what is used to ensure quality instruction and optimal academic progress.

Budget Allocation

On site professional development and technical support for assessment use and data analysis is funded through the Title I school budget. Materials that provide preparation for, and a review of testing skills, such as COACH and Test Ready, technology, and personnel are allocated and purchased with the Title I school budget. The site-based budget is used to purchase materials needed for a wide range of testing tools and to produce data for analysis. The district funds the use of Formative Assessments in grades three through five, supplies for T.C.A.P., KRI, unit skills tests, Brigance, Peabody Vocabulary Pictures, and Aimsweb materials. Bruce Elementary funding comes primarily from Title I and Site-based budgets. Title I is allocated based on the number of economically disadvantaged students. The Site-based budget is determined by student enrollment. Title I funds at Bruce Elementary assist in providing additional personnel, materials, supplies, equipment, and professional development that aids in administering a variety of assessments. The Site-based budget is utilized to provide substitutes for professional development release time, purchase instructional materials, computers, equipment and supplies that aid in administering a variety of assessments.

Human Resources

All Bruce Elementary School teachers are highly qualified by the standards set forth by the 2001 No Child Left Behind Act. Four teachers are Memphis Literacy Academy Laureates. They have received intensive reading instruction training and help share the professional development responsibilities at the school. Five teachers have become certified “Raise the Bar” teacher mentors. The faculty at Bruce consists of twenty-two regular education teachers, four support class teachers, two special education teachers, two E.S.L. teachers, one part-time school nurse, one part-time strings teacher, one part-time speech teacher, one Instructional facilitator, one professional school counselor, and one part-time Orff music teacher. There is one full time para-professional assigned to certificated personnel. Certificated personnel are responsible for the instruction and assessment of all students. The guidance counselor, school psychologist, social worker, and staff offer support to families in securing services that support basic and educational needs. The instructional facilitator provides professional development for teachers in the use of data analysis, curriculum instruction, differentiated instruction, TEM and planning. All teachers have data folders that are compiled throughout the year and are used to differentiate instruction. District level support for assessment is provided by the Memphis City School’s Research and Evaluation Department, Professional Development Specialists, Regional Math/Reading Specialists/Coaches, and Staff Development Coordinators. The principal and Instructional facilitator regularly observe classrooms to provide feedback on teachers’ instructional practices. During Professional Learning Communities, the principal and facilitator ensure that appropriate assessments are used to guide decisions relative to student achievement. The Professional Development Specialist assigned to Bruce Elementary School visits weekly to help support with classroom observations.

Other Resources

Community volunteers, Para-professionals, and support staff members tutor students who are in need of assistance. The E.S.L. teachers work with English as a Second Language students after school to reinforce skills taught that day. Parents, Grandparents, and community volunteers serve as proctors for the T.C.A.P. All assessment results are sent home regularly to families in a language they can understand. A Guide to Understanding the T.C.A.P. is given to all parents. The Bruce Elementary School website provides a plethora of school information for including the most recent assessment data and school profile. The school’s data wall is continuously updated to communicate with students, parents, and other school stakeholders information regarding student learning. Newsletters, phone calls, announcements, Parent Link Phone Trees, and notes home are translated for parents who first language is not English. Translators are used during all school functions.

OPTIMAL UTILIZATION OF RESOURCES “What Ought to Be”: Time, Money, Personnel, and other Resources Time Utilization

Additional time is needed to move lower achieving students to proficient and advanced levels before the spring 2012 T.C.A.P. More time must be devoted to professional development in the appropriate use of assessments. More time is needed to implement intervention strategies to accommodate students who score below proficiency in certain skills.

Budget Utilization

Additional funds are needed to update computer hardware and support printing. Many of the district programs are on-line and can generate a variety of assessment data for teachers to print.

Human Resources

Additional classroom Para-professionals are needed to assist in the equity of instructional delivery, computer assisted instruction, and small group instruction. An additional psychologist and social worker are needed to expedite the referral process. A science lab and writing teacher would be truly beneficial to the instructional process.

Other Resources

Toner, printers, reams of paper, and computers are needed in the classrooms to support assessment data analysis and generation of reports. Equity and Adequacy

A professional development needs survey is administered annually to the faculty and staff. To provide equity and adequacy to all teachers, everyone is afforded the opportunity to receive support in their area of need. This might be done on campus, at the Teaching and Learning Academy, via Avatar or Regional Content Specialists, or even at another school. The district provides assessment materials to all teachers ensuring effectiveness. All teachers are provided district-mandated assessments to administer to regular and special education students. Reports of individual assessment results are provided to parents in a language that they understand. Regular education and special education are provided common planning and professional development to analyze assessment data and plan instruction according to the data. Title I funds are provided to all teachers for supplemental instructional materials that assist students in gaining mastery on assessments. Title I funds allocate money for all teachers to attend professional development that train them how to use data to drive instruction. Site-based funds are provided to regular, special education, and support staff to purchase instructional materials that assist in helping students achieve proficiency on assessments.

Data show that we have not met AYP; therefore, we are not meeting the needs of our students in the areas of Mathematics and Reading/Language Arts. Students who are performing below proficient have been provided opportunities to participate in intervention programs based on their learning needs.

Based on A.Y.P. data, Bruce Elementary School has not met the state’s benchmarks for proficiency in reading and mathematics. There has been a decline in all subgroups’ proficient levels indicating a need for improvement. Teachers will be given an evaluation to judge the effectiveness and provide feedback of their current assessment practices, not including the district wide assessments. 3.6.: Assessment Process (Rubric Indicator 3.6)

What are Our Major Strengths and How Do We Know? The following strengths were noted in the analysis of assessment:

Bruce Elementary School’s instructional staff is given a great amount of assessment tools that are aligned with the district/state: T.C.A.P., T.C.A.P. Writing Assessment, Aimsweb, Stanford Math E.P.G.Y., Discovery Education’s Formative Assessment, EdPlans, E.L.D.A., Common Assessments. These assessments enable the data-driven instructional process. The Office of Research and Evaluation provides individual school data on a continuous basis. Teachers can generate assessment results via the computer to provide immediate feedback and plan for instruction. Teachers are given measures to be included in assessment decisions to improve learning.

What are Our Major Challenges and How Do We Know?

The following challenges were noted in the analysis of assessment:

We do not have adequate amounts of time to devote to the analysis of data. Teachers need to reflect upon their current instructional and assessment practices and address their effectiveness. Students did not meet the state’s benchmarks for adequate yearly progress, the number of students in the proficient and advanced levels has decreased. This decrease has affected all subgroups.

How Will We Address Our Challenges? The following strategies may be used to address the curricular challenges of time, personnel, and technology:

More time will be devoted to the thorough analysis of data during faculty meetings and Professional Learning Communities. Teachers will be given assistance with the generating of reports. Para- Professionals/Interventionists will be trained to generate reports. More professional development will be provided to support teachers with this task. Bill White from the Office of Research and Development will be invited to Bruce to help disaggregate T.C.A.P. data. Professional Learning Communities will spend more time disaggregating data and reviewing current curricular processes and assessments. More computers and printers will be provided in the classrooms. Teachers will ensure that every common assessment and instruction is directly aligned to T.C.A.P. and in the same format.

3.7 a: Organizational Practices (Rubric Indicators 3.7and 3.8)

Current Professional Diverse Learning Parents and Organizational Development School Issues Community Community Practices Organizational Practices Evidence of Practice Organizational practices Teachers are active Bruce Elementary Practices are designed Bruce Elementary (State in promote effective use of participants in envisions a safe to meet the needs of encourages parents definitive/tangible time for all students. continuous and secure learning all students. and community terms) Implementation of the professional environment that Implementation of the members to become following ensures this: development. encourages following ensures actively engaged in Implementation of productive teaching this: the growth and *Responsive classrooms the following and learning. learning ensures this: Implementation of *Failure Free Reading opportunities for the * Literacy/Social the following (Sp. Ed) students. Studies for K-2 *Cross grade-level ensures this: Implementation of (90 minutes) P.L.C.'s *I.E.P.'s the following * Envoy Project ensures this: * Literacy Block for 3-5 *Professional (4th Grade) *EdPlan (90 minutes) Development Plan *Title I Parent *School-wide *Differentiated Meetings *Literacy and Math *Professional Discipline Plan Instruction Work Stations Development *School Based Agendas and *Multi-Hazard *Leveled Readers Decision *Calendar Math Evaluations Emergency Plan Making Council (SBDMC) *Headsprout *Posted SPIs *PLC minutes *Exit Routes *Open House Posted *EPGY Stanford *Word Walls Math *Safety and *Teacher Resource Room Disaster Drills *Behavior *Tennessee Academic Intervention Plan Vocabulary *Parent Resource Room *S-Team Meetings *Teacher Resource *T.C.A.P. Parent Room *Reading Plus Meeting *Morning Meeting *AIMSweb *Think Show/Capstone *Tier Intervention Projects

*Family Literacy/Curriculum Night

*Family Math and Science Night Yes Yes Yes Yes Yes Is the current practice research-based?

Is it a principle & Yes Yes Yes Yes Yes practice of high- performing schools? Has the current practice Effective Effective Effective Effective Effective been effective or ineffective? What data source(s) do *Classroom Observation *Professional *Discipline Reports *T.C.A.P. data *Title I Sign-In you have that support Monitoring Forms Development Logs Forms your answer? *Multi-Hazard Plan *I.E.P.’s (identify all applicable *Lesson Plans *P.L.C. Agendas *SBDMC Minutes sources) *Emergency Drill *Support Team and Sign-In Forms *Discipline Reports *P.L.C. Minutes Schedule Meeting Minutes *Parent Training *T.C.A.P. Data *Professional *School Report *Progress Monitoring Sign-in Forms and Development Plan Card Reports Agenda *Daily Schedules *Professional *Headsprout Reports *SACS/SIP Development Committee minutes Evaluations *Stanford Math Reports *School Climate Survey *Classroom Observation Forms *SAI, TELL, Informal Surveys *Lesson Plans

*Reading Plus Reports *AIMSweb Reports

*K-3 teachers use the *Increased *Status of “Safe *100% first graders *Increased number Responsive Classroom Professional School” and “No use Headsprout of parent model Development violent crimes” participation on the *100% of identified SBDMC, SACS, SIP Evidence of * 100% of teachers use *Increased *Effective and intervention students committees effectiveness or Calendar Math awareness and use of efficient emergency use Stanford math ineffectiveness (State in terms of quantifiable best practices drills intervention program improvement) * 100% of teachers use word walls *100% of Tier II students in 4-5 use *K-3 teachers conduct Reading Plus Morning Meetings * 90-Minute Literacy *All teachers are *All teachers and *All teachers *P.T.S.A. open to all Block members of cross students participate implement the same teachers, parents and grade and grade in routine intervention model (K community *75 minutes of math level P.L.C.’s. emergency drills. – 5) members.

*School wide *All teachers are *All stakeholders *All students are Professional provided job- and parents were given newsletters Development embedded given and flyers in English, Evidence of equitable Professional parent/student Vietnamese, and school support for this practice *School wide Discipline Development handbooks that Spanish, which Plan contain safety publicize all school procedures. activities. *All teachers post SPIs, learning targets, guiding *All students are questions, and *All staff members given a implement word walls were given a copy parent/student and academic of the Multi-Hazard handbook upon vocabulary. Plan. registration. *Implement research *Plan effective *Plan and *Focus on meeting all *Keep parents and based best practices. professional implement safety student needs by community abreast development that precautions. analyzing data to of events occurring Next Step (changes or *Engage in on-going, supports student and drive instruction. in school through a continuations) job-embedded teacher needs. variety of media. professional development. CURRENT ORGANIZATIONAL PRACTICES

The vision and purpose of Bruce Elementary are aligned to current research and best practices to facilitate the focus on improving student learning. The beliefs, mission, and shared vision define the purpose and direction of the school. The leadership ensures that goals are established which support the school vision. These goals guide teaching, learning, and the overall climate of the school. The organizational practices and processes promote quality instruction by fostering an academic and safe learning environment. School policies, procedures, and organization ensure equity of learning opportunities via a proactive approach. Issues that might impede the instructional process are addressed prior to their inception. This eliminates instructional and learning time off-task. The school’s leadership employs effective decision-making and extends the school community through collaborative networks and improvement.

The teacher turnover rate at Bruce Elementary School is less than one percent. If a teacher does decide to leave, it is usually due to retirement. This, in and of itself, speaks volumes for the Bruce Elementary School faculty, staff, and school community. In an attempt to attract only high quality, highly qualified teachers, Bruce School’s principal regularly attends the Memphis City School’s Job Fair to interview teachers. The school’s website is continuously updated with pertinent information showcasing our school’s successes. The school report card is disseminated throughout the community making all aware of the school’s strengths and weaknesses.

Bruce Elementary School’s staff assists students that are transitioning into elementary and middle school. The school hosts its annual “Daycare Day” where local and surrounding Headstart programs and daycares bring their students to Bruce for a visit. The directors meet with the Pre-K and Kindergarten teachers to answer any curriculum questions or discuss how they can better prepare their children for the transition. Helpful handouts along with the report card are given to the visitors. Bellevue Middle School works with Bruce staff, fifth grade students, and parents regarding the transition to middle school. Students visit Bellevue for various programs, and spend a day shadowing their middle school mentor. Middle school students come and give talks to students about their own middle school experiences. Both principals participate in parent meetings to inform parents of goals and expectations. Both schools’ counselors ensure that students come prepared for learning and the middle school challenges. 3.7 b: Organizational Gap Analysis Organizational Gap Analysis

The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES

Time Allocation

Weekly common planning time is used to facilitate Professional Learning Communities. Time spent in P.L.C.’s is spent analyzing data, reviewing the curriculum, and researching the use of “best practices”. Time is spent in communicating the school mission and vision through the use of student handbook, website, morning announcements, parent meetings, newsletters, and school wide postings. Organization includes a ninety-minute uninterrupted literacy block and sixty to seventy-five minute math blocks. Daily intervention is scheduled for a minimum of thirty minutes. Time is allocated for professional development offerings for all stakeholders. Time is allocated for parental and community extended learning through support meetings, conferences, and workshops.

Budget Allocation

Primary funding for Bruce is provided by the Site-Based and Title I budget. Continuous, on-site professional development opportunities for staff, parent and community are funded through the Title I budget. District opportunities are available as well. The Bruce Elementary School’s School Improvement Plans drives how Title 1 funds are spent. Parental involvement funds are used to publish monthly newsletters, provide educational materials, support professional development, and update technology in the Parent Resource Room. District funds are used to support the extended day tutorial program and E.S.L.’s after-school Homework Help. Title 1 funds support the reading and math interventions practices during the school day.

Bruce Elementary School 113 School Improvement Plan Human Resources

The leadership of Bruce is responsible for fostering and evaluating practices and procedures that support the school vision and meet state and federal compliance. Both the Principal and Instructional facilitator provide continuous professional development in the use of “best practices” that support the school vision. The Bruce faculty is responsible for implementing the practices and procedures that support that school vision and extend learning to all stakeholders. Leadership and staff members are responsible for maintaining an environment that is equitable and conducive to student learning. Para-professionals/interventionists, staff, parents, and community volunteers assist in maintaining a safe and orderly environment, and offer increased equity in student learning through small group tutoring.

Bruce Elementary School 114 School Improvement Plan Other Resources

Adopters provide tutoring learning opportunities and materials that support the school’s vision. Procedures are in place to ensure timely and efficient distribution of materials to the Bruce Elementary School faculty/staff.

OPTIMAL UTILIZATION OF RESOURCES

“What Ought to Be”: Time, Money, Personnel, and other Resources

Time Utilization

Additional time is needed to implement intervention strategies. Additional time is needed to solicit community support. Support teachers need to have time to meet with homeroom teachers, especially E.S.L. teachers, Resource and Speech teachers. Cross grade-level planning would truly be beneficial to the planning and organizational process. Teachers could identify the overlaps and spend more instructional time on new skills. Data analysis should begin prior to the start of school or be dedicated to during in-service days.

Budget Utilization

Funds are needed to hire additional Para Professional to support student learning. Additional funds are needed to support cultural awareness and extend learning to students, parents and community. More funds need to be allocated to support technology.

Human Resources

Bruce Elementary School 115 School Improvement Plan Additional classroom para-professionals are needed to assist in the equity of instructional delivery and small group tutoring. A Science Lab and writing teacher would truly be beneficial for the school.

Other Resources

Additional community volunteers are needed to maximize the effectiveness of the current school program.

Bruce Elementary School 116 School Improvement Plan Equity and Adequacy

To provide equity and adequacy to all teachers, everyone is afforded the opportunity to receive support in their area of need. All homeroom teachers are given the same, adequate amount of time for planning and Professional development. Support teachers are given adequate amount of time for planning and professional development. With their staggered schedules, it is challenging to afford them opportunities to meet with homeroom teachers.

Based on A.Y.P. data, Bruce Elementary School has not met the state’s benchmarks for proficiency in reading and mathematics. There has been a decline in all subgroups’ proficiency levels indicating a need for major improvement. Teachers will be given an evaluation to judge the effectiveness and provide feedback of the current organizational practices. The school’s staff works diligently ensuring that school stakeholders receive timely information regarding student progress.

Bruce Elementary School 117 School Improvement Plan Bruce Elementary School 118 School Improvement Plan 3.8: Organizational Process (Rubric Indicator 3.8)

What are Our Major Strengths and How Do We Know?

