Northaven Elementary School

Northaven Elementary SchoolTennessee School Improvement Planning Process (TSIPP)SIP TemplatesTennessee Department of Education Commissioner Kevin HuffmanTennessee School Improvement Planning Process (TSIPP)I certify that Northaven Elementary School has utilized the data and other requirements requested for each component. The school will operate its programs in accordance with all of the required assurances and certifications for each program area.I CERTIFY that the assurances referenced above have been satisfied to the best of my knowledge.October 12, 2011 Signature of Principal Date September 2011 Date of RevisionTitle-I Compliance Documentation Table of Contents2 Ten Components of a Title I School-wide ProgramNorthaven Elementary School Revised TSIP Section - 1 Comprehensive Needs Assessment of the entire school using data analysis of subgroups 13, 19, 21-26, 33, 47-56 School-wide Reform Strategies with emphasis on improved achievement of the lowest 19, 21-26, 33-45, 47-56 achieving student Instruction by Highly Qualified Staff 14-16 High Quality and Ongoing Professional Development 36, 96 Strategies to Attract Highly Qualified Teachers to High Needs Schools 15 Increased Parental Involvement 62, 68 Assistance to Preschool Children from Early Childhood Programs to Elementary 83 Programs Measures to Include teachers in assessment decisions to improve student performance 31, 47-56, 60 and instructional programs Provide Timely, Additional Assistance to Students Experiencing Difficulty mastering standards 47 Coordination and Integration of Federal, State and Local 83, 94 Title-I Addendum Section – 2 Assurance Page 2 2011 -2012 Student/Parent Compact 60 2011-2012 Parental Involvement Policy 62 2011-2012 Parental Involvement Plan 68 2011-2012 Transition Plan (Pre-K, Middle School, High School) 83 2011-2012 Intervention Plan 89 2011-2012 Mentor-Teacher Plan 91 2011-2012 State and Federal Programs List 94 2011-2012 Technical Assistance Report 95 2011-2012 Professional Development Plan 963TEMPLATE 1.1: SIP Leadership Team Composition In the School Improvement process, six committees exist: a leadership team and five subcommittees. Establish a subcommittee for each of the five components of the plan. The Leadership Team is composed of its chairperson, the chairperson from each of the subcommittees, and representatives from each relevant stakeholder group and major initiatives within the school. These stakeholders could include representatives from the following groups: teachers, administrators, non-certified personnel, community, parents, and students. In high schools, be sure to represent faculty from both the academic and the technical paths.The Leadership Team provides guidance for the entire process. When you list the members of the Leadership Team, be sure to indicate who is serving as the chairperson of this team.TEMPLATE 1.1: SIP Leadership Team Composition (Rubric Indicator 1.1) SIP Leadership Team Member Name Leadership Position Name of Chair? Subcommittee(s) (when applicable) Louis Padgett, III No Principal C. Genice McCants Yes Assistant Principal Barbara Gray No Assistant Principal Courtney Jolly No SPED Teacher Comeshia Williams No 4th Grade Teacher Adriane Glover No Intervention Specialist Melissa Mitchell No 1st Grade TeacherKujuria Bobbitt-Oliver No 3rd Grade Teacher Velinda Martin No Community Sharon Harris No Paraprofessional Jeremy Driver No Music Teacher Elaine Raby No Title One Facilitator LaTia Ellis No Parent TEMPLATE 1.2: Subcommittee Formation and Operation Subcommittees should represent various grade levels within the school and relevant stakeholders. It is desirable to include stakeholders on subcommittees when possible. Stakeholders should be strategically assigned to appropriate committees based on strength, skills and knowledge.If there are guiding initiatives within your school, be sure to place those key faculty members involved in the initiatives on the appropriate subcommittees. Subcommittees have the responsibility to monitor the development and implementation, as appropriate, of the respective component so that the subcommittee chair can communicate the progress to the SIP Leadership Team. In completing the templates that name the members of the subcommittees, be sure to indicate each member’s position within the school or stakeholder group. Indicate which member serves as the subcommittee chair.4 After each list of the members for a subcommittee, be sure to indicate the signatures for the subcommittee chairs are on file and check the box to indicate assurance the subcommittee has met and minutes are on file.TEMPLATE 1.2: Subcommittee Formation and Operation (Rubric Indicator 1.2)Subcommittee for COMPONENT 1: School Profile and Collaborative Process Member Name Position Chair? Kujuria Bobbit-Oliver 3rd Grade Teacher Yes Angela Harvey Crockman 4th Grade Teacher No Andrea Turner Pre K Teacher No Holly Maum Grade K Teacher No Joyce DeFranco 2nd Grade Teacher No Michelle Pope ELL Teacher No Connie Diamond Speech Therapist No Nancy Shepard Art Teacher No Chad Riley Physical Education Teacher No LaTia Ellis Parent No Tonia Farmer APEX Teacher NoComponent 1 Subcommittee has met to address critical components of the SIP and [X]Yes [ ]No minutes are on file.Subcommittee 1 Chair Signature 5Subcommittee for COMPONENT 1B: Academic and Non-Academic Data Analysis Member Name Position Chair? Comeshia Williams 4th Grade Teacher Yes Jeremy Driver Music Teacher No Elaine Raby Title I Facilitator No Patrick Gossett 4th Grade Teacher No Darnell Pirtle 3rd Grade Teacher No Ms. Della Williams Parent No Tiffany Williams SPED Teacher No Terri Washington 3rd Grade Teacher No Patricia Bates Kindergarten Teacher NoComponent 1B Subcommittee has met to address critical components of the SIP [X] Yes [ ] No and minutes are on file.Subcommittee 1B Chair Signature 6Subcommittee for COMPONENT 2: Beliefs, Mission and Vision Member Name Position Chair? Susan Foshee SPED Teacher Yes Tina Austin Parent No Vickie Smith 4th Grade Teacher