The following strengths were noted in the analysis of organizational practices 3.7a:

Bruce Elementary has NEW leadership and a dedicated staff. The school focus is directly related to the vision, mission, and beliefs. This is supported by school climate, academic achievement, community involvement, and survey analysis. Bruce Elementary School is an environment of equity with strong professional development, data-driven action plans, data-driven lesson plans, and research-based practices. This is evident in the daily operation of the school. Organizational practices support an aligned and balanced curriculum. This is evident in the scheduling of classes, focused S.P.I. instruction, and research-based “best practices”. Professional development is continual and intentional. This is evident in support provided at weekly P.L.C.’s, school-wide in-service meetings, mentoring, and district offerings. All P.L.C. minutes/notes are submitted weekly along with evaluations of professional development. The daily school climate is one that fosters learning. This is evident in the observation of student and staff interaction. Relationships are built with school stakeholders through collaboration and effective, timely communication. Our school’s Parent Resource Room houses many helpful resources for parents, including two computers. The sign-in notebook for the room reflects maximum usage! Translators are available at parent meetings and conferences. Some teachers on staff speak Spanish, Vietnamese, and Arabic and are asked to translate as the need arises. Items sent home are translated in a language that parents can understand and is free of educational jargon. Many of Bruce School’s current organizational practices are directly aligned to the principles and practices of high performing schools. These include the school’s Family Engagement Plan, Home-School Compact, Professional Learning Communities, continuous professional development, and identification of diverse learning communities.

What are Our Major Challenges and How Do We Know? Bruce Elementary School 119 School Improvement Plan The following challenges were noted in the analysis of organizational practices 3.7b:

Bruce Elementary has moved to the state’s “Target” status for not meeting the 2010-2011 Annual Measurable Objectives. Additional time is needed to fully master the implementation of “best practices”. This is evident in the fast pacing of curriculum competing with the application of new instructional strategies. Additional time is needed to solicit consistent parental and community support. This is evident in the sporadic involvement of parents and community. Additional time is needed to enable support teachers to meet and plan with homeroom teachers. More time is needed to enable cross grade-level planning to eliminate overlaps. Data analysis must begin prior to the start of school. This is often impeded due to the slow reporting of the T.C.A.P. data from the state.

How Will We Address Our Challenges?

Bruce Elementary School 120 School Improvement Plan The following strategies may be used to address the organizational challenges found in 3.7 a, b:

Evaluate the effectiveness of strategies that address varied learning styles and focus on those with the greatest impact. Continue to offer opportunities for parental and community support for learning. Additional adopters may be acquired for an increased variety of resources. Provide incentives to teachers to come work prior to the start of the school year. Teaching should begin on DAY 1! 

Component Four

Bruce Elementary School 121 School Improvement Plan Bruce Elementary School 122 School Improvement Plan Action Plan DevelopmentComponent 4 – Action Plan Development

4.1: Goals Prioritized List of Goal Targets

Tennessee’s Annual Measurement Objectives for the 2011-2012 School Year:

Reading—66% Mathematics—60% Attendance—93%

2010-2011 Bruce Elementary TCAP Scores:

Reading--23% Mathematics--15% Writing—75% Attendance--97%

Goal I: Increase Reading Achievement – The percentage of all students performing at the proficient and advanced range will increase by 20%.

Goal II: Increase Math Achievement - The percentage of all students performing at the proficient and advanced range will increase by 25%.

Goal III: Increase Writing Achievement- The percentage of students earning a score of 4, 5, or 6 on the TCAP Writing Assessment will increase by 15%.

Bruce Elementary School 123 School Improvement Plan Prioritized List of Goal Targets

The School Improvement Plan’s committee members used a comprehensive planning process to guarantee the plan’s effectiveness. The process included drafting a timeline, roles, and responsibilities. Committee members met to establish specific criteria for the plan. Draft plans were reviewed, suggestions were considered, and revisions were made. The leadership committee reviewed each action plan to ensure that they were consistent with the school’s profile, beliefs, vision, and mission, and linked to Memphis City School’s system wide plan.

The Bruce Elementary faculty and staff have developed action plans, with reasonable timelines, to address each of our target area goals for student learning that have been identified as priorities for our School Improvement Plan: reading, math, and parental involvement. These areas were identified as needing assistance based on the analysis of T.C.A.P. data, School Climate Surveys, and Site Based Council monthly minutes. The plan’s major core stems from the belief that the overall achievement level of ALL students must be improved and achievement gaps eliminated. The reading, math, and subgroups’ goals will be measured by the achievement of Average Yearly Bruce Elementary School 124 School Improvement Plan Progress (A.Y.P.). The goal of increasing parent involvement will be measured by the increase in attendance at the school. It is imperative to build and strengthen the family partnerships to support academic and character development of all students. Parents and caregivers are vital to student success. This plan addresses the need to focus on student performance within grade level expectations and the development of literacy skills, higher-level thinking skills, reasoning, and problem solving strategies. The plan also provides for the maintenance of a high attendance rate and test participation rate.

The school’s goal targets match data priorities for Bruce Elementary School and address the goals of No Child Left Behind (N.C.L.B.) in ensuring that all students in all schools are academically proficient in math, reading, and language arts by the year 2014. According to N.C.L.B., K-8 schools will meet federal benchmarks if success is demonstrated in all of the subgroups with regard to the following: ninety-five percent participation rate on all state assessments; required proficiency in math as determined by T.C.A.P. achievement tests; required proficiency in reading/language arts as determined by T.C.A.P. achievement and writing assessments; ninety three percent attendance rate for each school year.

State/Federal/Local Programs 2011-2012:

All State/Federal/Local Educational Programs Consolidated within Bruce Elementary School’s Plan- 1. Title I, Part A (a poverty based formula to allocate funds to offset the effects of poverty…) 2. Title II, Part A (improving teacher quality…) 3. Title II, Part D (improving student academic achievement through the use of technology…) 4. Title III (the English Language Acquisition, Language Enhancement, and Academic Achievement…) 5. Title IV (Safe and Drug-Free Schools and Communities Act…) 6. Title V, Part A (Innovative Program Grants that assist with local education reform…) 7. Title X (The Homeless Children and Youth Program providing direct resources and educational…)

Report of Assessment Results:

Bruce Elementary School 125 School Improvement Plan The Office of Research, Evaluation and Assessment provides individual student academic assessment results to parents for the following assessments:  T.C.A.P.  T.C.A.P. Competency  T.C.A.P. Writing Assessment  School Climate and S.A.C.S. Surveys  Gateway Exams (n/a)  English 9 End-of-Course Test (n/a)  Discovery Education’s Formative Assessments  Think Link’s Learning Express Folio  Headsprout  Aimsweb

Bruce Elementary School provides individual student assessment results to parents for the following assessments:

 Three times annually Discovery Math, Language Arts, and Reading Formative Assessments—grades 3, 4, 5  Headsprout  Bi-Monthly Teacher-made Progress Reports  Scott-Foresman Baseline, Unit, and End-of-Year Tests Bruce Elementary School 126 School Improvement Plan  Report Cards  T.C.A.P. (Tennessee Comprehensive Assessment Program)  T.C.A.P. Writing Test (Grade 5)  Excel/EdPlans Plans  E.L.D.A. (English Language Learners)  Individualized Education Plans, annual monitoring/review  Brigance Pre-K Screening Assessment  Developing Skills Checklist (Kindergarten screening)  Middle-of-Reporting Period Progress Reports for All Students (Chancery)  Peabody Picture Vocabulary Tests (Pre-K)  Stanford Math and L.A.W. E.P.G.Y. Data  Reading Street—My Sidewalks Intervention Data  Learning Express Folio Mock Writing Assessments, Grades 4 and 5  Destination Reading  Aimsweb  Projects with Rubrics

The district provides Formative Assessments (Discovery Education) each year for grades 3-5 at our school. These Formative Assessments give an indication of how students will perform on the spring TCAP assessment. This year, the Formative Assessment dates are:  September 20-23

 November 15-18

Bruce Elementary School 127 School Improvement Plan  February 21-24 Additionally, students in grades 3-6 will be given School Created Common Assessments every other week this year. All of these assessments give students strong standardized test practice and give teachers data on how students perform on each skill.

Bruce Elementary School 128 School Improvement Plan Component Four Action Plans

Reading, Math, Writing 2011-2012

Bruce Elementary School Improvement Plan 129 2011-12 Annual Measurable Objectives 66% 60% 2012-13 Annual Measurable Objectives 83% 80% NOTES

GOAL 1 Action Plan—Reading/Language Arts School: Bruce Elementary School Interim Principal: Martha L. West Date: 2011-2012

130 Bruce Elementary School Improvement Plan Increase Reading Achievement – The percentage of students in all subgroups--African American, Economically Disadvantaged, White, Asian/Pacific Islander, Hispanic, Native American, Limited English Proficiency, Students with Disabilities--performing at the proficient or advanced levels, 23%, will increase by 20%. Goal The school’s Safe Harbor goal is 31%. Seventy-four students from 3rd, 4th, and 5th grades must be proficient or advanced to meet the Safe Harbor goal. No Child Left Behind Act – Tennessee’s Annual Measurement Objective for Reading/Language Arts and Writing for the school year 2011-2012 is to have 66% of students at the proficient or above levels.

Which need(s) does this Goal address? To meet the diverse needs of all students, increase human resources, and maximize time for intervention strategies. Reading---Targeted Subgroup: Economically Disadvantaged Goal 1—Student Achievement This goal is linked to the following goals of the Memphis City School’s Master Plan: Accelerate the academic How is this Goal linked to the system’s Five-Year Plan? performance of all students. Create a school community that is sensitive and responsive to the needs of an increasingly diverse population. Build and strengthen family and community partnerships to support the academic and character development of all students. ACTION STEPS IMPLEMENTATION PLAN

*New Instructional Practices to Help with Targeted Areas Projected Cost(s) Person(s) Required Performance Timeline & Funding Evaluation Strategy Responsible Resources Results / Outcomes Sources Action *The fourth and fifth grades will August -Teachers -TVAAS Data No Cost -Increase in - Increased -Principal Step departmentalize allowing teachers to 2011 -Instructional -Framework students’ Reading Scores become “experts” in their content Facilitator for Evaluation proficiency -Maximized areas. Teachers will be strategically Data levels/movement instructional time placed based on instructional/content of students to -Equity for all area strengths and data. higher students achievement (Teachers are the levels #1 variable to -Consistent, impact strong evidence instruction.) of the 11 TEM indicators -Mastery of

Bruce Elementary School Improvement Plan 131 2011-12 Annual Measurable Objectives 66% 60% 2012-13 Annual Measurable Objectives 83% 80% weekly Common Assessments -Student work

*Teachers will incorporate the use of Oct -Instructional -Title 1 Fund 6- -Evidence of -Growth in Facilitator technology into the Reading/Language 2011- -Principal Budget Title 1 Budget technology used student learning Arts block (workstations/centers/whole May -Teachers -Computer $20,000 as a tool that -Increased group). 2012 Lab, Inc. makes learning proficiency levels -New more concrete, -Increased A schedule will be used to ensure that computers real, and opportunities to each teacher utilizes a SMART Board -SMART contextually meet the needs of Action to engage students with hands-on, Boards anchored diverse learners Step higher level activities. TEM observations Technology usage will be monitored -Technology via weekly lesson plans and classroom fused lesson plans observations. -Reading Plus, Headsprout data -Student work Action *A weekly schedule will be used to Oct -Principal -Thinking $0. -Student work -Students at all -Instructional Step ensure school-wide implementation of 2011- Facilitator Maps -Evidence of learning levels 132 Bruce Elementary School Improvement Plan Thinking Maps. Teachers in all grade May -Teachers Resource purposeful, engaged in levels, content areas, and support 2012 Books quality graphic appropriately classes will incorporate that graphic -Internet organizers challenging work. organizer into the current week’s -Increased scores -Students use instruction. Teachers will display the on assessments higher level products from lessons using these -Cultivate thinking skills. graphic organizers in quality work Learning displays inside and outside of Environment classrooms. Indicators -Lesson plans Teachers will be continuously trained to Oct -Teachers No cost -Weekly review -Increased use of respond to the unique needs of students -Principal -Differentiated 2011- -Instructional of lesson plans differentiated and strategically plan to achieve targeted Instructional May Facilitator Strategies, 2 nd -TEM instruction standards. Teachers will strategically and -Guidance 2012 Edition, One observations -Increased effectively differentiate content, Counselor Size Doesn’t Fit -Classroom literacy skill assessment tools, performance tasks, and -Intervention- All Training observations proficiency instructional strategies. ists -Support Staff Manual -Student work -Maximized samples instructional time -Literacy work stations -Assessment data Action -Reading Street -Small groups/ Step materials Workstation -Scott Foresman lesson plans Fiction and Non- fiction Leveled readers -Computers -Instructional Maps aligned with State Standards

Action To ensure that students are assimilating Oct -Teachers -State of TN No cost -Review of -Increased Step and using vocabulary knowledge 2011- -Principal Academic weekly lesson reading - essential to learning Reading, teachers May Instructional Vocabulary plans proficiency levels will use these strategies in every 2012 Facilitator by grade level -TEM -Increased use of Bruce Elementary School Improvement Plan 133 2011-12 Annual Measurable Objectives 66% 60% 2012-13 Annual Measurable Objectives 83% 80% lesson: (On school observations higher order  Pre-teach vocabulary website) -Classroom thinking skills  Model vocabulary when -Instructional observations teaching new concepts Maps -Assessment data  Use appropriate labels clearly -Strategies for -Content specific and consistently Writers word walls  Integrate vocabulary Textbooks knowledge in assessments -Reading vocabulary Teachers will receive on-going training -Robert during P.L.C.’s and bi-monthly Marzanno’s professional development sessions. Classroom Instruction that Works

Action *The teacher will engage students in 08/08/11 -Principal Literacy Fund 6- The Leadership As the teacher Step small groups and literacy stations daily – - Workstations, $500 NCLB Team will implements the Instructional during reading instruction to address 05/18/12 -Facilitator Reading Materials and conduct weekly small groups and individual student needs -Classroom Street, Supplies walkthrough and literacy stations Teachers Headsprout, P.L.C.’s to collect daily, the students - Reading Plus, data and provide will show Interventioni 134 Bruce Elementary School Improvement Plan continuous growth in reading based on progress reports, teacher feedback, teacher assessments, benchmark assessments, report cards, Destination feedback in order Discovery Link Reading and to implement new sts Assessments, and Bailey’s strategies and other District Bookhouse plans of action. assessments. The teachers will continue to monitor and readjust small group instruction based on individual student data.

The teachers, leadership team, parents, 08/08/11 -Principal Scott- Participants will Teachers, the and community volunteers will – Foresman, be responsible for Leadership team, participate in high quality, on-going 05/18/12 - TCAP Coach, completing an volunteers and professional development throughout Instruction Reading Plus, evaluation on the parents will the year to improve implementation al Headsprout, workshops possess a wealth strategies that will help the students Facilitator Destination provided. The of strategies that achieve individual growth in reading. Reading, Leadership team will help to Bailey’s Book will be improve student House responsible for achievement at weekly home as well as at monitoring of the school. The

Bruce Elementary School Improvement Plan 135 2011-12 Annual Measurable Objectives 66% 60% 2012-13 Annual Measurable Objectives 83% 80% students will be able to show implementation continuous process of the growth and training. The improvement in Leadership team reading developed will provide from the feedback and implementation continue to offer strategies learned professional by the development as a participants method of through improvement. professional development training.

The K-5 teachers will assess students 09/15/11 -Principal AIMSweb Fund 1- The instructional The teachers and three times per academic year with an 01/20/12 - Assessments District facilitator will leadership team AIMSweb benchmark test to determine 05/15/12 Facilitator Funded work together will analyze the the progress and needs of the students. with teachers and data to find weak interventionists to areas or learning

136 Bruce Elementary School Improvement Plan administer the gaps and make benchmark adjustments to assessments. The instruction to help Instructional meet the students’ facilitator will individual needs also help teachers individual needs. identify students The data will that did hit the continue to show benchmark goal. a continuous decrease in low performance after each assessment has been given. Fifty percent of students will reach the Benchmark II goal. Ninety percent of students will reach the Benchmark II goal. The teachers will analyze the data and make adjustments to their small groups and intervention groups after each AIMSweb Benchmark Assessment.

Bruce Elementary School Improvement Plan 137 2011-12 Annual Measurable Objectives 66% 60% 2012-13 Annual Measurable Objectives 83% 80% The teachers and instructional Teachers and facilitator will interventionists analyze the data Bi-weekly will work - to find weak areas for Tier II together to Instructional or learning gaps students progress monitor The K-5 teachers will progress monitor Facilitator and make beginning Tier II and Tier Tier II students bi-weekly and Tier III 9/30/11; AIMSweb Fund 1- adjustments to -Classroom III students. The students weekly throughout the school Weekly Progress District instruction to help Teachers Instructional year to determine the progress and for Tier Monitoring Funded meet the students’ III facilitator will needs of the students. - individual needs. students assist teachers in Interventioni The data will beginning making sts continue to show 9/30/11 adjustments to a continuous instruction and decrease in low intervention. performance after each assessment has been given.

138 Bruce Elementary School Improvement Plan The Reading Interventionists will Scott provide an additional 30 minutes of -Principal Leadership The students will Foresman reading intervention to kindergarten Teams will continue to close - Reading through 3rd grade students that are conduct weekly their learning Instructional Street Fund 1- identified as low performing based on 08/08/11 District-funded walkthrough and gaps by working Facilitator Intervention: AIMSweb Benchmark Assessments – Interventionists P.L.C.’s to collect with the My and TCAP 2011 scores. 05/18/12 data and provide classroom Sidewalks, Interventionists will provide a small feedback of the teachers and Headsprout, group setting during the instructional successes of interventionists Reading Plus, day to increase student reading intervention. on a daily basis. Headsprout performance skills.

The teachers and leadership team will analyze the Along with data to find weak classroom areas or learning teachers, the Teachers in grades 3-5 will assess -Principal gaps and make Leadership team students three times a year using the 9/20-23/11 adjustments to Discovery Fund 1- will analyze the Discovery Assessments in 11/15- instruction to help - Education’s District Discovery Reading/Language Arts to determine 18/11 meet the students’ Instructional Formative Funded Assessment data areas of need and guidance of future individual needs. 2/21-24/12 Facilitator Assessment to help determine instruction. The data will an action plan for continue to show student academic a continuous achievement. decrease in low performance after each assessment has been given.

Bruce Elementary School Improvement Plan 139 2011-12 Annual Measurable Objectives 66% 60% 2012-13 Annual Measurable Objectives 83% 80% Goal 2 Action Plan--Math School: Bruce Elementary School Interim Principal: Martha L. West Date: 2011-2012

Increase Math Achievement: The percentage of students in all subgroups--African American, Economically Disadvantaged, White, Asian/Pacific Islander, Hispanic, Native American, Limited English Proficiency, Students with Disabilities--performing at the proficient or advanced levels, 15%, will increase by 25%. Goal The school’s Safe Harbor goal is 23%. Fifty-seven students from 3rd, 4th, and 5th must be proficient or advanced to meet the Safe Harbor goal. 140 Bruce Elementary School Improvement Plan No Child Left Behind Act – Tennessee’s Annual Measurement Objective for Mathematics for the school year 20011-2012 is to have 60% of all students at the proficient or above levels.

Which need(s) does this Goal address? To improve student math achievement, maximized instructional time, and upgraded technology. Mathematics--Targeted Subgroup: Economically Disadvantaged Goal 1—Student Achievement This goal is linked to the following goals of the Memphis City School’s Master Plan: Accelerate the academic How is this Goal linked to the system’s Five-Year Plan? performance of all students. Create a school community that is sensitive and responsive to the needs of an increasingly diverse population. Build and strengthen family and community partnerships to support the academic and character development of all students. ACTION STEPS IMPLEMENTATION PLAN

*New Instructional Practices to Help with Targeted Areas Projected Cost(s) Person(s) Required Performance Timeline & Funding Evaluation Strategy Responsible Resources Results / Outcomes Sources The fourth and fifth grades will August -Teachers -TVAAS Data No Cost -Increase in - Increased Math -Principal departmentalize allowing teachers to 2011 -Instructional -Framework students’ Scores become “experts” in their content Facilitator for Evaluation proficiency -Maximized areas. Teachers will be strategically Data levels/movement instructional time placed based on instructional/content of students to -Equity for all area strengths and data. higher students achievement (Teachers are the #1 levels variable to Action -Consistent, impact instruction.) Step strong evidence of the 11 TEM indicators -Mastery of weekly Common Assessments -Student work

Bruce Elementary School Improvement Plan 141 2011-12 Annual Measurable Objectives 66% 60% 2012-13 Annual Measurable Objectives 83% 80% *Teachers will incorporate the use of Oct -Instructional -Title 1 Fund 6: -Evidence of -Growth in Facilitator technology into the Math block 2011- -Principal Budget Title 1 Budget technology used student learning (workstations/centers/whole group). May -Teachers -Computer $10,000 as a tool that -Increased math 2012 Lab, Inc. makes learning proficiency levels A schedule will be used to ensure that -New more concrete, -Increased each teacher utilizes a SMART Board computers real, and opportunities to to engage students with hands-on, -SMART contextually meet the needs of higher level activities. Boards anchored (TEM, diverse learners Teachscape, Technology usage will be monitored observations). via weekly lesson plans and classroom -Technology observations. fused lesson plans -Stanford Math data -Quality student work Action *Teachers will be continuously trained to Oct -Teachers -Differentiated No cost -Weekly review -Increased use of respond to the unique needs of students -Principal Instructional Step 2011- nd of lesson plans differentiated and strategically plan to achieve targeted -Instructional Strategies, 2 May Facilitator -TEM instruction standards. Teachers will strategically and Edition, One 2012 - Size Doesn’t Fit observations -Increased math effectively differentiate content, Interventionis -Classroom proficiency levels ts All Training assessment tools, performance tasks, and Manual 142 Bruce Elementary School Improvement Plan -Support Staff instructional strategies. observations -Increased time -Math Coach -Math work -Student work on task stations/centers - Teacher samples -Increased time Ancillary -Math for intervention Materials workstations -Increased -Computers -Evidence of knowledge of -Instructional manipulative computation, Maps aligned usage problem solving, with State Standards -Assessment data geometry, algebraic thinking, and spatial reasoning.

*Teachers will engage students in Aug -Principal -Math Fund 6- -Review of As teachers small groups and math stations using 2011- -Facilitator Workstations District weekly lesson implement the small -Teachers groups and math scientifically-based materials daily May -EnVision Funded plans workstations daily, during math instruction to address 2012 Math -TEM students will show individual student needs. -Stanford observations continuous growth in Math -Classroom math based on observations progress reports, -Assessment data teacher feedback, teacher assessments, -Content Specific benchmark Action Word Walls assessments, report Step - cards, Discovery Centers/Workstati Link Assessments, ons Lesson Plans and other District assessments. The teachers will continue to monitor and readjust small group instruction based on individual student data.

Bruce Elementary School Improvement Plan 143 2011-12 Annual Measurable Objectives 66% 60% 2012-13 Annual Measurable Objectives 83% 80% *To ensure that students are Aug -Teachers -State of TN No cost -Review of -Increased math assimilating and using vocabulary 2011- -Principal Academic weekly lesson proficiency levels - knowledge essential to learning May Instructional Vocabulary plans -Increased use of mathematics, teachers will use these 2012 Facilitator by grade level -TEM higher order strategies in every lesson: (On school observations thinking skills  Pre-teach math vocabulary website) -Classroom  Model vocabulary when -Instructional observations teaching new concepts Maps -Assessment data Action  Use appropriate labels clearly -New Math -Content Specific Step and consistently Textbooks Word Walls  Integrate vocabulary -Robert knowledge in assessments Marzano’s Classroom (Teachers will receive on-going Instruction training during P.L.C.’s and bi- that Works monthly professional development sessions.) Action Teachers, Leadership Team, Regional Aug -Principal -Scott Participants will be 100% of teachers will Step Math Coaches, parents, community 2011— -Faciliatator Foresman responsible for implement learned math -Teachers completing an strategies to help volunteers will participate in high May -Regional EnVision evaluation on the increase student quality, ongoing math professional 2012 Math workshops provided. proficiency in Coaches The Leadership team mathematics. 144 Bruce Elementary School Improvement Plan development throughout the year to -Parents -TCAP Coach will be responsible for weekly monitoring of Teachers, the improve implementation strategies that Gold Books the implementation Leadership team, will help the students achieve -Stanford process of the training. volunteers and parents individual growth in math. Math The Leadership team will possess a wealth of will provide feedback strategies that will help and continue to offer to improve student professional achievement at home as development as a well as at school. The method of students will be able to improvement. show continuous Professional growth and development improvement in math participants will developed from the conduct faculty implementation meetings and PLCs to strategies learned by the share information participants through learned at professional professional development development training. workshops.

Students will take a Discovery pre- assessment and a Every -Stanford Discovery post- Monday Math Fund 1- assessment to 4th and 5th grade students, who scored and Increase the -COACH Extended show growth and Action Basic on the Math portion of the 2011 Tuesday Selected scores of students books Contract development. Step TCAP, will participate in an after- from Classroom scoring Basic on -Computer Funds Additionally, school Extended Learning Program. 12/10/11 Teachers TCAP by 25%. Assisted $10,000.00 2011 Math TCAP to Instruction scores will be 4/17/12 used to compare with 2012 Math TCAP scores. Action Teachers in grades 3-5 will assess their 9/20-23/11 – Principal Discovery Fund 1- Along with The teachers and Step students three times a year using the 11/15- – Education District classroom leadership team Discovery Assessments in 18/11 Instructional Formative Funded teachers, the will analyze the Mathematics to determine areas of Facilitator Assessment Leadership team data to find weak need and guidance of future 2/21-24/12 will analyze the areas or learning Bruce Elementary School Improvement Plan 145 2011-12 Annual Measurable Objectives 66% 60% 2012-13 Annual Measurable Objectives 83% 80% Discovery Assessment data gaps and make to help determine adjustments to instruction. -Classroom an action plan for instruction to help Teachers student academic meet the students’ achievement. individual needs.

The K-5 teachers will assess students 09/15/11 -Principal AIMSweb Fund 1- The Instructional The teachers and three times per academic year with an 01/20/12 -Teachers Assessment District facilitator will leadership team AIMSweb benchmark test to determine 05/15/12 - Funded work with will analyze the the progress and needs of the students. Facilitator teachers and data to find weak interventionists to areas or learning administer the gaps and make benchmark adjustments to assessments. instruction to help meet the students’ individual needs Fifty percent of students will reach the Benchmark II

146 Bruce Elementary School Improvement Plan goal. Ninety percent of students will reach the Benchmark II goal. The teachers will analyze the data and make adjustments to their small groups and intervention groups after each AIMSweb Benchmark Assessment. Parents will complete surveys on the 50% of all parents effectiveness of at Bruce will As a strategy to increase parental – notifications and Instructional Scientifically- attend parent involvement, parents will receive important Facilitator based math information written notification of Family Math & information being Aug materials and programs and Science Day & Night Activities, -Classroom manipulatives, delivered in a 2011- seminars on tutoring, and intervention programs Teachers flyers, letters, timely manner May intervention offered before, during, and after school school website, through monthly 2012 -Principal strategies for to help students reach proficiency in and monthly calendar, flyers, -Counselor calendar student math. student folders, performance and school postings, proficiency. the school website, and teacher communication.

Bruce Elementary School Improvement Plan 147 2011-12 Annual Measurable Objectives 66% 60% 2012-13 Annual Measurable Objectives 83% 80% Principal, and Instructional *Special Education Teachers and select -Principal Regular education facilitator will Regular Education Teachers will - classroom will Aug monitor the Action participate in an inclusion program to Facilitator include all 2011- inclusion program Step help provide the least restrictive -Teachers Special Education May as well as conduct environment using accommodations, -SPED students at least 2012 observations and modifications, and co-teaching models. Supervisor 80% of the day. walkthroughs in the classroom.

148 Bruce Elementary School Improvement Plan

Goal 3 Action Plan--Writing

School: Bruce Elementary School Interim Principal: Martha L. West Date: 2011-2012

Ninety percent (90%) of all Fifth Grade students will earn a score of 4, 5, or 6 on the TCAP Writing Assessment. There will be a 15% increase in the number of the students who score in the proficient or advanced levels. Seventy- Goal three 5th grade students will need to score in the proficient or advanced levels to meet this goal. 2012 TCAP Writing Assessment: 75% students were proficient or advanced. To meet the writing needs of all students. Which need(s) does this Goal address? Goal 1-Student Achievement This goal is linked to the following goals of the Memphis City School’s Master Plan: Accelerate the academic How is this Goal linked to the system’s Five-Year Plan? performance of all students. Create a school community that is sensitive and responsive to the needs of an increasingly diverse population. Build and strengthen family and community partnerships to support the academic and character development of all students. ACTION STEPS IMPLEMENTATION PLAN

*New Instructional Practices to Help with Targeted Areas Projected Cost(s) Person(s) Required Performance Timeline & Funding Evaluation Strategy Responsible Resources Results / Outcomes Sources Fifth grade students will use Learning Oct -Principal -Tennessee’s No cost -Writing samples -Increased Express Folio to practice writing 2011- -Teachers TCAP scored using the students’ writing narratives. Students will be identified May - Writing TN rubric abilities st Instructional for small groups according to the 1 2012 Facilitator Rubric -Learning -Increased assessment’s scores. All staff -Support -Practice Express Folio T.C.A.P. Writing members will work with small groups Staff Prompts data Assessment to enhance writing skills. -Literacy -Narrative -TEM scores Coach exemplars observations *The School Leadership Team will -Evidence of design a schedule for and designate a purposeful, new writing prompt each week to be quality writing used school wide. All students will throughout the

Bruce Elementary School Improvement Plan 149 2011-12 Annual Measurable Objectives 66% 60% 2012-13 Annual Measurable Objectives 83% 80% write to a school-wide prompt using content areas. lined paper similar to the writing -Student assessment. Support staff will score portfolios third, fourth, and fifth grades writing samples using the state’s rubric. Pre-K-2nd grade’s writing samples will be scored using modified versions of the state’s rubric. Scoring will done via peer reviews, different teachers, etc. 6+1 Writing Traits: Aug -Teachers 6+1 Writing Fund 6- -Learning -Increased Folio ALL teachers will implement the core 2011- -Principal Traits books, Title 1 Funds Express Folio scores -Instructiona concepts of this writing program May l Facilitator flip cards $2,000 -TCAP Writing -Increased scores throughout classroom instruction. 2012 -Dr. Ric Assessment on T.C.A.P. (Assigned summer reading) Potts -Trait Writing Writing 1. Ideas Rubrics Assessment 2. Organization -Lesson plans 3. Voice -Student 4. Word Choice portfolios 5. Sentence Fluency -TEM 6. Conventions observations

150 Bruce Elementary School Improvement Plan +1 Presentation

*Parents will be invited to attend a Nov - Principal - Invitations, Fund 6- - Sign-in sheets -Increased parent school-based workshop(s) designed to 2011 - Teachers flyers, calendars Title I funds -Surveys involvement - Parents - Writing provide useful information regarding & and assessment $2,000 for -Evaluations -Favorable the TCAP Writing Assessment, and Jan Caregivers information/ computers in -Parent responses on the learn skills to help with the writing 2012 -Guidance materials Parent Suggestion Box school’s climate process. Counselor -Parent Link Resource survey Action - -School website Room -Increased TCAP Step Instructional -Translators Writing Facilitator -TN Dept of Education’s Assessment Website Scores -Site Based -Increased Council Learning Express Meetings Folio Scores *Teachers will use the Strategies for Oct -4th and 5th -Strategies for Fund 1- -Data from -Increased writing Writing textbooks and the “Four 2011- grade Writing books School based Learning Express assessment scores Square” graphic organizer to May writing -Graphic funds for Folio -Increased parent Action teachers organizers strengthen writing skills. Weekly 2012 -All Pre-K -Student materials and -TCAP Writing involvement Step writing samples will be placed into —3rd portfolios supplies Assessment data students’ portfolios to monitor growth teachers -Student and share with parents. -Principal portfolios *CLUE students from Bellevue Middle Jan 2012 -Principal Strategies for Data from Increased TCAP and college students from Lemoyne- -Teachers Writing books Learning Express Writing -Students -Graphic Owen will work with fifth grade -Volunteers organizers Folio Assessment students on traits or writing and -TCAP Writing Scores Action -Student narrative writing skills. portfolios Assessment data Step -6+1 Writing -Student Traits Flip portfolios Charts -Narrative Exemplars

Bruce Elementary School Improvement Plan 151 2011-12 Annual Measurable Objectives 66% 60% 2012-13 Annual Measurable Objectives 83% 80% Component Five

152 Bruce Elementary School Improvement Plan The School Improvement Plan and Evaluation Process

Bruce Elementary School Improvement Plan 153 2011-12 Annual Measurable Objectives 66% 60% 2012-13 Annual Measurable Objectives 83% 80% Component 5 – The School Improvement Plan and Process Evaluation

5.1: Process Evaluation (Rubric Indicator 5.1) Overview: The S.I.P. Committee set the course of action to move forward achieving the ultimate conclusion: academic achievement for all. The committee for Component Five, with additional staff and community representatives, plans to monitor, evaluate, review, and adjust the Action Plans that have been created for Bruce Elementary. It is imperative that this committee ensures that the Action Plans continue to support the school vision and are executed and modified to meet the educational and social needs of our students. The S.I.P. Committee plans to review its course of action and determine the plan’s strengths and weaknesses as the year progresses.

Evidence of Collaborative Process

What evidence do we have that shows that a collaborative process was used throughout the entire planning process?

Collaboration, the act of working together, is the key component to ensure students’ success at Bruce Elementary School. Administrators, teachers, staff, students, parents, and community members are vital to the decision- making process. Measures are taken to include teachers in decisions regarding assessment results. Decisions are made in accordance with the views of all stakeholders. All stakeholders are regularly given opportunities to provide input and receive feedback. Because the school prides itself on becoming an effective “Professional Learning Community,” all stakeholders are valued and deeply appreciated.

The T.S.I.P.P. process meets the federal, regional, and state requirements in one plan. The S.I.P. leadership team has worked diligently with all subcommittees to ensure the production of an accurate document. The Component Five Committee worked collectively to ensure that the evaluation process involved all faculty, staff, and stakeholders. Members of this committee worked collaboratively to gather data from each component. Evidence of the on-going collaborative process is found in S.I.P. committee minutes, Site-Based Council agendas/minutes, school climate surveys, school website, monthly calendars, and parent/community meetings.

Course of Action-  The faculty analyzed the school vision for alignment with school focus and student need. Evidence of Collaborative Process  The co-chairs and principal met to discuss direction and ‘next steps’.  Chairpersons and team members were assigned to each of the components.  The leadership team facilitated the assignment of standards to correlating S.I.P. components.  Committee chairpersons led their teams through an analysis of the assigned standard, noting the degree of functionality and focus questions.  In order to facilitate collaborative work, the Principal allotted time at P.L.C.’s, school wide professional development, and weekly faculty meetings for the analysis of S.I.P. documentation.  Stakeholder surveys were conducted in the spring of 2011 and September in 2011 order to obtain recent feedback.  Committees met continually to review, edit, revise, and evaluate the effectiveness of the data presented. Key to all meetings was the evidence of adherence to each standard and S.I.P. component.  Revisions of the S.I.P. were made and presented by chairpersons for faculty and stakeholder review and acceptance.  Professional development has been provided for the use of the new T.S.I.P.P. template and corresponding rubrics.