No Erin Garrigan 1st Grade Teacher No Connie Knighten 2nd Grade Teacher No Lori Johnson Guidance Counselor No Marlo Harper 5th Grade Teacher No Jane Pelke PE Teacher No Joy Leverette 2nd Grade Teacher No Lindsey Nabors 3rd Grade Teacher NoComponent 2 Subcommittee has met to address critical components of the SIP and [X]Yes [ ] No minutes are on file.Subcommittee 2 Chair Signature 7Subcommittee for COMPONENT 3: Curricular, Instructional, Assessment, and Organizational Effectiveness Member Name Position Chair? Melissa Mitchell 1st Grade Teacher Yes Joyce DeFranco 2nd Grade Teacher No Tricia Langston 1st Grade Teacher No Alexandria Bonner 3rd Grade Teacher No Diana Ahern 4th Grade Teacher No Katherine Noah 5th Grade Teacher No Allison Bennett SPED Teacher No Judy Walker Librarian No La Wanda Anderson 2nd Grade Teacher No LaTia Ellis Parent No Annessia Williford Parent No NoComponent 3 Subcommittee has met to address critical components of the SIP and [X]Yes [ ] No minutes are on file.Subcommittee 3 Chair Signature 8Subcommittee for COMPONENT 4: Action Plan Development Member Name Position Chair? Courtney Jolly SPED Teacher Yes Wendy Evans Pre-k CDC No Melissa Jenkins Kindergarten Teacher No Maureen Kay 1st Grade Teacher No Tori McNeil 5th Grade Teacher No Susan Foshee SPED Teacher No Jeremy Driver Music Teacher No Ms. Gates Parent NoComponent 4 Subcommittee has met to address critical components of the SIP and [X]Yes [ ] No minutes are on file.Subcommittee 4 Chair Signature 9Subcommittee for COMPONENT 5: The School Improvement Plan and Process Evaluation Member Name Position Chair? Adriane Glover Intervention Specialist Yes Sue Turner Pre-Kindergarten No Heather Walker 5th Grade Teacher No Margaret Kersey Kindergarten Teacher No Joyce Leverette 2nd Grade Teacher No Kujuria Bobbitt-Oliver 3rd Grade Teacher No Tiffany Williams SPED Teacher No Chad Riley PE Teacher No Lori Johnson School Counselor No Ms. Gates Parent NoComponent 5 Subcommittee has met to address critical components of the SIP and [X]Yes [ ] No minutes are on file.Subcommittee 5 Chair Signature 10COMPONENT 1School Profile and Collaborative Process11 Component 1A - School Profile and Collaborative ProcessTEMPLATE 1.3 Collection of Academic and Nonacademic Data and Analysis/SynthesisTEMPLATE 1.3.1: Data Sources (Including surveys) Use surveys to capture perceptual data. Administer some kind of survey to all shareholders with reasonable frequency. Determine how often to administer your surveys by considering several factors:• Mobility of student families • Grade span served (if you serve only three grades, you could have a complete turnover of parents every three years) • Change in leadership • Change in organizational practice.A school will rarely have each of the surveys listed here, but at least one survey should be administered and evaluated. Common survey types include: Title I Needs Assessment, Title I Parent Surveys, District school climate surveys, and the Staff Development SACS Surveys (NSSE).TEMPLATE 1.3.1: Data Sources (including surveys) (Rubric Indicator 1.3)Data Sources (including surveys) Data Source Relevant Findings Teacher Survey, January 2011 Based on teacher surveys, teachers believe there are high expectations for student learning, a variety of learning resources are available to students within the school, and the emphasis on academics within the school is appropriate. Parent Survey, January 2011 Based on the parent’s Goal for Student Learning surveys, 75% of parents believe the students produce quality work and strive to achieve excellence. Parents also feel strongly that they are treated courteously at the school, and that the school is safe. The school administrator sand teachers are approachable and helpful according to most parents. Student Survey, January 2011 Based on the student surveys, students believe they are provided a high quality educational program and that they have a safe and orderly learning environment. Title I Survey, September 2011 Parents strongly agreed in the following areas of the survey: Title I funds should provide parent training to help children succeed in Language Arts/English. Title I funds should provide parent training to help children succeed in Math and Science. Title I funds should provide parent training to help children succeed on TCAP testing. Title I funds should be used to buy educational materials and to provide tutoring. Title I funds should be used to provide additional staff at schools. Title I funds should be used to extend hours in the library and for providing a parent resource room. Parents should feel welcomed, valued, and connected in their child's education and should have regular, meaningful communication concerning their child's progress. 12 Data Sources (including surveys) TCAP The number of students scoring proficient and advanced in reading and math increased in 2011 but because of the increase in the NCLB requirements our small increase was not enough to meet the NCLB standards, therefore; our school is on the target list for NCLB. The 2011 value added scores showed growth in reading and math The TCAP data was reported in 2010 compared our students to students throughout the nation; therefore, our students did not score as well as they had in previous years. Northaven earned “C’s “ in math and social studies, “D’s” is reading and science in value added. Based on the TCAP data, Northaven students continue to show growth in reading and math. The 2009 reports verified that all students grew at least one year after a year of quality instruction. The number of students scoring proficient and advanced decreased and the number identified as non-proficient increased, resulting in lower scores on the state's report card. Title l Parent Survey- August  94% of parents believe Title 1 funds should provide parent training to help 2011 children succeed in Language Arts/English.  95% of parents believe Title I funds should provide parent training to help children succeed in Math and Science.  