Committees continue to evaluate S.I.P. components for needed revisions. This process should be completed in January 2012 prior to state submittal.

Evidence of Alignment of Data and Goals

What evidence do we have that proves alignment between our data and our goals?

Bruce Elementary School utilizes a plethora of assessments to address areas of need for students. The goals and focus for the current school year were derived from current, 3 year, academic and non-academic data. Component One allows for the thorough analysis and presentation of this data. This component reflects an accurate and succinct profile of the students and community served by our school. Collection and careful analysis of pertinent information plays a critical role in determining the effectiveness of the existing programs and services. This data Evidence of Alignment of Data and Goals analysis assists the teams in planning and sustaining school improvement initiatives on behalf of student learning.

During Professional Learning Communities weekly meetings, grade-levels analyze classroom data and determine students’ strengths and weaknesses. Flexible grouping in classrooms allows for continuous monitoring and adjusting of students’ needs. Lesson plans are written based on disaggregated data. During Staff Development Wednesdays, the faculty analyzes data by grade-level and school-wide. Professional development is planned based on identified faculty, staff, and parents’ needs. These meetings allow for collaboration and implementation of scientifically based instructional strategies and best practices. During monthly Site-Based Leadership Council meetings, data is presented and shared with all of the stakeholders (parents, faculty, staff, community members, students, administrators). Feedback and suggestions are encouraged.

The analyzed data is used to establish goals for improvement.

Multiple sources of data align with our school goals. The following research-based instruments are used to assess student performance:

 T.C.A.P. data, T.V.A.A.S., subgroups  Scott Foresman Reading Benchmark Tests  Student Report Cards  Quarterly Formative Assessments  Teacher-made Common Assessments  E.L.D.A.—English Language Development Association  I.P.T. Proficiency Test  I.D.E.A.  Aimsweb Benchmarks and Weekly Progress Monitoring  Stanford Math, E.P.G.Y. Evidence of Alignment of Data and Goals  EdPlans/EXCEL Reports  School Report Card  Attendance data  Community demographics  School Climate surveys  S.A.C.S. Surveys  Individualized Education Plans  Parent Surveys  Headsprout  Reading Plus

The following goal targets match data priorities for Bruce Elementary School and address the goals of No Child Left Behind (N.C.L.B.) in ensuring that all students in all schools are academically proficient in math, reading, and language arts by the year 2014. K-8 schools will meet federal benchmarks if success is demonstrated in all of the subgroups:

 95% participation rate on all state assessments  Required proficiency in math as determined by T.C.A.P. achievement tests  Required proficiency in reading/language arts as determined by T.C.A.P. achievement tests and writing assessments  93% attendance rate for the school year Evidence of Communication with All Stakeholders

What evidence do we have of our communication of the T.S.I.P.P. to all stakeholders?

The leadership of Bruce Elementary successfully establishes and communicates a shared purpose and focus for student achievement. All stakeholders, including support staff, teachers, students, adopters, parents and community representatives are involved in the development and evaluation of the T.S.I.P.P. document, Family Engagement Plan, and Home-School Compact. This is evident in committee formations, leadership council members, and meeting minutes.

The mission, vision, school focus, and A.Y.P. data is posted throughout the school. The vision statement is included in school publications. All stakeholders are notified of the school’s A.Y.P. status and priority goals. This is evidenced by the Title I annual meeting, school calendar, student handbook, school postings, school website, district publications, and news media.

Evaluations, surveys, PTSA meetings and Coffee Talks are continually used to update stakeholder awareness and promote support for the goals of T.S.I.P.P. This opportunity for feedback increases communication with stakeholders and allows insight into the effectiveness of the school focus.

The stakeholders of Bruce Elementary School believe that parents, families, and community members are a vital link to the educational well being of our children. All must work together cooperatively to achieve the highest student achievement. As a result, a Family Engagement Plan and a Home School Compact have been devised annually to serve as our school’s plan for involvement and support. Both were written with input from all stakeholders. These “breathing” documents ensure that stakeholders have opportunities to participate in planning, designing, and implementing the No Child Left Behind program. These documents can be found on the school website, in the student handbook, posted in the school, and have been distributed within the school community.

To better serve the needs of Bruce Elementary School’s diverse population, all reports of individual assessment results are provided to parents in a language they can understand. Be it free from “educational jargon” or translated into one of four different languages (English, Spanish, Vietnamese, or Arabic) represented within our school population, all items sent from Bruce School are carefully written. Three faculty members and a Bilingual Mentor assist with written and oral translations. Evidence of Communication with All Stakeholders

A monthly calendar provides pertinent, helpful information. A newly developed Parent-Teacher-Student Organization serves as a collaborative body, partnered with Bellevue Middle School. The Site-based Council and SACS committees also serve as forums for collaboration. Parents are invited to participate in the school’s professional development, and can collaborate with one another in the school’s Parent Resource Room. This room houses computers and a phone for parent use. Parents can review the school’s high-quality curriculum and use the parent suggestion box. A bulletin board for parents contains information about the most recent parent meetings and other school information. Parent conferences are scheduled bi-annually and as needed. Parents are encouraged to observe the instructional program. The school’s adopters work with the school regularly and serve on the T.S.I.P.P. Committees. The University of Tennessee, Memphis Leadership Foundation, Lemoyne Owen College, Rhodes College, and Multi-National Ministries are community organizations that work regularly with Bruce Elementary School.

Bruce Elementary School has one principal. The principal evaluates teachers through formal and informal TEM observations. All observations allow for the principal and teacher to collaborate on instructional strengths, weaknesses, and professional growth. Teachers regularly provide input to the principal via Staff Development Wednesdays, Weekly Professional Learning Community grade-level meetings, and Site-Based Council Leadership meetings. The principal maintains an open-door policy for faculty, staff, and parents. Parents can meet with the principal without an appointment before or after school, and as needed. A parent suggestion box is used to assist with parent concerns. A response is guaranteed within forty-eight hours. The Bruce Elementary School website has a link for parents and community members to access the principal’s web e-mail address. The website is regularly updated to provide all stakeholders with the most current information about school activities, programs, important dates, professional development, No Child Left Behind, continuing education, and educational resources. This is also a venue for attracting high quality, highly qualified personnel.

Bruce Elementary School faculty and staff members, also known as “Team Members”, have numerous opportunities to collaborate. New teachers and teachers new to Bruce Elementary School are provided with certified “Raise the Bar” teacher mentors. Classified personnel are designated a “buddy” to assist with their needs. A Faculty/Staff handbook is updated annually. A system is in place to support non-highly qualified personnel gain certification. On-going professional development opportunities are designed to meet the needs of all. Faculty and staff members are encouraged to attend local, state, and national professional development and “share” with Team Members their newfound knowledge. Weekly Professional Learning Community grade-level Evidence of Communication with All Stakeholders meetings establish networks that build capacity for student learning. Leadership opportunities are available to all staff and faculty members. Teachers can become the Grade Chairperson who facilitates the Professional Learning Community meetings and reports to the principal. Another opportunity is to become a Memphis Education Association representative. Lead faculty members guide the School Improvement Team and SACS committee Team. Other opportunities for faculty and staff include school committees, United Way representatives, new teachers mentors, Site-based Council membership, lead teachers, School Leadership Team members, Curriculum Support Team membership, and staff development presenters. Teachers collaborate with parents via monthly progress reports, EdPlans/EXCEL Reports, e-mail, phone messages, parent conferences, lesson line, and report cards.

Students’ input is valued at Bruce Elementary School. Students are given leadership opportunities via the Site- base Council, Student Council and Envoy program. Students are a part of the Bruce Elementary School’s School Improvement Plan and SACS committees. Students’ feedback is crucial when making decisions about programs and arts events. Students’ input is needed to add resources to the school’s website. A student handbook, code of conduct, and textbook rules are guidelines that students agree to honor during the school year. Students and their parents are given access to multiple support mechanisms. These mechanisms include: small group or individual counseling sessions, I.E.P. Team meetings, School Support Team meetings, Peer Mediation, and S.A.R.T. Team meetings.

Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals

What evidence do we have that shows our beliefs, shared vision and mission in Component Two align with our goals in Component Four?

At Bruce Elementary School we believe that we are “Inspiring Learners for Life.” All stakeholders strive to instill in students a purpose and love for learning. This is evidenced in our goals that ALL children will become proficient or advanced according to N.C.L.B. Guidelines.

Bruce Elementary School’s stakeholders communicate a vision, statement of beliefs, and mission that provides a focus for improving the performance of the both the students and school as a whole. Bruce Elementary School builds understanding of its mission, vision, and beliefs among ALL stakeholders. They are revised annually at Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals the school’s final Site-Based Leadership Council Meeting. The stakeholders ensure that these items reflect the most current research and best practices. A final consensus is gathered and these are put in place for the upcoming school year. The mission, vision, and beliefs are the driving force behind the goals for the school improvement plan. They are the guide to improving teaching, learning, and the operation of the school. These items are posted throughout the school, but most importantly in the school’s front foyer. In addition to this area, they can also be found in the school’s handbook, website, main office, and Parent Resource Room.

The Collaborative Process

The Beliefs, Mission, and Vision Committee met and addressed these guiding questions: Where are we now? What do we believe? What is our school’s direction/ultimate goal? Where is our school headed? What are we doing for students? What are our expectations for the future? After much discussion and collaboration, the committee reviewed the existing beliefs, mission, and vision. It was determined that the committee must re-visit and update these to ensure continuous student success. The committee met and planned three times prior to receiving faculty input. After additional discussions and minor revisions, the belief, mission, and vision statements were presented to the Site-based Leadership Council for students, staff, parents, and community members’ input and approval. The final versions can be found on the school’s website, posted throughout the school, and in the main office.

All stakeholders, including support staff, teachers, students, adopters, parents and community representatives are involved in a collaborative effort to develop beliefs, a vision and a mission that are aligned with the school focus and targeted goals. The goals are directly correlated to the vision and purpose of the school in meeting the educational and social needs of our students. This purpose is focused on continually improving student achievement. The goals are analyzed for evidence of achievement.

The Bruce faculty and staff have developed action plans to address each of our target area goals for student learning that have been identified as priorities for our School Improvement Plan: reading, math, and attendance. All goals are measured by the state’s benchmarks for Adequate Yearly Progress (A.Y.P.). The plan addresses the need to focus on student performance within grade level expectations and the development of literacy skills, higher-level thinking skills, reasoning, and problem solving strategies. The plan also provides for the Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals maintenance of a high attendance rate and test participation rate. The leadership committee reviewed each action plan to ensure that plans were consistent with the school’s profile, beliefs, vision, and mission.

Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization What evidence do we have that shows our action steps in Component Four align with our analyses of the areas of curriculum, instruction, assessment and organization in Component Three?

The school’s leadership evaluates school effectiveness and student performance in order to make decisions that reflect the focus of the school for student learning. Continuous school improvement and enhanced student achievement are the primary goals of the school. Thorough analysis of academic and non-academic data provides a base for the formation and revision of action plans. The school has a formalized process to align instructional practices with the curriculum, and demonstrates results through systemic and sustainable implementation throughout the school.

The action steps contained in component four are directly aligned with the areas of curriculum, instruction, assessment and organization. Specific strengths and needs for optimal performance were detailed in the gap analyses. These needs are addressed through action steps to ensure target goals are reached. Reading, writing, language arts, mathematics, parent involvement, and subgroups Students with Disabilities/Limited English Proficient were all targeted as needing assistance. The action steps support the school and system goals for the increased use of research-based, “best practices” which support student achievement.

The action steps in component four are characterized by the following:  Evidence of alignment to identified needs due to direct correlation to data analysis  Direct link to student behavior evident in strategies and outcomes  Professional development for all stakeholders, technological use, parental involvement, and included in steps for each goal  Needs identified in gap analyses are addressed in the goal action steps Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization  Student centered, teacher-centered, and school organization centered plans are identified

Suggestions for the Process

What suggestions do we have for improving our planning process?

Improvements for the planning process have been noted and addressed during the current revision of the T.S.I.P.P. document. Data includes academic and non-academic data, as well as the implementation of “best practices” for data-driven instruction and assessment. Improvements which facilitated ease in revising the new T.S.I.P.P. document include:

 Workable timelines  A.Y.P./school data housed in one notebook  S.P.I. tracking forms  Data analysis of all subgroups  Monitoring instruments for literacy and math  Clear interpretation of data results  Positive, supportive committee interaction  Classroom walk-through, observation charts  Additional district-level support  Professional development for beginning teachers on the S.I.P. process  Continue to collect and analyze multiple data sources  Frequent professional development on how to use and analyze data; how data drives instruction

Additional Suggestions/Notes Suggestions for the Process 5.2: Implementation Evaluation (Rubric Indicator 5.2) Evidence of Implementation

What is our plan to begin implementation of the action steps?

“Formative Assessment is evaluation designed and used to improve student performance by measuring frequent intervals during the learning process.” At Bruce Elementary School, data analysis drives instruction. Formal and Informal data are analyzed weekly to monitor student performance. T.C.A.P. data is analyzed and compared with prior data. Subgroup data is disaggregated. Subgroups needing assistance are identified and provided timely interventions. The Principal and Instructional facilitator regularly review on-line data from Formative Assessments, Aimsweb, Stanford Math, and Discovery Education (Common Assessments) to ensure effective planning and instruction.

Assessment Instruments-

The following assessment instruments are used to evaluate progress, and at pre-determined intervals: 1. TCAP 2. TCAP Writing Assessment, Grade Five 3. Discovery Education Formative Assessments (Quarterly) 4. Aimsweb Benchmarks (Three Times Yearly) 5. Aimsweb Progress Monitoring Data (Every Week or Two Weeks) 6. Scott-Foresman Placement and End-of-Year Tests (Once Yearly) 7. Scott-Foresman Unit Skills Tests (Every Nine Weeks) 8. Teacher Assignments: Common Assessments, homework, project based rubrics, teacher-made tests, performance assessments, daily quizzes/assignments (Reports to Parents Bi-monthly) 9. Individualized Education Plans for Special Education Students and English Language Learners 10. Stanford Math, E.P.G.Y. 11. Houghton Mifflin Math Unit Skills Tests (Every Six Weeks) 12. Destination Learning: Millie’s Math House, Bailey’s Book House, Destinations 13. Headsprout Procedures Used to Analyze Formative Assessment Data-

During Professional Learning Communities weekly meetings, grade-levels analyze classroom data and determine students’ strengths and weaknesses. Flexible groupings in classrooms allows for continuous monitoring and adjusting of students’ needs. Lesson plans are written based on disaggregated data. Instruction is then differentiated to meet the needs of all learners.

During Staff Development Wednesdays, the faculty analyzes data by grade-level and school-wide. Professional development is planned based on identified faculty, staff, and parents’ needs. These meetings allow for collaboration and implementation of scientifically based instructional strategies and best practices.

During Site-Based Leadership Council meetings and parent meetings, data is presented and shared with all of the stakeholders (parents, faculty, staff, community members, students, administrators). Feedback and suggestions are encouraged.

Intervention Strategies-

All students who have been targeted as needing additional, timely assistance are invited to attend the Extended- Day program. Students in Kindergarten through Fifth Grades who have been identified as at-risk of success are included in the My Sidewalks, Stanford Math, Headsprout, and Reading Plus programs. These programs are in addition to regular instruction. Subgroups, such as Students with Disabilities and Limited English Proficient, receive assistance from support classes. All students needing assistance are given opportunities to receive individualized instruction, peer tutoring, and computer-assisted instruction.

Long-Term Comparison Planning-

T.C.A.P. Achievement Test data and T.C.A.P. Writing Test data from previous years will be compared to current data (2010-2011). This data will be beneficial in determining growth, strengths, as well as weaknesses. Once these have been determined, the stakeholders from Bruce Elementary School will create its annual School Improvement Plan.

Course of Action:  Planned and unplanned classroom observations by Principal and Facilitator to ensure the use of research- based instructional strategies that address the S.I.P.’s goals  Weekly Professional Learning Communities that review, monitor, and adjust the implementation of S.I.P.  Professional development that supports and enhances teachers’ knowledge of ‘best practices.’  Thorough review of weekly lesson plans ensuring conformity to local and state standards and school goals

Evidence of the Use of Data

What is the plan for the use of data?

We currently utilize a variety of research-based assessment tools in order to have a reliable, valid, and bias free measurement of the performance for each of our students. The assessments are state mandated and district supported. This data is used daily to analyze student performance. These measurements allow the classroom teacher to evaluate teaching methods and make adjustments that will meet the individual needs of each student and ensure improved student performance. (100% of Students are tested)

Bruce Elementary will also utilize formal and informal assessments throughout the year to evaluate student progress and plan instruction. On-going analysis of these data will enable the administration and staff to measure student performance, modify instructional strategies, and provide intervention to meet individual needs.

The following is a list of data the administration and faculty at Bruce will use to monitor students’ progress toward mastery of specific SPIs:

 TCAP Achievement Data (Grades 3 – 5) provides overall student achievement data for major academic subjects. The results determine if our school has met the mandated goals outlined by NCLB in reading/language arts, writing, and math.  Discovery Formative Assessments are given three times a year to students in grades three through five to formulate what students know and need to learn. Assessed skills are state mandated requirements for grade level proficiency.  AIMSweb Benchmark Assessments and Scott Foresman Unit Benchmark Tests assist in determining students’ instructional needs in reading. These data provide information on what students know and offer intervention strategies to assist in closing learning gaps.  The Kindergarten Readiness Indicator (KRI) tests students’ reading and mathematical readiness skills. The results from the data assist in identifying students who are in need of substantial early intervention.  Unit skills tests, Weekly Common Assessment tests, and Comprehensive Assessment Skills Tests every third week in reading and math are used to determine individual student progress. These data are used to drive instruction, form flexible groups, and identify students in need of intervention.  The EXCEL (EdPlan) Report is a data-driven approach to provide academic support for students in grades K – 12. This plan is monitored to improve individualized instruction and improve student learning outcomes.  Teacher-made tests are constructed and administered using the MCS curriculum standards. These assessments are used as a follow-up guide to instruction. The results from these data assist in determining student mastery and those who are in need of additional instruction.