94% of parents believe Title I funds should provide parent training to help children succeed in TCAP/EOC testing.  96% of parents believe Title I funds should be used to buy educational Materials and provide tutoring.  82% of parents believe Title I funds should be used to provide additional staff at schools.  87% of parents believe Title l funds should be used to extend hours in the library and parent resource room.  98% of parents believe parents should feel welcomed, valued, and connected in their child's education.  98% of parents believe parents should have regular, meaningful communication concerning their child's progress.  96% of parents believe all students should be treated fairly and have equal access to learning.  94% of parents believe parents should participate in Title I school based decision making.  97% of parents believe families and staff should work together to support student learning and achievement.  95% of parents believe title I schools should work with the community to participate in civic services.  96% of parents believe parents should understand a school's AYP status.  97% of Parents believe parents do have opportunities to attend sessions concerning AYP school choice. 13TEMPLATE 1.3.2: Narrative and Analysis of Relevant School and Community Data Some of the factors to consider in this narrative and analysis might be historical background, facilities, environmental and safety concerns, socio-economic factors, parent/guardian demographics, honors classes, unique programs, parental support, school-business partnerships, major employers, and any other demographic factor (school or community) of major impact, including major changes and/or events that have adversely impacted your school.TEMPLATE 1.3.2: School and Community Data (Rubric Indicator 1.3)Narrative and analysis of relevant school and community factors: Student Characteristics Northaven has a total of four hundred fifty seven (457) students. Two hundred forty six (246) are boys and two hundred eleven (211) are girls. Northaven Elementary School presently has an enrollment of three hundred seventy four (374) African-Americans, thirty-four (34) Caucasians, forty-nine (49) Hispanic or Latino, zero American Indian or Alaskan Native, and zero Asian. The daily average attendance for the 2009–2010 was 94.4 and 93.2 for the 2008-2009 school year. It was 94.3% for the 2007-2008 school year. The promotion rate for 2009-2010 was 99.3,for the 2008-2009 school year was 100%. During the 2008-2009 school year it was 97.9% and in 2007-2008 it was 98.1%. Ninety-five percent of the students qualify for free or reduced lunch. Resource educational services are provided to a total of sixty- nine (69) students. We currently serve twenty-five (25) APEX students Staff Characteristics Northaven Elementary School’s administrative staff is composed of one principal and two assistant principals. Our administrator is an African-American male with 30 years of experience in the Shelby County School’s system and is in his 6th year of leadership at Northaven. Our support staff is made up of one full-time music teacher, one full-time and one part time physical education teacher, one full-time art teacher, one title one facilitator and a library media specialist. Our faculty is composed of twenty-nine (29) regular education teachers, two (2) pre-kindergarten, five (5) special education teachers, and seven (7) specialist teachers. Sixteen (16) are African-American females, twenty-two (22) Caucasian females, one (1) African-American male, three (3) Caucasian males. None of our teachers are teaching outside of their area of certification. All paraprofessional and certificated personnel are highly qualified. Between the administration and faculty, there is an average of 13 years of experience. Sixty-eight percent (68%) of the faculty has advanced degrees. Additional staff members include twelve (12) educational assistants to support the teaching staff. There are four (4) members of the office staff, one (1) speech therapist, one (1) intervention specialist, one (1) part time reading coach, one (1) nurse, one (1) ELL teacher, one (1) APEX teacher, one (1) home to school liaison, one (1) CTT, and one (1) psychologist. Northaven also has a cafeteria staff of seven (7) and one (1) plant manager. Title funds are utilized to pay the intervention specialist, three teacher assistants and one part time reading coach Faculty members also guide clubs and organizations for our students to provide learning opportunities outside of the classroom. Also, students who are experiencing academic difficulty are offered formal tutoring before and after school through the SCS Extended Contract program. Northaven Elementary is committed to developing strong consistent collaborative strategies and programs that encourage family engagement and parent support. Northaven’s Parent-Teacher Association and TSIP Team Committees are formal ways that parents collaborate with school faculty, staff, and administrators. Less formal collaborations include parent/teacher conferences, Title I meetings, Open House, Pastries with Parents, Tricks and Tips, parent workshops and other events that promote parental involvement . Procedures are in place for daily and weekly communication through Tuesday Folders, weekly classroom newsletters, Good News Notes, monthly Title newsletter, Firm, Fair, and Consistent Home School Connection with helpful homework hints and nutritional facts, websites, progress reports, Title I Compacts, Power School Parent Portal, and Students/ Parent Handbooks. Further communication and participation is encouraged through Individualized Education Plans, tutoring, family math nights, book fairs, students plays and musicals, and after school clubs.Percentage of courses taught by Highly Qualified Teachers: One hundred percent of teachers at Northaven Elementary are recognized as being "Highly Qualified" by the state of Tennessee. 