The School Leadership Team and faculty will analyze the data in P.L.C.’s, job-embedded professional development, and faculty meetings. The most recent data will be compared to our previous year’s data as well as state and local performances. The national norms will also be reviewed to ensure efficacy.

The Instructional facilitator will meet weekly with grade level P.L.C.’s to plan focused instruction, evaluate instructional strategies, and review data. An analysis of district and state mandated tests will be conducted in a timely manner after assessments are administered to assist in identifying mastery or non-mastery of skills. The following table identifies the projected formal assessments that will be used. Data is analyzed and reviewed in leadership P.L.C.’s, at faculty meetings, and in grade-level P.L.C.'s. School data is compared to past performances, both state and local. To ensure efficacy, the national norms are also noted.

Teachers meet weekly with the Principal in grade level P.L.C.’s to plan for differentiated instruction. Data is collected on monitoring instruments. The targeted S.P.I.’s are used to drive instruction. At the end of the school year, teachers will meet with administrators individually to discuss T.V.A.A.S. reports and receive direct feedback. These methods allow for instructional planning to build upon the student strengths and provide remediation for indicated weaknesses. Funds for professional development and instructional materials are used to support the areas of need as indicated by the data analysis. Once the T.V.A.S.S. reports become available, the principal meets with each teacher to discuss the data. This feedback will help teachers decide on a course of action for professional development growth.

5.3: Monitoring and Adjusting Evaluation (Rubric Indicator 5.3) Evidence of Monitoring Dates

What are the calendar dates (Nov/Dec and May/June) when the School Leadership Team will meet to sustain the Tennessee School Improvement Planning Process

Assessment Projected Date for Administration Kindergarten  Kindergarten Readiness Indicator 8/8 – 8/26/2011  AIMSweb Benchmark Assessment in 8/8 – 9/2/2011 Early Literacy 1/3 – 1/20/2012 4/13 – 5/15/2012  AIMSweb Benchmark Assessment in 8/8 – 9/2/2011 Early Numeracy 1/3 – 1/20/2012 4/13 – 5/15/2012  Scott Foresman Unit Benchmark Tests Last week of each Scott Foresman Unit First Grade  Scott Foresman Baseline Review 8/8 – 8/12/2011 Pretest  AIMSweb Benchmark Assessment in 8/8 – 9/2/2011 Reading and Early Literacy 1/3 – 1/20/2012 4/13 – 5/15/2012  AIMSweb Benchmark Assessment in 8/8 – 9/2/2011 Early Numeracy 1/3 – 1/20/2012 4/13 – 5/15/2012  Scott Foresman Unit Benchmark Tests Last week of each Scott Foresman Unit Grades 2 – 5  Scott Foresman Baseline Test 8/8 – 8/19/2011  AIMSweb Benchmark Assessments in 8/8 – 9/2/2011 Reading 1/3 – 1/20/2012 4/13 – 5/15/2012  AIMSweb Benchmark Assessments in 8/8 – 9/2/2011 Mathematics 1/3 – 1/20/2012 4/13 – 5/15/2012  Scott Foresman Unit Benchmark Tests Last week of each Scott Foresman Unit  Discovery Formative Assessment 9/20 – 9/23/2011 (Grades 3 – 5) 11/15 – 11/18/2011 2/21 – 2/24/2012  Writing Folio Assessments (Grade 5) 10/5/2011 11/29/2011 State Assessments  TCAP Writing Assessment (Grade 5) 2/1/2011  TCAP Achievement Test, (Grades 3 – 5) th 4/24 – 4/27/2012 ● Stanford Achievement Test 10 Edition (Grade 2) 5.3: Monitoring and Adjusting Evaluation

Evidence of Monitoring Dates – Narrative response required The School Leadership Team will meet to sustain the Tennessee School Improvement Planning Process. The following schedule will be used to conduct continual meetings.

School Leadership Team (SACS/TSIPP/Compstat) Meetings

Date Main Objective August 22, 2011 Organization of Sub Committees 2:45 p.m. August 30, 2011 Overview of SIP Process 8:30 a.m. – 2:30 p.m. September 9, 2011 Analyze Data/Set Goals 8:30 a.m. – 2:30 p.m. September 23, 2011 Review Action Steps 8:30 a.m. – 2:30 p.m. October 10, 2011 Update Components for submission to 11:00 a.m. Catherine Battle, Regional Superintendent October 24, 2011 Update Components from analysis 8:30 a.m. – 2:30 p.m. November 4, 2011 Analyze the SIP process 8:30 a.m. – 2:30 p.m. November 18, 2011 Report status of Action Plan implementation 8:30 a.m. – 2:30 p.m. Prepare for School Accreditation December 2, 2011 Report status of Action Plan implementation 8:30 a.m. – 2:30 p.m. December 12, 2011 Meet with subcommittees to report status of 2:45 p.m. Action Plan implementation Prepare for School Accreditation January 6, 2012 Report status of Action Plan implementation 8:30 a.m. – 2:30 p.m. Prepare for School Accreditation January 20, 2012 Report status of Action Plan implementation 8:30 a.m. – 2:30 p.m. Prepare for School Accreditation February 6, 2012 Report status of Action Plan implementation 2:45 p.m. Prepare for School Accreditation February 22-23, 2012 Meet with School Accreditation Committee 8:30 a.m. – 2:30 p.m. March 5, 2012 Report status of Action Plan implementation 2:45 p.m. March 23, 2012 Report status of Action Plan implementation 8:30 a.m. – 2:30 p.m. March 26, 2012 Report status of Action Plan implementation 2:45 p.m. April 9, 2012 Report status of Action Plan implementation 2:45 p.m. April 27, 2012 Report status of Action Plan implementation 8:30 a.m. – 2:30 p.m. May 7, 2012 Report status of Action Plan implementation 2:45 a.m. May 21, 2012 Evaluate the effectiveness of Action Plan 1:00 p.m. Evidence of a Process for Monitoring Plan

What will be the process that the School Leadership Team will use to review the analysis of the data from the assessments and determine if adjustments need to be made in our plan?

The School Leadership Team will meet to sustain the Tennessee School Improvement Planning Process (TSIP). The following schedule is used to facilitate continual meetings. The Principal and S.I.P. Leadership Chair are responsible for communicating the time and location of the meetings.

Bruce Elementary School

Action Step Timeline Position/Person Monitoring Strategy (Strategies/Interventions) Responsible No Costs

Engage the entire school in the August Principal Agenda process of self-assessment and 2011 – S.I.P. Leadership Chair Minutes continuous improvement on a January S.I.P./S.A.C.S. Sign in sheet regularly scheduled basis. 2012 Committee Chairs Evaluation Feedback Develop and enact a process for August Principal Sign In Sheet documenting results of 2011 – S.I.P. Leadership Chair Agenda improvement efforts. September S.I.P./S.A.C.S. Minutes 2011 Committee Chairs Results Protocol Compstat Team Standards Assessment Tools Members for School Rubrics Evaluation Feedback

Update school demographics August Principal Updated Reports and contact information on a 2011 – S.I.P. Leadership Chair Updated contact information regular basis. March 2012 S.I.P. Committee Chairs reports Administer the School Climate Spring 2012 Instructional Facilitator Feedback from surveys Survey to all school stakeholders Schedule Site Based Leadership August Charlotte Golden, Site Agenda Council Meetings 2011 Based Council Chair Minutes Meetings Sign in sheet are held six Evaluation Feedback times a year

Our Leadership/Compstat Team will meet monthly to analyze data, discuss academic progress and adjust our plans accordingly. Grade level collaboration will be conducted 2 – 3 times a week to review strategies, goals, action steps, and assessments to plan for future instruction. Subcommittees will meet to address challenge areas identified by the data. The chairperson of each committee in turn will make recommendations to the administration to continue, change, or eliminate practices and programs based on their effectiveness and data results. Upon consensus, changes will be presented to all stakeholders. Stakeholders will be kept abreast of these changes during monthly SBDMC and once a month during faculty meetings. Periodic analysis of the data will be conducted to determine the effectiveness of the SIP. A timeline will be created for continuous and ongoing evaluation of the data. Based on ongoing analysis of assessments, professional development, instructional practices, and student and parent activities will be adjusted to meet student needs.

Summative assessments to be used are as follows:  TCAP Achievement Test – Current scores will be compared to the previous years’ scores to track student movement from below proficient to proficient and from proficient to advanced in reading/language arts and math. Areas of strength and needs will be identified. Teachers will reflect on strategies used to teach subskills.  CRT Results – Results will identify trends in performance in each content area for grade 3, 4, and 5.  Individual Student Data – Indicate student performance and mastery of skills.  TVAAS – Scores will be used to determine students’ academic growth.  TCAP Writing Assessment – Fifth grade scores will be analyzed to determine trends. Scores from the current year will be compared with the previous year.

Evidence of a Process for Adjusting Plan

What will be the process that the School Leadership Team will use for adjusting our plan (person(s) responsible, timeline, actions steps, resources, evaluation strategies) when needed?

“Summative Assessment is designed to present conclusions about the merit or worth of an object, event, or program and recommendations bout whether it should be retained, altered, or eliminated.”

The Tennessee Comprehensive Assessment Program (T.C.A.P.) test is given annually each spring. This test measures students’ proficiency levels and growth from year-to-year. From the T.C.A.P. data analysis, a summative assessment is made and the School Improvement Plan is developed. All stakeholders are given the opportunity to re-visit school goals, beliefs, strategies and interventions during the School Improvement Plan process. Site- Based Leadership Council meetings are held six times per year and continuously address the S.I.P., re-visit goals, monitor and adjust, solicit input, and review the school’s progress. T.C.A.P. data indicates the current plan’s effectiveness in meeting the needs of individual learners. Bruce Elementary School’s T.S.I.P. Subcommittees meet once per reporting period to measure the effectiveness of the action plans. Professional Learning Communities re-visit action plans weekly to make adjustments to the action steps, if the data proscribes, and to ensure effective implementation.

To measure student growth, data is analyzed prior to instruction. Data is disaggregated and students identified as at-risk of success. For the 2010-2011 school year, data indicated that the majority of students in subgroups Black and Economically Disadvantaged scored below proficient. Teachers ensure that these students receive timely interventions. All students, particularly the lowest-achieving ones, must demonstrate proficiency related to the State’s academic standards. The State’s benchmarks (AMO’s) and Bruce Elementary School’s T.C.A.P. results are posted for all stakeholders to view via bulletin boards and website. The goals that Bruce School attains will be celebrated and used as a benchmark for setting additional goals that will aid in academic improvement. Setting high expectations will ensure our students not only maintain but exceed the goals established in the SIP, as well as by NCLB. Regression in student performance will serve as a catalyst for all stakeholders to strive harder in order to meet the established goals. Annual Summative Review Plan- Milestone Dates Assessment Data Analysis Long-Term Communication Instruments Procedures Comparisons Plan of Goal Attainment to all Stakeholders February 2, 2012 T.C.A.P. Writing All teachers At the beginning Individual student Grade Five analyze and and end of each reports are sent disaggregate data school year, home to parents from T.C.A.P. individual student after each Assessments. data reports and assessment event. Subgroup data is school assessment April 24—27, T.C.A.P. analyzed and results are All stakeholders can 2012 Achievement Test compared from analyzed, view data results via Grades 3—5 previous years. disaggregated, the Commercial Compstat Data and compared Appeal newspaper, S.A.T. 10 Reports generated from previous School Report Card, Second Grade and reported to all years. Teachers School stakeholders/ are able to Improvement Plan, identify skills not School/State/ mastered, target MCS websites, students’ needs, N.C.L.B. Annual and identify Meeting, Parent- proficiency Teacher Meetings/ levels. Teachers Conferences, Site- maintain data based Leadership folders and Council Meetings, update regularly. Notes Home, etc.

The leadership team reviews the assessment results and analyzes them in conjunction with the action steps. Decisions are made to determine effectiveness of the plan. Once the level of effectiveness is determined, practices are adjusted as follows: teacher professional development, research-based instructional practices, mentoring, student, and parent activities.

Evaluation Steps:  Faculty and staff surveys  Grade Level Meetings/Professional Learning Communities  Post-Conference Meetings with administrators to address instructional goals and teacher needs  Summative assessments and evaluation of educational materials and resources

The summative assessments that are utilized are listed below:  T.C.A.P. Achievement Tests – Comparisons will be made in the movement of students from below proficient to proficient, and from proficient to advanced in Reading/Language Arts and Math. As well, objective strengths and weaknesses will be analyzed and compared to previous strengths and weaknesses. The analysis of Individual Student Data provides feedback on the performance of students and teachers for the year. Group Data Reports are used to determine high priority objective performance indicators at grade levels.  Tennessee Value Added Assessment Scores – The T.V.A.A.S. scores will be used to determine the growth of students at varied achievement levels. This data will be used to track the pattern of academic gains of lower and middle-achieving students.  T.C.A.P. Writing Assessment – Scores from fifth grade students will be compared to previous groups to determine trends and give indications of ways to improve writing across the grade levels

The School Improvement Plan, in accordance with state recommendations, will be revised and adjusted according to testing results, changes in school goals, and instructional practices. Additional adjustments are based on a shift in demographics, changes in student needs and requirements of the S.I.P. team and building administrator.

The Leadership Team plans to monitor, evaluate, review and adjust the action plans that have been created. Additionally, this committee will ensure that the action steps are executed and modified to meet the educational and social needs of our students. This committee will be responsible for the implementation and documentation of the School Improvement Plan. Evidence of a Plan for Communicating to All Stakeholders

The Leadership Team shares collected data with stakeholders concerning priority needs and strengths. Copies of meeting minutes and revisions will be made available for viewing.

Communication Plan for All Stakeholders-

 Stakeholders are represented on all subcommittees and are informed of the school status/priority goals  Members present and minutes from meetings are on file with P.D.S.C.C.  Component presentations are made  All stakeholders are notified of school status and priority goals (school, district, media)  Monthly newsletters  School Website  Parent meetings held regularly  Parent/Teacher Conferences are scheduled regularly and at the request of parents or teachers  Stakeholders are in attendance at school events and tutoring programs (Title I, Open Houses, Family Nights)  N.C.L.B./Title I Meetings and Workshops are held monthly  Surveys are given to all stakeholders  Parent/Student Teacher/ Compacts are completed for each student  Student/Parent/Teacher Conferences  Parent Link  Site Based School Leadership Team  School Report Card

Plan for Feedback-  Evaluation feedback from parent and staff meetings/professional development  S.I.P. reviewer comments and rubric ratings  Stakeholders’ survey on the effectiveness and implementation of the S.I.P.  Continuous monitoring and adjustments  School Climate Surveys

“This component describes the institutional process for the on-going evaluation of the overall Bruce School Improvement Plan.”

Evaluation of the Bruce Elementary School’s School Improvement Plan and Process-

At Bruce Elementary School, all stakeholders understand “why” we must evaluate. Every meeting, conference, professional development, and program is closed with an evaluation. Each spring students are formally evaluated. These evaluations are accountability tools to measure the quality of school processes and academic growth. Information is used to provide direction for school goals and future planning.

The School Improvement Plan is communicated to all stakeholders via the school’s website, distribution of the plan, and community forums. Results are regularly communicated to all stakeholders regarding improved student learning via parent meetings, school’s website, and school handbooks.

The School Improvement Plan is a plan of action. It is written, revised, monitored, and adjusted by the school’s stakeholders. The S.I.P. levels of implementation are regularly reviewed during grade-level Professional Learning Communities’ weekly meetings and professional development sessions. The principal reviews lesson plans to ensure alignment between the S.I.P. and instruction. Monitoring and adjusting takes place during Site- based Leadership Council meetings, parent meetings, professional development sessions, and Professional Learning Communities’ weekly grade-level meetings.

Both the S.I.P. plan and the process are evaluated. All stakeholders are debriefed on this year’s S.I.P. plan and process. The debriefing is an oral interview that elicits responses in regards to the current S.I.P. plan and the process leading up to it. Feedback is solicited at every parent meeting. Bruce Elementary School Inspiring Learners for Life!

Title 1 Addendum No Child Left Behind

Assurance Page

I, Martha L. West, Interim Principal of Bruce Elementary School, give assurance that this Title I School-wide Plan was developed during a one-year period with parents and other members of the community. This plan is available to the local educational agency, parents, and the public. When appropriate there is a coordination with programs under Reading First, Early Reading First, Evan Start, Carl D. Perkins Vocational Act, and Head Start. High Priority Schools Only ______School is on the “high priority” list. Therefore, I understand that I must spend not less than 10% of Title I funds for professional development.