14 Strategies to attract highly qualified teachers to high needs schoolsAs a Title I school, Northaven Elementary is identified as a high needs school. Due to this status, Northaven Elementary employs strategies to attract highly qualified teachers. The following strategies are utilized at NES: Loan assistance and Debt/Loan Forgiveness – Educators who finance their higher education efforts through loans are able to reduce the pay off of the loan if they give three years of service in a high needs school following completion of their higher education degree. Opportunities to attend professional conferences – Educators at Northaven Elementary have the opportunity to participate in professional conference and return to Northaven to present this information and conduct professional development sessions. Technology –Northaven is equipped with some of the latest technological resources (laptop and desktop computers in the classroom for student use, Epson projectors, computer labs, iPods, wireless slates, classroom performance system clickers, and Promethean Boards). Educators have the opportunity to incorporate this technology into classroom instruction. Title II Supplemental Pay – A $1,000.00 stipend is offered as buy-in money for Northaven Elementary staff to provide for students opportunities to participate in after school activities. Parent/Guardian Demographics Parent/Guardian Demographics were obtained from the United States Census Report. The ethnicity of our parents correlates to the ethnicity and races of our student population. A large percentage (60%) of our students come from single parent households with one income. Our school services students from the 38127 zip code. According to the 2000 census data, the population of the 38127 zip code is 51,154. Of this number, 46% are male and 54% are female. Seventy-two percent (72%) are African American, twenty-six percent (26%) are White, one percent (1%) is Hispanic and less than one percent (0.8%) are considered other. English is spoken at home by 96.6% of the families. Spanish is spoken in 2% of the homes. Other languages are spoken in 1.1% of the home. The largest percentage of residents is in the 35-44-age range and the median age is 28.1 years. The median family income is $27,343. The median for full-time male workers is $26,547, while median for full-time female workers is $20,877 (which is barely more than ¾ of what their male counterparts earn). According to the data collected from the census, the educational level of those 25 years of age and over is as follow: 2.3% have obtained graduate or professional degrees, 5.3% have Bachelor’s degrees, 4.0% have Associate degrees, 21.3% have some college experience but did not obtain a degree, 38.4% have high school diplomas, and 28.6% did not graduate from high school. Community Characteristics Approximately 34,845 members of our community are at least 16 years old. Of these, 21,589 are in the labor force and 2,480 are unemployed. Twenty-eight point eight percent (28.8%) work in sales and offices, twenty-one point four percent (21.4 %) are in the service, twenty-one point one (21.1%) work in production, transportation, and material moving, eighteen point one (18.1%) are in management, professional, and related fields, ten point five percent (10.5%) construction, extraction, and maintenance, and zero point one percent (0.1%) are in farming, fishing, and forestry. The largest percentage (approximately 20.4%) of employees is in the educational, health, and social services industry. Manufacturing: retail, trade, transportation, warehousing, and utilities and arts, entertainment, recreation, accommodation and food services each employ about 10% of the employees in the community. There are about 17,000 people three (3) years and older enrolled in school in the community. Seven point six (7.6%) are in nursery school or pre-school, five point three percent (5.3%) kindergarten, fifty-two point one percent (52.1%) in elementary grades one through eight, twenty-three point one percent (23.1%) in grades nine through twelve, and eleven point eight percent (11.8%) in college or graduate school. Northaven receives support from several businesses and organizations throughout the school year. Barnes and Noble provide books to the students, teachers, and school library. Office Max provides school supplies and book bags for students. Some other supporters include Wal-mart, the Kiwanis Club, the Millington Rotary Club, Chamber of Commerce, local Beta Clubs Honor Societies, Kohl’s Department Store, Southern College of Optometry, the Tennessee Dental Association, Les Passees Kids on the Block, and Impact Ministries Outreach Program.School Characteristics Northaven Elementary School is a public, rural elementary school serving pre-kindergarten through fifth grades. It was built in 1979, initially serving students in grades K-3. In 1993, the grade structure was expanded to add the fourth grade to meet the needs of the population growth. Fifth grade was added in 1995. During the 1998-99 school year, plans to change the grade structure (K-8) of Woodstock Elementary to a middle school necessitated that the K-5 students from there would attend Northaven Elementary or Jeter. An expansion phase was initiated to accommodate the increased enrollment. The construction began in the spring of 1999. In August 1999, we moved into the first phase. Despite some continuing construction that year, there was little disruption during the school year. In August 2000, Northaven welcomed K-5 students from Woodstock and increased the total enrollment to well over 650. We currently have 42 classrooms, each internet accessible. In addition, each grade level has an assigned laptop cart with wireless Internet 15 connection. There is one computer lab with 23 Internet accessible computers and 60 laptop computers. NES library is stocked with over 11,000 books on various reading levels. There are specialty rooms for art and music. Northaven has a full sized gymnasium with bleachers on one side. A cafetorium, seating approximately 290 students, is located at the north end of the school. We have a well-equipped science lab and classrooms designed for students who need additional remediation. Physical facilities are kept clean and attractive. The maintenance of the building and grounds is a source of school pride. In 2005 Northaven added the pre-K program to help alleviate the achievement gap between title and non-title schools. The title program has created a preschool transition plan to unable the students to benefit at the highest level. Environmental and safety conditions are important to Northaven. Teachers and staff members have encrypted badges that unlock four of the secure outside doors. Also, we have both interior and exterior security cameras. Visitors must be “buzzed” in after being viewed on the security camera. All visitors must sign in at the office and wear a badge while in the building. An office camera has been installed to monitor the activities of visitors. Only authorized persons are allowed to check out students from the campus. The responsible adult must present a valid photo ID. Administration, faculty, and staff wear Shelby County School identification badges while on campus. These badges also serve as a security badge that allows them access to exit and enter the building, as all outside doors are locked at all times. Each classroom door is also locked throughout the day. Each classroom has an emergency call button that gives them direct access to the main office. An alarm system is in place for after hours or when the building is closed. In addition, we have two crossing guards, one located at both ends of the school (North and South). Emergency procedures are explained and reviewed with students. Drills are conducted to assure that our students know the proper procedures to follow in the event of an actual disaster. The office personnel have been trained by Shelby County Schools to dispense dosages of prescriptions to students.Our school follows Tennessee School Safety policies and the Tennessee Advisory guidelines for Developing Safe and Secure Learning Environments. A safe school manual was developed and disseminated to all employees. The school and system Crisis Plans are reviewed with the faculty and staff each year to familiarize their roles should a crisis occur. This is updated yearly. Bus transportation is provided for forty-eight students. We have one (1) Special Education bus and one (1) regular education bus. The remaining students walk or ride to school via other means of transportation. Students attend school according to the calendar set by the Shelby County Board of Education. Students attend school 7 hours a day for 180 days. Teachers work additional in-service days (4 administrative and 1 day of parent/teacher conferences). Northaven is an 8:00 a.m. – 3:00 p.m. school. Approximately ninety-eight percent (98%) of the students qualify for free or reduced lunches. At Northaven Elementary there are thirty-one (31) students who speak English as a second language (ELL). Our enrollment for this population is steadily increasing. All other students speak English as their first language. The core curriculum consists of Language Arts, Mathematics, Science, Social Studies, and Character Education. Students attend weekly support classes in music, library, art, and physical education. Each classroom has at least two computers and each grade level has access to a wireless laptop cart and a computer lab. Our school offers Advanced Program for Exceptional Children (APEX), three special education resources classes, one functional skills class, and services from one speech teacher. The guidance counselor meets with each class bi- monthly to discuss a variety of needs and teach district and state curriculum [i.e. offerings such as character education utilizing the Second Step program, study skills, conflict resolution, grief management, self-correcting behavior, etc.]. In addition, the guidance counselor meets with small groups and individuals as needed. Northaven offers a variety of programs and opportunities to its 457 students, which enhance academic achievement. In addition to Accelerated Reader (AR), STAR Reading, I Station, Compass Learning Odyssey, Thinklink Learning, and Study Island, other events to emphasize ongoing learning that are sponsored by the school for student participation include: American Education Week, Tennessee Space Week, National Library Week, Science Fair, Read Across America, Fair Art Contest, Spelling Bee, Passport to Play, and I love to Write. Northaven earned the Shelby County School system’s recognition for exceptional achievement of the 2007 State Report Card in the areas of Gains in Academic Achievement, Straight A’s in Value Added, Gains in Value Added, and Met State Attendance Goal. During the 2008-2009 school year Northaven earned an A in math, a B in reading and social studies and a D in science. Academic Achievement scores are reported on our state report card. Northaven earned D’s in math and social studies and F’s in reading and science. The report card for the 2009-2010 showed a decrease in achievement and value added grades because of a state shift in the reporting in an effort to compare our students nationally. Due to the increase in NCLB benchmarks NES is on the target list (2010 -2011) even though NES showed an increase in student performance Professional development, teacher in-services, participation in national conferences, incorporating research based best practices are included in Northaven's plan to improve the achievement level of our students. The programs mentioned attract highly qualified personnel to NES. 16 Operating Budget for the 2011-2012 School YearDirection of Funds Spent Money Allocated Percentage of Budget Used Classroom $244,544,515 64.1% Classroom Support $28,405,964 7.4% School Administration $26,665,126 7% Central Staff $5,700,705 1.5% Central Services $18,907,017 5% Operations $19,543,490 5.1% Maintenance $7,296,191 1.9% Transportation $11,390,298 3% Capital Outlay $1,381,750 0.9% Nutritional Services $14,757,129 4.5% TOTAL BUDGET $381,720,475 100% State Funds $179,248,036 County Taxes $114,647,805 