______Principal’s Signature Date

Bruce Elementary School Transition Action Plan: Pre-K & Middle School Action Steps Timeline Required Resources Person(s) Responsible Parent Involvement Continue on-site Pre- Screenings begin in Sign-up’s at registration; Instructional Facilitator, Parents inquire as Voluntary Pre- April 2011. Class Pre-school posters; Pre-Kindergarten needed. Informational packets Kindergarten Classes (2) begins August 15, 2011. distributed to school and Teachers and Assistants, Screenings for the 2011- community each spring; B.O.E. Staff 2012 school year will School website provides take place in April of information regarding Pre-K 2012. class; The Commercial Appeal Newspaper; Work with Bellevue’s September 2011 Counselors, Teachers, School Counselors Parent Authorization Shadow Program May 2012 Students Pre-School Transition 2011-2012 School Year Website, Posters, Notes Sonja Rosenberg, Parents inquire if Information posted in Home Webmaster additional information is Parent Resource Room, needed. sent home, and on the school’s website Pre-school age children 2011-2012 School Year Imagination Library Books Instructional Facilitator, Parents are surveyed and eligible to receive one from Birth Applications Pre-Kindergarten indicate if books were book per month via found in Parent Room, Teachers, received. Dolly Parton’s Main Office, and Parent Office Staff Imagination Library Meetings; Books from Birth Representatives No Child Left Behind Tuesday, September 13 Information/Application Instructional Facilitator, Parents attend meeting Title 1 Annual Meeting 2011 at 8:30 a.m./5:30 s Principal, Pre-K and receive information p.m. Teachers regarding Pre-K.

Daycare/Pre-School Day: May 2012 Invitations to all surrounding Instructional Facilitator Invitations are extended to the Take a tour and discover daycares, Headstarts, Bruce parents, teachers, and students of Elementary School Parents; these entities. All are welcome the wonders of Bruce Pre-K and K teachers to visit Bruce Elementary School Elementary School! Speak to prepare for the home-to- with teachers, observe, etc. Curriculum packets school transition.

School-wide Instructional Programs Report 2011-2012 (Reform strategies based on scientific research) Programs Brief Description Approximate Cost Discovery Education Formative Reading, Language Arts, and Math No cost to school Assessments non-graded assessment for students in Grades 3—5. Tests are administered three times annually. Reading Street Intervention An intervention program for students No cost to school Programs, Tiers II and III in Grades K—5 that helps struggling readers. Destination Reading A web-based program designed to No cost to school Core Companion K—3 enhance the five elements or reading Intervention, Tier II off-level Bailey’s Book House/Millie’s Math Computer assisted instruction to No cost to school House enhance reading skills Core Companion Pre-K, K, 1, 2 Headsprout/Headsprout A reading program that enhances No cost to school Comprehension students’ reading levels and assists Core Companion---First Grade with comprehension. Intervention—K, 2nd, 3rd Stanford Math, E.P.G.Y A math computer based intervention No cost to school program that assists the Tier II students

Coordination and Integration of Federal, State, and Local Services and Programs

 Free and Reduced Lunch  Comprehensive Literacy Plan  Fee Waiver  Cadre Team Leaders  P.B.I.S. Initiatives  Federal Funds  Code of Conduct  Primary Home Language Surveys  English as a Second Language Notification  New Teacher Raise the Bar Mentoring  Mendez Too Good for Violence/Drugs (Center for Safe and Drug Free Schools)  Annual No Child Left Behind Title 1 Parent Meetings  Reading Street Intervention Programs  Destination Reading and Bailey’s Book House/Millie’s Math House  Discovery Education Formative Assessments  Headsprout  Learning Express Folio  Stanford Math and L.A.W. Technical Assistance

Marceia Ashe, N.C.L.B. Supervisor Deunn Williams, Information Technology Brant Riedel, Research and Evaluation Jason Ogle, Research and Evaluation Jeff Baxter , Learning Village Mary Milton Kelly, Stanford Math Susan Dold, Curriculum Sandy McKnight, Regional Representative Donna Artrip, Houghton Mifflin Rep (See attached 2011-2012 Technical Assistance Report, Maintained by Instructional Facilitator)

Bruce Elementary School School-wide Academic Intervention Plan 2011—2012

Bruce Elementary School utilizes the following programs, models, and strategies that clearly define the school’s intervention plan.  Strategies incorporated in the School Improvement Plan that ensure timely identification of students experiencing difficulties  How support is provided to these students  Activities that provide students with additional services that increase amount and quality of instructional time Effective Programs, Models, Extended Day/Year Home-School Connection and Strategies Program Name Date & Time Headsprout 30 minutes daily Individual student reports are shared with parents Stanford Math E.P.G.Y 90 minutes weekly Individual student reports are shared with parents Reading Plus 60 minutes weekly Individual student reports are shared with parents Early Reading Interventions Daily Individual student reports are shared with parents Differentiated Instruction; Weekly Folders home Thinking Maps Individualized Instruction; Daily IEP Team Meetings; Parent Conferences Small Groups EXCEL Plans Revisit Monthly Parents, Teachers, Students, Counselor Destination Reading Courses 1 August 2011—May Individual skills assigned-reports shared and 2 2012 with parents Bailey’s Book House/Millie’s Daily Parents, Teachers, Students Math House Extended Day After School “Boot Camp for T.C.A.P.” Extended December 2011 Select Teachers Program, twice weekly, Contract --April 2012 Students needing additional Twice Weekly timely intervention; All students daily; Reading Street Intervention, 30 minutes daily Teachers and Interventionists My Sidewalks Tiers II and III Tutoring Memphis Literacy Corp Tutors’ Schedule St. John’s Methodist Church; Multi-National Ministries;

Strategies for Academic Improvement:

1) Weekly content specific grade level meetings Lesson planning and curriculum audits by teachers weekly Assessment and data analysis to target specific areas in need of improvement Review weekly common assessments and tracking progress of target list of students by class by teacher Good First Teaching PD Review of feedback from most recent walk-throughs and classroom observations

2) Discovery Formative Assessments in Language Arts and Math 3) Discovery Education will be used to generate Common Assessments in Science, Social Studies, Reading and Math. These assessments will be given in conjunction with Discovery Formative assessments

4) Stanford Math Intervention: Implement Stanford Math to increase performance of tier 1-2 students. 5) Reading Plus Intervention: Students scoring in the second quartile on TCAP, grades 4 & 5 6) Extended Contract After School Tutorials in Language Arts and Math, Saturday Writing Camps. 7) Interventionists and Teacher Assistant will be utilized as on-going intervention pull outs for students identified by teachers (below 90% mastery of weekly assessments). Focus will be to spiral teaching of concepts without remediation.

8) Built in interventions for grade level reading and mathematics using data from formative assessments and Ed Plans to address specific areas of deficiency during the school day. Teams will share intervention per semester.

9) Writing Plan: 5th grade teams will share a common writing plan. Class is designed to provide students with specific strategies to improve narrative writing skill (for TCAP writing test), and to assist students with research and writing of Capstone projects.

Administrative Responsibilities for Academic Improvement:

1) Admin team will design PD based on GiFT strategies and incorporate these into weekly content area team meetings. 2) Admin team will conduct daily/weekly walk-throughs to check for curriculum implementation, time on task, student engagement, academic rigor, and GiFT strategies.

3) Admin team will conduct formal observations using both the district instrument and the TEM instruments. 4) Monitor and track student intervention plans per content assignment and Ed Plan implementation. 5) Design professional growth plans for struggling teachers. 6) School Improvement Plan implementation

Rigor and relevance for proficient and advanced students:

1) Participation in C.L.U.E. and individualized instruction 2) Academic enrichment activities: Stanford Math, Stanford LAW, project based learning activities 3) Provide opportunities for students to increase rigor and engagement (Bellevue Middle School) 4) Extended day activities that include problem solving, group and teamwork activities 5) Differentiated instructional strategies to ensure students are engaged in appropriately leveled activities.

Bruce Elementary School Teacher Mentoring Program 2011--2012

Action Steps Timeline Required Resources Person(s) Responsible Prior to the opening of school, apprentice teachers have staff development which includes an Start date: July 2011 Apprentice Teacher Handbook Principal emphasis on implementing the grade level curriculum, MCS Curriculum Frameworks Instructional Facilitator administration policies and End date: August 2011 procedures, all components of MCS TEM Observation Process STARS Staff (On-boarding) the evaluation process and any New Teacher Orientations: other policies and procedures Fourth Wednesday of each necessary for effective teaching month practices. All Wednesday faculty Start date: August 2011 MCS Instructional Maps Principal meetings have a curriculum and End date: May 2012 Bruce School’s Professional School Leadership Team staff development focus. Development Plan Instructional Facilitator Weekly team meetings with Start date: August 2011 Team Meeting Principal certified mentors are held with End date: May 2012 Agendas/Minutes Grade Level Chairperson a focus on effective teaching Cluster Meeting Agendas Cluster Meeting Chairperson practices and strategies. Instructional Facilitator “Raising the Bar” Mentoring Start date: August 2011 BOE Stipend Pay for one Mentor Coordinator Program: New Teachers will End date: May 2012 Teacher Mentor; Title 1 funds Certified Teacher Mentors be mentored using the District used for stipends-- additional Mentoring Program/two years. mentors

Bruce Elementary School No Child Left Behind Home-School Compact 2011-2012 (Revised May, 2011—Site Based Council) Bruce Elementary School

Goal: Parents, school staff, and students will share the responsibility for improved student academic achievement via the jointly designed Home-School Compact

Parent/Guardian Guarantee I have high expectations for my child. Ways that I will support his/her learning:  see that my child attends school daily, on time, dressed in an approved school uniform, with all necessary tools for learning  guarantee that my child has a set bedtime and eats breakfast to increase functioning levels  support my child’s teacher with open lines of continuous communication  assist my child with school assignments in a designated study area, monitor homework, and check for information sent home that needs to be returned  develop a partnership with Bruce Elementary School to help my child achieve the state’s high standards  teach my child to respect authority and the property of others  support the Blue Ribbon Initiative Plan and the school’s efforts with discipline/promoting a safe, orderly environment  regularly attend parent conferences, school meetings, and programs with opportunities to view/discuss curriculum, academic assessments, interventions, and proficiency levels  volunteer, participate and observe in the classroom when feasible  regularly read with and to my child, and provide opportunities to see me read

______Parent’s Signature

Student Guarantee I have high expectations for myself. I will: o come to school daily, on time, will all necessary learning tools, dressed in an approved school uniform o obey school/classroom rules and honor the Blue Ribbon Initiative o show respect for authority, myself, my peers, and all adults o give all assignments my best effort, take home written notices, and return signed papers/report cards promptly o use my regular “study” area to complete all work, limit my television viewing, go to bed early, and eat breakfast to ensure my academic success o ask questions, participate/listen in class, take responsibility for my actions and grades, and allow others to learn o read to learn and read for fun

______Student’s Signature

Teacher Guarantee I have high expectations for all of my students, parents and peers. I will:  keep parents continuously informed about students’ progress, attendance, and behavior through report cards, frequent progress reports, phone calls, assessment data, IEP’S, Excel plans, SART meetings, conferences, student work, newsletters, Home-School Compacts, and bi-monthly papers sent home  consistently provide engaging homework assignments that reinforce classroom instruction  determine students’ educational needs and levels of proficiency then adjust/differentiate instruction to accommodate areas of need  promote a warm, safe, inviting classroom for parents and students  engage students by using researched-based teaching strategies along with a high quality curriculum/instruction that exceeds the state’s standards  provide opportunities to analyze the high quality curriculum, assessment measures, and interventions used at Bruce Elementary School  continuously encourage and acknowledge students’ efforts  read to my students and provide opportunities for them to read

______Teacher’s Signature

School Guarantee We have high expectations for all students, faculty, staff, and parents. We will: . ensure that students receive engaging, researched-based instruction using high quality curriculum that will increase levels of academic proficiency and exceed the state’s standards . create a safe, supportive, and effective learning environment that promotes trust, and respect. . provide continuous two-way communication between families, teachers, school staff, and the community . respond to parent suggestions and concerns within 48 hours of submittal (verbal, written, parent suggestion box, email) . be available for parents without an appointment before and after school, by appointment during the school day, and monthly at “Coffee Talks” . give parents reasonable access to school staff, opportunities to volunteer, and occasions to observe the instructional program . invite family, faculty, and community members to acknowledge students’ successes through honors programs, parent meetings, family math and science nights, parent conferences, attendance incentives, Blue Ribbon Initiatives, MCS Insider, and newsletters/calendars sent home . provide timely information to parents about Tennessee State Standards, high quality curriculum, assessment measures, data analysis, interventions, and proficiency expectations for students . invite families to participate in the creation and review of the School Improvement Plan, Family Engagement Policy, and No Child Left Behind Home- School Compact through parent/site-based meetings . encourage teachers, students, parents, and staff to strive toward high expectations academically, socially, and physically ______Principal’s Signature

NCLB – Título I Pacto de Escuela-Padres Bruce Elementary School 581 South Bellevue Blvd. 2011-2012 Año Escolar (Revisio May 2011, Site Based Council)

Misión El propósito de este Pacto de Escuela-Padres, escrito en la Sección 1118 de la Ley Publica 103-382, es para crear y promover el desarrollo social entre escuela-padres para ayudar a todos los estudiantes alcanzar los mandatos estantales. Los padres, los niños, y los maestros compartirán la responsabilidad de mejorar el rendimiento académico de los estudiantes.

Dirección Padres y/o guardianes les pedimos aceptar la política de escuela-padre, como a si como esta involucrados en ayudar a la escuela asegurando una experiencia productiva para su hijo/a. Reglas de la Escuela

Reglas del Director Yo: • tendré altas expectaciones de padres, estudiantes, y otros miembros del personal • desarrollaré una asociación con los padres para ayudar a los estudiantes alcanzar altos niveles estándares • proveeré a los padres frecuentemente los reportes del progreso, calificaciones, carpeta cada Martes de la semana, y deficiencias de cada 6 semanas • proveeré currículo e instrucción de alta calidad • proveeré un ambiente seguro conducido al aprendizaje • proveeré comunicación positiva entre maestros, padres, y estudiantes • proveeré oportunidades a los padres para que sean involucrados en la educación de sus hijos • animaré comunicación positiva entre casa y escuela • animaré a los maestros a proveer tareas que reesfuercen las instrucción en el salón de clases • proveeré conferencias padre-maestro dos veces al año para discutir el pacto de escuela-padre y como relacionar el desarrollo individual de cada estudiante

______Firma del Director/a

Maestros Yo: • enseñaré conceptos pertinentes de grados a su hijo/a • proporcionaré comunicación constantemente a padres a través de noticieros, cartas, notas, teléfono, y correo electrónico • determinaré las necesidades de los estudiantes y ajustar la instrucción para acomedir esas necesidades • comunicaré con los padres/guardianes de la asistencia, logro, grados, o comportamiento • proporcionaré a los padres acceso razonable al personal, para ser voluntarios, participar y observar en el salón de clase • proporcionaré tareas pertinentes e interactivas • proporcionaré información a cerca del progreso de su hijo/a • haré un esfuerzo asertivo para integrar actividades especiales para hacer el aprendizaje más agradable • proporcionaré un currículo de alta calidad que permita a su hijo/a satisfacer las funciones estándares del estado • utilizaré a los padres voluntarios

______Firma del Maestro/a

NCLB – Título I Pacto de Escuela-Padres Bruce Elementary School

Reglas del Hogar Yo: • enseñaré a mi hijo/a a respetar a la autoridad y la propiedad de otros • enseñaré a mi hijo/a a no ser violento y resolver discusiones inteligente • desarrollaré una asociación con la escuela para ayudar a mi hijo/a a alcanzar altos estándares del estado • enseñaré habilidades sociales para promover interacciones positivas con todos • proporcionaré 30 minutos por día para tener un vínculo de comunicación mutua • proporcionaré un lugar y tiempo para completar todas las tareas, revisando para asegurarme que todas las tareas sean completadas diariamente • supervisaré el tiempo de televisión • aseguraré que mi hijo/a se duerma temprano y vaya a la escuela a tiempo • seré voluntario para ayudar en el salón de clase de mi hijo/a • participaré en actividades extracurriculares cuando sea necesario (excursiones, tutores, personas de recurso, etc.) • asistiré a conferencias de padres para discutir el pacto de escuela-padres relacionado con los logros de mi hijo/a • comunicaré con los maestro en una forma continua • revisaré con mi hijo/a regularmente sobre información de la escuela, leer, firmar, y devolver a la escuela • ayudaré a mi hijo/ con proyectos asignados • apoyaré los esfuerzos de las escuelas para mantener una disciplina apropiada

Estudiante Yo: • trabajaré con esfuerzo para hacer los mejor que pueda en la escuela cada día • participaré en no-violencia y todo el tiempo resolver discusiones inteligentemente • completaré y regresaré todas mis tareas • cumpliré con las reglas de la escuela y el salón de clase • respetaré la autoridad y opiniones de otros • llevaré a la casa noticias escritas, papeles firmados, capeta de los martes, y calificaciones a tiempo y regresar cuando sea requerido • haré preguntas, participaré en clase, y escucharé atentamente • iré a la cama temprano para descansar

Bruce Elementary School Plan de Compromiso de Padres de Familia (Family Engagement Plan) 2011-2012 Revisio May 2011, Site Based Council

La Escuela Primaria Bruce cree que los padres / tutores legales forman una conexión vital para el bienestar educativo de nuestros hijos. Creemos que padres, maestros, administradores, y miembros de la comunidad tienen que tener expectativas altas y trabajar en conjunto para el rendimiento de los estudiantes. La escuela Primaria Bruce asegurará que sus familias tengan oportunidades para participar en la planificación, diseño, y ejecución del programa de compromiso de familias de “Que Ningún Niño Se quede Atrás” haciendo lo siguiente:

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Actividades Principales Estrategias Evaluación / Resultados 1. El Plan de Compromiso de Familias de la escuela1.1Desarrollar en conjunto, repasar cada año determinar los puntos fuertes y 1. Familias y miembros de la comunidad se Bruce esta comprometido a involucrar a las familiaspuntos débiles del convenio del hogar / escuela de “Que Ningún Niño Se Quede convierten en accionistas en el proceso de en el desarrollo de política. Atrás”, el Plan de Compromiso de Familias, y el Plan de Mejoramiento de la educación y están siempre pendientes de las escuela. responsabilidades y expectativas de las escuelas. 2. 2. El Plan de Compromiso de Familias de Bruce incorpora la involucración de familias en las decisiones 2.y Proveer oportunidades regulares para que las familias contribuyen a la2. 2. Poner en practica / repasar las encuestas del en la gobernación. planificación, repaso, y mejoramiento de programas para la involucración deambiente escolar; dirigirse a resolver asuntos entre familias a través de reuniones en la escuela, reuniones de padres, sugerencias,familias y la escuela dentro de 48 horas. 3. La reunión anual de “Que Ningún Niño Se Quedecharlas cada mes, encuestas para padres. Atrás”: explicar las reglas de Título I, el plan de 3. 3. Proveer a las familias con conocimiento de los estudios, el estado de progreso anual (AYP) de la 3. Invitar a familias y organizar la reunión anual a horas flexibles (a.m., p.m.)programas y estrategias / actividades eficaces para escuela y participación en programas de Título I, con interpretes para padres con dominio limitado del inglés. aumentar los niveles de competencia de los medidas de evaluación / resultados, estándares del estudiantes. estado, niveles de competencia, la iniciativa de “Blue4. Proporcionar / explicar continuamente datos acerca del progreso de los Ribbon”, intervenciones, asistencia / promoción / estudiantes: conferencias con horario flexible, informes del progreso, resultados4. 4. Las familias pueden dirigirse a áreas de políticas de retención, derechos de los padres de de evaluaciones, datos de TCAP (Niveles de competencia), boletas denecesidad de los estudiantes e involucrarse en la familia. calificaciones, recados / llamadas telefónicas, el reporte STAR (si aplicable),experiencia académica. estrategias de intervención, tarea mandada a casa dos veces al mes, correo 4. Comunicación de doble sentido entre familias, electrónico, mensajes telefónicos, lesson line, y un plan de estudios de alta5. 5. Entrega de servicios que apoyan y aumentan la maestros, personal de la escuela, administradores y lacalidad. participación de las familias comunidad. 6. 6. Posibilitar a los padres a mejor entender los 5. Proporcionar continuamente datos e informes de la escuela en formaestándares, el contenido académico, y mejorar las 5. La escuela Bruce proporcionará oportunidades uniforme y comprensible, usando traductores cuando sea necesario, porhabilidades / conocimientos de ser padres; completas para la participación de padres ejemplo, para boletines, calendarios, el sitio del Internet de la escuela, Oportunidades y aumentadas para que los padres discapacitados, padres de niños migratorios, y padresanuncios en el salón NCLB de Recursos Para Padres. también aprendan. con dominio limitado de inglés. 6. Invitar a los padres/tutores legales, a través del calendario de la escuela, el7. 7. Maximizar las posibilidades de asistencia de 6. Oportunidades para el desarrollo profesional. sitio del Internet, y recados mandados a casa, a participar en el programapadres; Asegurar participación valiosa de padres de planeando del desarrollo profesional de la escuela Bruce. Mandar a casafamilia. 7. El Plan de Compromiso de Familias promete anuncios de las oportunidades del desarrollo profesional de las escuelas de la aumentar la participación de familias. Ciudad de Memphis y anunciar las en el Salón NCLB de Recursos Para Padres.

7. Reuniones de las familias se organizarán regularmente durante el año a horas flexibles para acomodar las necesidades de todas las familias. Se proporciona a los padres oportunidades de observar el programa de enseñanza, participan de voluntario, y participar en la planificación de la escuela. Bruce Elementary School Strategies to Attract High Quality, Highly Qualified Teachers 2011-2012

At Bruce Elementary School, we… 1. Support uncertified personnel in gaining certification (0%)

2. Establish collaboration with colleges and universities

3. Provide on-going, research-based professional development

4. Encourage local, state, and national professional development

5. Implement mentoring programs such as “Raise the Bar’

6. Establish networks to build capacity for recruiting

7. Attract/recruit via Bruce Elementary School’s website, New Teacher Fair, and School Choice Fair

8. Showcase the zero percent (0)% yearly teacher turnover rate from year-to-year

9. Support and encourage the present faculty; Celebrate successes!

10. Show the school’s partnership with Bellevue Middle School.

2011-2012 Professional Development Plan

School: Interim Principal: Professional Development Budget: Bruce Elementary School Martha L. West $5,000

Date: Academic Superintendent: Instructional Facilitator: November 9, 2011 Mrs. Catherine Battle Mrs. Rebecca Schaffer, Region 1 Northwest Region Fund 6, NCLB/Title 1 Funds Responsible for Annual Monitoring

Professional Development Plan Overview

Based on extensive review, multiple sources of student achievement data, teacher data and school data were included to identify the students’ greatest challenges in meeting LEA and state goals, our school identified and prioritized measurable objectives by subgroups as follows:

1. Reading/Language Arts/Writing—Increase the number of proficient students in the Economically Disadvantaged and All subgroups. 2. Mathematics—Increase the number of proficient students in the Economically Disadvantaged and All subgroups.

The Professional Development Plan has goals that will provide teachers with the knowledge, skills, attitudes, behaviors and resources to meet our identified objectives:

Goal 1: Continuous exposure to and implementation of scientifically based researched instructional strategies will enhance teachers’ ability/expertise to deliver high quality instruction in reading/language arts and writing.

Goal 2: Continuous exposure to and implementation of scientifically based researched instructional strategies will enhance teachers’ ability/expertise to deliver high quality instruction in mathematics.

Action Plans

The following plan describes our high quality scientifically-based researched professional learning activities/events, the content, process and context we plan for each, our implementation timeline, expected outcomes, data sources used to evaluate effectiveness and the budget commitment required. These plans are in alignment of teaching strategies with the state’s content and performance standards and are based on needs assessments to improve student academic achievement. The staff and community partners will be trained to implement and deliver research proven strategies for ensuring a safe and disciplined learning environment. Teaching strategies and techniques are incorporated, including technology, that improve classroom instruction to help increase academic learning of all students, including those with disabilities and those with cultural, linguistic, and socio-economic needs. All training, teaching methods, techniques, materials and practices are gender-equitable.

Goal 1: Continuous exposure to and implementation of scientifically based researched instructional strategies will enhance teachers’ ability/expertise to deliver high quality instruction in reading/language arts and writing.

Content: Process: Context: What will be learned? What effective processes will be used? What aspects of our learning environment will support this goal?

Teachers will create and manage  Book Studies/Jigsaws  TEM Observations instructional centers/quality work that  Drop-in and planned observations  Lesson Plans incorporates the multiple intelligences and  P.L.C. meetings focused on  P.L.C.’s-Grade level teachers must Bloom’s Taxonomy. Teachers will utilize strategies appropriate to the meet twice a week to develop and the Self-Directed Improvement System intended goal focus on common learning goals (SDIS) to integrate activities in the areas of  P.L.C. meetings analyzing data to and data analysis. standards, assessments, curriculum and direct instruction  Support teachers-coordinate and instruction.  Examination of student work reinforce common curriculum goals  Teacher Network Meetings  Shared planning time-daily To meet the needs of individual students,  Coaching and Mentoring opportunities to meet to coordinate teachers will learn to implement the  Workshops by district staff via the students’ need and strategize following research based strategies to increase literacy instruction: Literacy Media site/Webinars implementation of rigorous Workstations, E.S.L. Instruction,  EdPlans Plans academic standards. Inclusion, Differentiated Instruction,  Gender Equitable Practices—Book  Vertical planning-opportunity to project based learning, Responsive Study/Powerpoint extend instruction on prior Classroom, Thinking Maps, high quality learning. questioning, problem solving and explicit  Leadership- skillful school and instruction. district leaders guide continuous instructional improvement.  Departmentalization-rigorous academic instruction based on teacher strengths

What data sources Professional will you use to Total Learning Implementation Expected evaluate PD Budget Presenters/Leaders Activities/Events Timeline Outcomes effectiveness? (i.e., Balance Avatar Number teacher data, $5,000 student data) Small Principal; August--December To promptly identify o Teacher $5,000 Group Instructional 2011 students who are in Evaluations/ -0. Reading Facilitator; need of timely Feedback/ $5,000 Instruction: Grade Bi-Monthly interventions, Observations A Level Chairpersons; Professional overage, and at risk o Continuously Differentiated P.L.C. Development: Book of success. updated Data Teaching Model for Committee Chairs; Jigsaws Notebooks Beginning To learn how to o P.L.C. and provide effective Minutes Struggling Readers NW Regional Weekly reading instruction o Benchmark Literacy Coach by combining Scores Avatar Number: meaningful o Data Driven 4631.5515 contextual reading, Lesson Plans systematic word o Aimsweb study, and writing in Progress small groups; Monitoring

Using Technology to Instructional Wednesday, “ Technology won’t o Teacher $5,000 Engage Students Facilitator; September 7, 2011 replace teachers. Evaluations/ -0 and Enhance Media Specialist; 2:30—5:30 Teachers who don’t Feedback/ $5,000 Instruction Grade Chairs; use technology will Observations Follow Up: be replaced by those o Continuously Avatar Number: Monthly who do.” To bring updated Data 26301 awareness regarding Notebooks how children learn o P.L.C. via computer Minutes assisted instruction. o Benchmark To enhance levels of Scores technological o Data Driven proficiencies. To Lesson Plans familiarize and o Aimsweb make less Progress threatening the use Monitoring of Smart Boards as o T.E.M. effective teaching Observations tools. Teachscape: Principal; Monday, August 5, Teachers will learn o Differentiated $5,000 Differentiating Instructional 2011 8:00—3:00 how to effectively Lesson Plans -0 Instruction/ Facilitator; differentiate o Purposeful $5,000 Scaffolding in Teachscape Media Follow up: Weekly instruction to meet literacy Action Modules P.L.C.’s the needs of all workstations/ students. They will centers Avatar Numbers: learn a practical o Evidence of #4957 #4994 approach to creating effective safe, challenging, morning and joyful meetings classrooms/schools. o Maximized instructional Optimal student time learning through o Seamless social, emotional, transitions and academic growth. 6+1 Writing Traits Dr. Ric Potts; Wednesday, August Teachers will learn o Increased $5,000 Instructional 24, 2011 the 7 traits of Folio scores -0 Avatar Number: Facilitator; writing and o Increased $5,000 #10296 Follow up: Weekly instructional TCAP writing P.L.C.’s strategies/centers to scores use with instruction. o Student work samples Destination Reading Donna Artrip, Friday, August 5, 2010 To further enhance o Assigned $5,000 and Bailey’s Book Houghton Mifflin teachers’ Tests -0 House Representative; Follow Up: understanding of o District $5,000 Principal; P.L.C.’s these computer Reports Avatar Number: Instructional based programs o Teacher #9080 Facilitator; designed for Pre-K Evaluations/ and K (Bailey’s), K Feedback/ st and 1 Observations (Destination’s o Continuously Course 1, Emergent updated Data Literacy and Notebooks Phonemic o P.L.C. Awareness), and Minutes Destination’s nd o Benchmark Course 2 for 2 and Scores 3rd (Building o Data Driven Fluency and Lesson Plans Comprehension); Aimsweb To be used as o companion pieces Progress and/or interventions; Monitoring o Progress Reports Northwest Regions Headsprout Monday, Teachers will o Data: Student $5,000 Headsprout Early Representatives; September 26, 2011 become master Reports -0 Reading Training teachers in utilizing/ o Increased $5,000 for Third Grade implementing the levels of Teachers Wednesday, Headsprout reading November 2, 2011 Comprehension proficiencies Avatar Number: district initiative; o Progress 10680.12735 Reports o Progress Monitoring o Interventionist Data o Reports to Families S.A.C.S. Principal; October 26---February To build a o Accreditation $5,000 Instructional 22, 2012 comprehensive progress -0 Avatar Number: Facilitator; framework for report $5,000 11316.13478 S.A.C.S. Committee Wednesdays continuous o Findings from 30 Hours Chairs student/teacher/staff/ the internal stakeholder review/self commitment to study learning and school o Findings from S.A.C.S. Leadership Jason Ogle; Wednesday, August effectiveness the Quality Team/Compstat Component Chairs 31, 2011 Assurance Team/TSIPP Team Review Team o Survey feedback Pre-Kindergarten Pre-K Teachers Third Monday of each To help build strong o Attendance $5,000 Family Meetings month, August 2011— relationships with o Increase -0 May 2012 8:00 -9:00 parents to best levels of $5,000 Avatar Number: a.m. support the parent Pending children’s learning. involvement Teachers will learn o Reports to practical ideas for Families collaborating with parents all year long.

Parents and Principal; Monday, To help build strong o Teacher $5,000 Teachers Working Instructional October 17, 2011 relationships with Evaluations/ -2,000 Together Facilitator; 3 Hours parents to best feedback $3,000 Professional School support the o Classroom Counselor; P.T.O. Follow Up: Monthly children’s learning. Observations President; P.T.O. Meetings and Teachers will learn o Quality Work Teaching the Male E.S.L. Staff Development practical ideas for o Book Jigsaw ($2,000 spent on Brain Teachers; Parents; Wednesdays collaborating with Reports Teacher Resource parents all year long. o Evidence of Books) Avatar Number: Efficacy in all 4657.5544 Topics Include: classrooms 1. Working o Increased with diverse levels of family Parent cultures Involvement 2. Talking with o Integration of parents about social and child academic development learning in all 3. How to aspects of the involve day parents who o Instruction cannot come developed to to the school respond to 4. Problem academically solving and culturally 5. Setting the diverse stage for students positive o Gender relationships equitable during the instruction/les early weeks son plans

Aimsweb, Stanford Media Specialist; Literacy Support and To increase o Data driven $3,000 Math, Bailey’s Book T.L.A. Media site; Assessments: These teachers’ expertise lesson plans -0 House, Destination Instructional core companion and in literacy o Evidence of $3,000 Reading I and II, Facilitator; intervention programs instruction to flexible My Sidewalks, Grade Chairs; will be addressed establish a grouping Headsprout, weekly during sustainable, o Timely Reading Street Professional Learning balanced approach interventions Differentiated Communities— that improves o Reports Instruction, EdPlans Wednesdays teacher instructional o Progress plans and Thursdays practices. Monitoring o Data Avatar Number(s): Follow up: Notebooks KK PLC 4707.5582 Bi-monthly o TEM 1st PLC 4709.5584 Professional Observations 2nd PLC 4711.5586 Development P.L.C. 3rd PLC 4754.5633 o 4th PLC 4755.5634 Minutes 5th PLC 4756.5635 Support PLC 4757.5636 New Mentor Training New Mentor; October 4, 5, 2011 New teacher mentor o Training $3,000 Regional Staff will meet district evaluations -0 Avatar Number: expectations of o Mentoring $3,000 10521.12537 mentoring protégé. forms Data Analysis: Principal; Bi-Monthly Staff Teachers will $3,000 Intensive review of Instructional Development receive practical o Intervention -0 Reading Street, Facilitator; Wednesdays methods, templates, reports $3,000 Teacher Effect Data, Grade Level Teams; rubrics, charts and o TEM Individualized Follow up: diagrams for Education Plans, observations Sept. 2011-May 2012 collecting and E.S.L. Data, Common o Unit skills Assessments, Weekly P.L.C.’s analyzing data. tests Economically Teachers will re- o P.L.C. Minutes Disadvantaged visit their lesson o Teacher Subgroup, and plans to ensure that evaluation/ Formative their delivery of Feedback Assessments instruction is data o Nine Weeks driven and high report cards Avatar Number: quality. Data o Benchmark #4654.5540 notebooks will be scores updated and used to o EdPlans plans determine Evidence of instructional o planning. researched based Grade Level Teams instructional will report on their strategies and students’ progress. use of Small Teachers will attain Group greater competence Reading in their teaching Instruction in skills focusing on lesson plans the concepts of o Data comprehensiveness, Notebooks repertoire, and matching in order to meet the needs of our diverse learners. TEM: Teacher Instructional Wednesday, August Teachers will learn o Evaluations $3,000 Effectiveness Facilitator 17, 2011 strategies to o Walkthrough -0 Measure cultivate classroom Checklists $3,000 Thursday, September learning o P.L.C. Avatar Numbers: 15, 2011 environments that minutes #10225 encourage rigorous o Increased #10467.12572 Wednesday, October academic instruction T.C.A.P. #10910 5, 2011 and meets the needs scores #11264 of the diverse o Differentiated Wednesday, October learners. lesson plans 19, 2011 Teach/Cultivate o Learning Learning focused Environment classroom communities

Vertical Team K, 1, 2, 3 Teachers; September, November, Teachers will plan o Lesson plans $3,000 Networks Regional Staff January, March instruction and o Common -0 Members monthly meetings assessments with Assessments $3,000 Avatar Number: other grade level o Vertical Pending support teams alignments Capstone Instructional Wednesday, Teachers will o Scored Rubric $3,000 Facilitator; August 2, 2011 showcase student —evaluating -0 Avatar Number: Exhibition Curator; 2 Hours work products that projects $3,000 10127.12054 Principal; show evidence of resulting in Regional Staff Follow up: the Quality Work high level, Weekly P.L.C.’s Design Criteria. rigorous Bi-Monthly Peers will locate the content, Professional elements and demonstrating Development provide critiques. that students have learned Teachers will information to increase their use in a real understanding of the world elements of quality situation. work to better guide o High Quality their plans for spring Lesson Plans Capstone. o Quality Student Work o High Quality Teacher Instructional Delivery o Quality Capstone Products $3,000 Reading Street’s Regional Facilitators Refresher training for Teacher assistants o Small group -0 Tier III Intervention Interventionists will be retrained to observations $3,000 October 17, 2011 implement the My o Aimsweb Avatar Number: 8:00—11:00 Sidewalks Tier III Data Pending 3 Hours intervention, o Progress monitor progress, Monitoring Follow up: and enter data into Weekly P.L.C.’s and the Aimsweb as needed system.