County Local Option Sales Tax $$41,667,690 Federal Funds $10,475,195 Other $18,582,225 TOTAL REVENUE $364,620,951 Reserves $17,099,524 TOTAL BUDGET $381,720,475 PER PUPIL EXPENDITURESPer Funded ADM $7,693 (System) $7,666 (State) $9,760 (National) Per ADA $8,098 (System) $8,518 (State) $10,384 (National) Local% 50.3% (System) Federal% 2.7% (System) State% 47% (System) 17Component 1B - Academic and Non-Academic Data Analysis/SynthesisTEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures Refer to Component 1 Academic/Nonacademic Helpful Hints.TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures (Rubric Indicator 1.4)List Data Sources Teacher, Parent, Student, Title I Survey Star Reading Test Shelby County Schools Student Report Card TCAP 5th Grade Writing Assessment Tennessee Report Card Data/ Attendance NCLB Benchmark Data Discovery Education Diagnostic Data TCAP Data Summaries I-Station (K-5) Pearson Success Net, Learn 360 Brainpop.com (3rd - 5th All subjects) Brainpopjr.com (1st -2nd All subjects) Oral Reading Fluency progress monitoring (1 minute reads) Scott Foresman Weekly Selection Test Brigance (SPED classes and Pre K) KTEA (Kaufmann Test of Education Achievement) COACH - TCAP Practice workbooks (3rd -5th all subjects) COMPASS Learning Odyssey FASTT Math IXL Math18TEMPLATE 1.5: Data Collection and Analysis Describe the data collection and analysis process used in determining your strengths and needs. Collection refers to the types of data gathered. Analysis would be the process used for the full review of all data gathered.TEMPLATE 1.5: Data Collection and Analysis (Rubric Indicator 1.5)Describe the data collection and analysis process used in determining your strengths and needs:Instruction is based on the Tennessee performance standards in each subject area. Diagnostic assessments are given periodically during the year to determine weaknesses and strengths. A main focus or our daily instruction and reinforcement programs School-wide reform strategies with emphasis on improved achievement of all students including the lowest achieving student is a main focus of our daily instruction and reinforcement programs. Teachers use this data to tailor instruction for their students based on need. Teachers currently use Discovery Education data three times during the year to monitor growth in grades 1 through 5. Study Island and weekly assessments provide teachers with data to guide instruction. Teachers also use TCAP data to help identify areas they need to strengthen as educators. Administrators use the data to guide their selection for professional development and in-services. Students who require intensive instruction are identified and a remediation plan is implemented. Based on our TVAAS data our students have shown much academic growth. To accomplish higher grades on our report card in academic achievement, our students will need to show more than a year of academic growth. Research shows that our “title” students start school in a deficit position, therefore, educators must strive to close the academic achievement gap. In order to achieve this goal, quality instruction, as well as differentiated instruction, must occur daily. Thus, professional development must emphasize research-based instructional strategies that represent “the best plans and practice”. Teachers use common formative assessments to determine student strengths and needs aligned to performance indicators and standards. The regular assessment of students helps to improve instruction and can help determine which instructional approaches are most effective.Teacher and students in grades k-5 use I-station reading to bridge the learning gap with Online Technology. The use of I-station is a powerful bridge to higher reading achievement by engaging students in learning that is relevant and meaningful. I-station Reading allows educators to better meet the needs of students with diverse abilities by means of differentiated instruction and automated assessments. It is one of the data-driven reading intervention programs for students in Pre-K through Grade 5. I-station Reading promotes reading acceleration and progress through a high-interest online interactive curriculum. As students work online using I-station the program determines ability levels in the essential reading areas of phonological and phonemic awareness, phonics, vocabulary, fluency, and comprehension. Discovery Education Assessment offers our students in grades 1-5 a variety of interim benchmarks and common assessments that are reliable, state-specific, and built on the most up to date research, software, and psychometrics. Teachers have access to Common Core formative and interim assessments through the use of Discovery. IXL Math is used in grades 3-5 as a supplement to the regular math program. It allows teachers and parents to monitor the progress of their students and motivate them through interactive games and practice questions. 19TEMPLATE 1.6: Report Card Data Disaggregation Provide narrative analysis of disaggregated Report Card data. Disaggregation is the separating of data into pieces for a detailed review. The results would focus on what you learn about the individual data pieces.TEMPLATE 1.6: Report Card Data Disaggregation (Rubric Indicator 1.6)Report Card Data Disaggregation:NES 2010 -2011 data showed an increase in student performance but because of the increase NCLB benchmarks we are currently on the target list. In 2010, the state implemented new curriculum and assessment standards more reflective of national and international student performance in the 21st Century. To meet these standards new expectations for student academic progress was necessary. In the delivery of the 2009/2010 TVAAS results, the Tennessee Department of Education has reset the growth standard to reflect the state’s average student performance in 2009/2010. These new standards should be viewed as the minimal expectation for student academic progress. For a single year (2009/2010),a transparent adjustment to scaling is provided using intra-year NCEs based on the testing of the state population in the administration year.Northaven students participate in the Discovery Education Assessment Program. This program provides digital resources to schools and homes with the goal of increasing student achievement and connecting classrooms and families to instruction. They are the leaders in digital video-based learning that produces and distributes digital resources in student friendly formats in all core-curricular subject areas. Students are assessed through Discovery Education three times yearly. Teachers then have an opportunity to use instructional resources to support learning. Students at Northaven test in the areas of Mathematics, Reading, and Science. The first test students took was on Mathematics and Reading Skills.Third, fourth, and fifth grades were assessed using the 2010-2011 Discovery Education Assessment. The assessments were administered in the fall, winter, and spring. The final assessment given in the spring was administered before the TCAP state test. Seventy-four third graders participated in the mathematics assessment. On the overall mathematics assessment thirty-eight percent scored advanced or proficient. Thirty-nine percent scored basic and twenty-three percent were below basic. The areas of strength are in the areas of math processes and data analysis. The areas of needed strengthening are in the areas of algebra and number operations. Sixty-two fourth graders participated in the mathematics assessment. On the overall mathematics assessment fifty-three percent scored advanced or proficient. Thirty-six percent scored basic and eleven percent below basic. The areas of strength were number operations and data analysis. Seventy–six percent of students scored advanced in data analysis; eighteen percent scored proficient. That left only six percent who were not either advanced or proficient in data analysis. No students scored below basic in data analysis. The areas of needed strengthening are in the areas of geometry measurement and math processes. Sixty-nine fifth graders participated in the mathematics assessment. On the overall mathematics assessment thirty-seven percent scored advanced or proficient. Thirty-nine percent were basic and twenty-three percent were below basic. The areas of strength were data analysis and algebra. Five percent of students scored below basic on data analysis, while eighty-one percent scored advanced or proficient. Geometry measurement and math processes are the greatest areas of need. Fifty percent of students were basic or below basic on geometry measurement. Seventy-five third graders participated in the reading/language arts portion of the assessment. None of the third grader scored advanced. Twenty-two percent were proficient; thirty-six percent were basic, and forty-one percent were below basic. The area of strength is logic with seventy-six percent scoring advanced or proficient. Nine percent were below basic in logic. The areas of needed improvement are writing/research and language/vocabulary. Over eighty-two percent were below basic or basic in writing/research. Over seventy-four percent of the students scored below basic or basic in language/vocabulary. Sixty-two fourth graders participated in the reading/language arts portion of the assessment. Fifty percent of the students scored basic; thirty-two percent were proficient, and sixteen percent were below basic. One student scored advanced. The areas of strength are logic and information. The area of needed improvement is language/vocabulary. Eighty percent scored basic or below basic. Over seventy-eight percent of students scored advanced and proficient logic.20 Sixty-nine fifth graders participated in the reading/language arts portion of the assessment. Thirty-seven percent scored basic; thirty-five percent were below basic, and twenty-seven were proficient, and no students scored advanced. The areas of strength for fifth graders were logic and information; eight percent of students were below basic. Writing and research were other areas of strength with fourteen percent scoring below basic. Literature and commercial/media were areas of need for fifth grade students. Sixty-two percent scored basic or below basic in literature and twenty-five percent scored advanced and proficient on commercial/media. Language and vocabulary were equally deficient with commercial/media. Reading for all grades revealed more of a need than did mathematics. All grade levels were strong in the area of logic with areas of need in language, vocabulary, and literature. In mathematics data analysis were strengths for all grades and geometry and measurement were challenges for fourth and fifth grades and math processes were challenging for third grade students. Students took the first two tests in science. The strength for third grade was motion and their weakness was matter. The strength for fourth grade was change and the area of needed improvement was earth/space and matter and energy. The strength for fifth grade was matter and energy with the area of need being cells. The 2010 (Fall) Discovery Education/Think Link Report for Test P provided meaningful diagnostic data in Mathematics and Reading. These Reading data revealed strengths and areas requiring additional instruction. Northaven second grade students scored highest in the area of Vocabulary followed by the area of Syllables. Eighty-one percent of second grade students in Vocabulary and seventy-seven percent in Syllables scored proficient or advanced. Third grade students scored highest in the area of Language and Vocabulary followed by Literature. Fifty-one percent in Language and Vocabulary and forty-nine percent in Literature scored proficient or advanced. Fourth grade students scored highest in the area of Language and Vocabulary followed by Logic. Fifty-eight percent in Language and Vocabulary and Forty-three percent in Logic scored proficient or advanced. Fifth grade students scored highest in the area of Language Vocabulary followed