Learning Express Think October 3, 2011 Teachers will learn o Practice $3,000 Folio—Cohort Link Representatives; Vance Middle School consistent routines Writing -0 Grade 5 4th, 5th, ELL, SPED Library 2:30—5:30 to develop students’ Prompts, $3,000 Teachers p.m. writing skills and Learning Avatar Number: how to grade a Express, 10668.12718 Tuesday, October 11, writing sample. Grade 5 2011 o T.C.A.P. Writing Follow up: results Weekly P.L.C.’s o Samples of student writings Northwest Region’s Northwest Region’s Tuesday, October 11, Teachers will learn o Learning $3,000 Writing Cohort for Writing Specialist 2011 consistent routines Express Folio -0 4th, 5th, Ell, SPED and Think Link to develop students’ Writing $3,000 Teachers Representatives writing skills and Scores how to grade a o Sample Avatar Number: writing sample. writing 10850 prompts Formal analysis, Principal; Wednesday, To impact and o School $3,000 review, and revisions: Instructional May 16, 2012 improve teacher Climate -0 reflections, Facilitator; 6 Hours quality. To decrease Surveys $3,000 collaborations, needs All the number of o S.I.P. Scores assessments (P.D.), school stakeholders; students scoring in final revisions of the o T.C.A.P. the below proficient School Improvement Scores Plan and Professional range. o Stanford Development plan, Math, goals for next school Formative year, Assessments, strengths/weaknesses Aimsweb from this school year, Benchmarks parent involvement, Final report subgroup analysis, o Family Engagement cards Plan, Home School o Promotion Compact, S.A.C.S. and Report/Growth Plan attendance rates Avatar Number: o Site Based 4831.5709 Council Minutes o S.A.C.S. Results Goal 2: Continuous exposure to and implementation of scientifically based researched instructional strategies will enhance teachers’ ability/expertise to deliver high quality instruction in mathematics.

Content: Process: Context: What will be learned? What effective processes will be used? What aspects of our learning environment will support this goal? Teachers will use on-going Discovery  Book Study/jigsaws Learning results, T.C.A.P. analysis,  High Quality Student Work  Classroom Observations Responsive Classroom, lesson designs,  Workshops by District Staff  P.L.C.’s- Grade level meetings Stanford Math results, and unit progress  P.L.C. meetings focusing on twice a week to develop and focus assessments to determine the needs of each sharing of strategies appropriate to on common learning goals and data student and drive instruction. achieve the intended goal analysis Teachers will engage in workshops that  Lesson development and  Shared Planning Time- daily supplement the math program and provide coordination opportunities to meet and high quality strategies for addressing  Coaching and mentoring coordinate and strategize the need individual needs.  P.L.C. meetings focused on and methods for rigorous academic interpretation of data results and standards sharing of strategies to drive  Support Teachers-coordinate and instruction reinforce common curriculum goals  P.L.C. meetings examining student  Vertical Planning-opportunity to work extend instruction on prior learning  EdPlans  Leadership-skillful school and  Gender Equitable Practices: Book district leaders guide continuous Study/Powerpoint instructional improvement  Departmentalization-rigorous academic instruction based on the teachers strengths What data sources will Total you use to PD Budget Professional Learning Presente Expected evaluate Balance Activities/Events rs/Lead Implementation Timeline Outcomes effectiveness? Avatar Number ers (i.e., teacher data, student data) Practitioner’s Summit Envision August 3 & 4, 2011 All teachers will o Formati $3,000 Math increase their ve -0 Avatar Number: Represe Follow-up: Professional math skills and Assessm $3,000 10233.12630 ntatives Development with Regional strengthen their ent Math Coach, on-going hands-on Results teaching o Classroo strategies; m Teachers will be Observa prepared to use tions the new math o T.C.A.P. materials. Scores o Report Cards o Stanford Math Reports o T.E.M. Observa tions Math Regional Cohort— District September 2011—May All Teachers will o Formati $3,000 Teacher Collaborative Math 2012 increase their ve -0 Sessions Specialis calendar math Assessm $3,000 ts at NW Monthly at School skills, strengthen ent Avatar Numbers: Region; their teaching Results Grade 3 10713.12780 Instructi strategies, and o T.E.M. Grade 4 10715.12782 onal learn to apply Observa Grade 5 10718.12785 Facilitat real world tions or; problem solving o T.C.A.P. School to mathematics. Scores Based Staff members, o Report Compute teachers, parents Cards r Tech and students will o Stanford be provided the Math knowledge Reports necessary to build a learning community. The website EDCONline.net will be utilized to maximize teacher effectiveness with the program. Discovery Education—Grades Discover August 5, 2011 and on- Teachers will o Formati $3,000 3, 4, 5 y going throughout the 2011- analyze ve -0 Creating Probes, Website Educatio 12 school year formative Assessm $3,000 Training n’s assessment data ent District to determine Results Represe students’ o T.E.M. Avatar Number: ntative; strengths and Observa 4833.5711 Instructi weaknesses. tions onal Teachers will o T.C.A.P. Facilitat then learn how to Scores or generate on-line o Report probes to help Cards students increase o Stanford their proficiency Math levels. Reports Teaching the MALE Brain: Principal Twice Monthly during Grade Levels o Formati $3,000 How Boys Think, Feel, and ; Professional Development will share their ve -1,500 Learn in School—Author: Instructi Wednesdays findings of Assessm $1,500 Abigail Norfleet James onal August 2011—May 2012 assigned chapters ent Facilitat 2:30—5:30 with parents and Results (Books purchased Book Jigsaw: Brain-based or; staff. Teachers o Classroo for Jigsaw) research to provide K-5 will learn how to m appropriate and positive Teachers differentiate Observa learning experiences for ; teaching tions students; Differentiated Special strategies to help o T.C.A.P. teaching strategies to address Ed boys succeed in Scores the boys’ learning styles in the Teacher; the classroom. o Report classroom. E.S.L. Teachers will Cards Teachers study the o Stanford Avatar Number: ; research that Math Pending proves cognitive, Reports sensory, o Attenda physical, social, nce and emotional o Discipli differences ne between genders. Referral s o Progress Reports o Classroo m Environ ment o T.E.M. Observa tions o Increase d Parent Involve ment Stanford Math Educational Principal August 2011-May 2012 Teachers will o Formati $1,500 Program for Gifted Youth: A ; learn how to ve -0 Tier II Intervention Instructi Workshop presentations by enter students in Assessm $1,500 Avatar Number: onal district staff, August 2011 Stanford Math ent Pending Facilitat program, print Results or; Follow-up: reports, and how o Interven K-5 Grade-level P.L.C.’s by to use Stanford tion Teachers Instructional Facilitator Math as an Reports ; intervention o Classroo Special program for m Ed students with Observa Teacher; individual needs. tions E.S.L. o Teacher Teachers Teachers will Assessm ; learn to support ent Stanford their math o Baseline Math instruction with Tests Represe technology and (Scott ntative analyze data. Foresma n) o P.L.C. minutes o Report Cards o T.C.A.P. Scores o Comput er Schedul es o T.E.M. Observa tions

Integration of Technology to Principal Monday, February 20, 2012 Teachers will o Comput $1,500 Support Student Learning ; 6 Hours become familiar er -0 Instructi with different Schedul $1,500 Avatar Number: onal Follow up: websites to es 4832.5710 Facilitat Weekly P.L.C.’s and as enhance student o Evidenc or; needed learning. e of Media Technol Specialis Teachers will ogy t; navigate the web usage Compute December 8 & 9, 2011 to find tools to within r Tech use, such as lesson Mid-South Tech Conference rubrics, to plans improve their o Teacher www.mcsk12.net/techconference expertise. generate d reports Teachers will from learn how to use Discove Confere technology and ry nce integrate it Educatio Presente throughout the n’s rs; regular Formati Participa curriculum. ve ting Assessm teachers; Teachers will ents, learn new ways Aimswe to innovate, b, inspire and Destinat engage students ion with technology. Reading, Headspr out, and Bailey’s Book House. o Evidenc e of technolo gy usage with Smart Boards/ new math adoption ’s on- line resource s and tools. o Quality Capstone and Thinksho w! Student projects

The Master Teacher Principal Sept. 2011-May 2012 Teachers will o P.L.C. $1,500 Avatar Number: Weekly P.L.C.’s receive Master Minutes -0 29324 Teacher Tri-folds o Classroo $1,500 August 1, 2011 filled with m Homeless Education: The Instructi 8:00—11:00 a.m. curriculum and observat Rights and Services for onal assessment tips ions Migrant Children and Youth, Facilitat to be shared o Lesson Pre-school Aged Children or during P.L.C.’s. Plans Under the McKinney-Vento that are Act; Immediate Enrollment Teachers will data Under the McKinney Vento learn practical driven Act: Keeping Students Safe strategies for and explicit designed Avatar Number: instruction in to meet mathematics. the needs of the diverse learners o Benchm ark Scores Think R.E.D.! Formal analysis, Principal Wednesday, To impact and o School $1,500 review, and revisions: , May 2012 improve teacher Climate -1,500 reflections, collaborations, needs Instructi 6 Hours quality. To Surveys $0. assessments (P.D.), final onal decrease the o S.I.P. revisions of the School Facilitat number of Improvement Plan and Scores Instructional or, All students scoring Professional Development plan, o T.C.A.P. Facilitator’s Salary goals for next school year, school in the below Scores strengths/weaknesses from this stakehol proficient range. o Stanford school year, parent involvement, ders Math, Subgroup analysis, Family Formati Engagement Plan, S.A.C.S., Home School Compact, and Tier ve movements. Assessm ents, Avatar Number: Aimswe 4831.5709 b Benchm arks o Final report cards o Promoti on and attendan ce rates o Parent Feedbac k o S.A.C.S. Report

Professional Development Team Members:

1. Martha L. West, Interim Principal 2. Rebecca Schaffer, Instructional Facilitator 3. Marilyn James, Special Ed Teacher 4. Theresa Herrington, Professional School Counselor 5. Sonja Rosenberg, Media Specialist, Avatar Coordinator 6. Tiffany Jones, P.T.O. President 7. Linda Rose, Kindergarten 8. Sheila Griffen, First 9. Deborah Douglas, Second 10. Canary Williams, Third 11. Lisa Waddell, Fourth 12. Helen Brittman, Fifth 13. Regina Williams, Parent 14. Sasha Kirkland, E.S.L. Teacher 15. Monsharee Denman, Parent/ Para-Professional 16. Amari Oliver, Student 17. Donna Williford, Community Representative

Bruce Elementary School Family Engagement Plan 2011-2012 (Revised 5/16/11 & 10/6/2011 by Site Based Council)

Bruce Elementary School has a special responsibility to our parents and the community by providing opportunities to get involved and share the responsibility of promoting success in our children. Bruce Elementary School will ensure that its families have opportunities to participate in planning, designing, and implementing the No Child Left Behind Family Engagement program by doing the following:

Major Activities Title 1-A Parent Involvement Strategies Evaluation/Outcomes (Coordinated and integrated with parent involvement strategies under other programs such as Head Start, Parents as Teachers, etc.) 1. Bruce School’s Family Engagement Plan commits to 1. Annually--Develop jointly, review, agree upon, 1. Family and community members become stakeholders involving families in policy development distribute, and monitor implementation of the No Child in the education process and are continuously aware of Left Behind Home-School Compact, Family Engagement the responsibilities and expectations of the school Plan, and School Improvement Plan; *A process is in place for parents to submit complaints on the school-wide program if deemed unsatisfactory.

2. Provide regular opportunities for families to have 2. Implement/review School Climate surveys; 2. Bruce School’s Family Engagement Plan incorporates input regarding the planning, review, and improvement Address/resolve issues between families and school family involvement in decision-making and governance of the school parental involvement policy and joint within 48 hours development of the school-wide program plan (TSIPP): site-based council meetings, parent meetings, suggestion box, newsletters, website, monthly coffee talks, parent surveys 3. Invite families and offer annual meeting at flexible 3. Annual No Child Left Behind meeting: describe and times (a.m./p.m.), with translators for parents with 3. Provide Families with the knowledge of programs and explain Title 1 guidelines, curriculum, school’s AYP limited English proficiency; Repeat meeting second effective strategies/activities to increase student status and participation in Title 1, forms of local semester for new families; Daycare provided at every proficiency levels academic assessments used to measure student progress parent meeting; Transportation available, to the extent and the proficiency levels students are expected to meet, practicable, per parent request. state standards, interventions, parent involvement programs, Attendance/Promotion/Retention Policies, parental rights

4. Provide assistance to parents in understanding topics 4. Timely two-way communication between such as the State’s academic content standards, families, teachers, school staff, administrators, and assessments, how to monitor students’ progress, and how community to work with teachers to improve achievement: flexibly-scheduled conferences and/or per parent requests, progress reports, assessment results, TCAP data 4. Families can address student’s areas of need and (proficiency levels), report cards, notes/phone calls home, become involved in the academic experience EDplans (if applicable), intervention strategies, bi- monthly papers sent home, e-mail, voice mail, lesson line, high-quality curriculum

5. Continuously provide information related to school and parent programs, school reports, in an understandable, uniform format, using translators as 5. Bruce School shall provide full opportunities for the needed, such as monthly newsletters, calendars, school participation of parents with disabilities, parents of website, and postings in the NCLB Parent Resource migratory children, and parents with limited English Room proficiency to the extent practicable 6. Invite parents/guardians to partake in Bruce School’s 5. Delivery of services that supports and increases family planned professional development via school calendar, involvement 6. Professional Development Opportunities for all school website, and notes home. Materials and training are stakeholders provided to help parents work with their children to improve their achievement (Parent Resource Room, English for Moms, Parent Power, PACE). Send home Memphis City School’s professional development calendar, post in the Parent Resource Room, and link on 6. Enable parents to better understand standards, the school’s website. academic content, and improve parenting skills knowledge; increased opportunities for parents to become learners

7. Family meetings shall be held regularly throughout the year at flexible times to accommodate the needs of all families. Parents are provided with opportunities to 7. Bruce School’s Family Engagement Plan pledges to observe the instructional program, volunteer their increase family involvement services, and take a participatory role in school planning. Per parent request, regular meetings are held to formulate suggestions and to participate in decisions relating to the education of their children. 7. Maximize the possibility of parental attendance; ensure meaningful parental involvement 8. Staff will receive on-going professional development using a book study/jigsaw: Parents and Teachers Working Together by Davis & Yang

8. Staff members will study the value and contributions of parents, working/communicating with parents as equal partners, implementing and coordinating parent programs, and foster ties between home and school. 8. Build strong relationships with students’ parents to be support academic achievement. (See page 2 of Family Engagement Plan in back of SIP)

*Parents are to submit the complaint to either the school’s Parent Input Box or to the Site Based Council. If the problem still goes unresolved, the next step will be to file a complaint in writing to the Tennessee Department of Education, Federal Programs Office. The complaint must include the name and address of the person submitting the complaint and a description of the complaint. The complaint must also include a statement that the school/agency has violated a requirement of federal stature or regulation that applies to the program.

Mailing Address: Tennessee Department of Education, Federal Programs Office, 5th Floor, Andrew Johnson Tower, 710 James Robertson Parkway, Nashville, TN 37243 Bruce Elementary School 581 South Bellevue Boulevard Memphis, TN 38104 (901) 416-4495 August 2011

2011 No Child Left Behind Annual Yearly Progress (AYP) Notice for Bruce Elementary

On the 2011 TCAP Assessment, Bruce Elementary 3rd-5th grade students met targets established by No Child Left Behind legislation in every subgroup and subject except for the Economically Disadvantaged (ED) subgroup in reading and math.

We, at Bruce Elementary, are committed to ensuring that we will be off of the target list when the results of the 2012 testing are published. Our goal is to see 100% of Bruce students at the Proficient/Advanced level.

To that end, we are:  implementing the My Sidewalks, Reading Street, and Destination Reading, Stanford Math & L.A.W. intervention programs in grades K-5.  continuing to offer good first teaching strategies in all subject areas  supporting the volunteer-in-school tutoring program—Memphis Literacy Corp, Bellevue Middle School students, Lemoyne Owen College students, community volunteers  continuing to partner with parents and the community  implementing Headsprout Reading Program for all first graders and struggling second and third graders.

Some Useful Websites To see the K-8 Curriculum Standards (used to drive instruction), go to: http://www.state.tn.us/education/ci/curriculum.shtml To see the Accomplishments or SPIs (State Performance Indicators) that each grade is tested on during TCAP: http://www.state.tn.us/education/assessment/tsachrcspi.shtml http://www.mcsk12.net/ http://www.internet4classrooms.com/grade_level_help.htm http://www.enchantedlearning.com/Home.html http://pbskids.org http://eps.memphislibrary.org/rooms/portal/page/10084_KIDS http://www.gamesforthebrain.com http://www.starfall.com Written Notice to Parents of the School Improvement Status 2011-2012 Bruce Elementary School’s A.Y.P. Status based on Spring 2011 T.C.A.P. Scores:

Bruce Elementary School did not meet the state’s standards for determining adequate yearly progress. 

This information was communicated to parents and community by:

1. School Website 2. Posted throughout the school 3. Title 1 Annual Parent Meetings 4. School Calendar 5. School Profile 6. NCLB Parent Packets 7. AYP Letter Home

BELIEVE IN BRUCE! WE WILL RISE AGAIN!