closely by Communication. Fifty-two percent in Language and Vocabulary and fifty-two percent in Communication scored proficient or advanced. Mathematics data revealed results as follows. Northaven second grade students scored highest in the area of Data and Probability followed by the area of Geometry. Eighty percent in Data and Probability and sixty-seven percent in Geometry scored proficient or advanced. Third grade students scored highest in the area of Algebra followed by Data Analysis. Seventy-one percent in Algebra and Forty-eight in Data Analysis scored proficient or advanced. Fourth grade students scored highest in the area of Algebra followed by Math Processes. Seventy-nine percent in Algebra and seventy percent in Math Processes scored proficient or advanced. Fifth grade students scored highest in the area of Data Analysis followed closely by Algebra. Sixty-six in Data Analysis and sixty percent in Algebra scored proficient or advanced. The 2009 (fall) Discovery Education/Think Link report provided meaningful diagnostic data. This data showed strengths and areas requiring additional instruction. The number of third grade students scoring proficient and advanced increased in the area of meaning. In the fourth grade students scoring proficient and advanced increased in the following language arts areas: content and writing skills. Fifth grade students scoring proficient and advanced increased in writing organization and content. Northaven’s second grade students showed an increase in the number of students scoring proficient and advanced in Language Arts on the following: editing assessment, words, and sentences. In Math third grade students scoring proficient and advanced increased in the following areas: problem solving, computation, measurement and geometry. In fourth grade students scoring proficient and advanced increased in math in the following areas: numbers/operations, computations, algebra, and measurement. In fifth grade the students scoring proficient and advanced increased in math in the following areas: data/probability and computation. Value Added Report In 2011, the Tennessee Department of Education implemented significant changes in state testing and the scores reflected a increase in achievement levels. Northaven’s math three year NCE gain is 0.7.The reading/language three- year NCE gain is -1.0.4th Grade 2011 Math TCAP mean NCE gain was 10.5 The gain increased from 4.3 the 2010 school year. 2011 Reading/Language TCAP mean NCE gain was 4.0 The gain increased from -0.4 the 2010 school year. 5th Grade 2011 Math TCAP mean NCE was 1.0 The gain increased from -6.3 the 2010 school year 2011 Reading/Language TCAP mean NCE was -2.9 The gain increased from -4.5 the 2010 school year21 2011 Achievement data for all grades 2011 data for all 3rd grade students Math- 11.8% below basic, 50% basic, 31.6% proficient, 6.6% advanced Reading/ Language Arts- 27.6% below basic, 47.4% basic, 18.4% proficient, 6.6% advanced Science- 42.1% below basic, 28.9% basic, 25% proficient, 3% advanced Social Studies- 44.7% below basic, 40.8 % proficient, 14.5% advanced2011 data for all 4th grade students Math- 17.2% below basic, 68.8% basic, 14.1% proficient, 0% advanced Reading/ Language Arts- 23.4% below basic, 56.3% basic, 17.2% proficient, 3.1% advanced Science- 28.1% below basic, 51.6% basic, 18.8% proficient, 1.6% advanced Social Studies- 14.1% below basic, 68.8% proficient, 17.2% advanced2011 data for all 5th grade students Math- 31.9% below basic, 41.7% basic, 23.6% proficient, 2.8% advanced Reading/ Language Arts- 26.4% below basic, 54.2% basic, 15.3% proficient, 4.2% advanced Science- 52.8% below basic, 34.7% basic, 11.1% proficient, 1.4% advanced Social Studies- 29.2% below basic, 58.3% proficient, 12.5% advanced Sub Group / Test Analysis 3 rd Grade Data from test was reported as the number and percent of students achieving proficiency.Students with Disabilities – 2010-2011 no data provided because less than 8 students were in this category. Eight students were in this category during the 2009-2010 school year, therefore; no data was provided for this subgroup. During the 2008-2009 school year 83 were proficient in reading, 68 in math, 50 proficient in science and 83 proficient in social studies. In 2008 no data was reported because the value is not computed for fewer than 8 students. The number of third grade students scoring advanced in reading increased from 67 in 2006 to 75 in 2007. In reading the number of below proficient decreased from 33 in 2006 to 25 in 2007. In math, the third grade students scoring advanced increased from 0 in 2006 to 6 in 2007. In 2006 the number scoring proficient increased from 50 in 2006 to 69 in 2007. The number of below proficient students decreased from 50 in 2006 to 25 in 2007. Economically Disadvantaged – 2010-2011 data showed 22% of students in language arts were proficient, 35% proficient in math, 28% proficient in science, 57% proficient in social studies. Sixty-eight students were tested in reading and 12 achieved proficiency during the 2009-2010 school year. In mathematics 15 of the 68 students tested were proficient. During the 2009-2010 testing cycle in science 22 of the 65 students were proficient. Sixty-four students were tested in social students during the 2009-2010 school year and 45 were proficient. In 2008-2009 the number of students scoring advanced and proficient dropped in reading, science and math. The number of advanced students increased from 23 to 26 in math and 18 to 22 in reading in 2008. In 2008 the number of students scoring below proficient in reading decreased from 19 to12 and from 16 to 13 in math. The number of third grade students scoring proficient in reading increased from 56 in 2006 to 66 in 2008. In reading the number of below proficient decreased from 27 in 2006 to 16 in 2008. In math, the third grade students scoring advanced increased from 11 in 2006 to 26 in 2008, the number scoring proficient increased from 60 in 2006 to 61 in 2008, and the number of below proficient students decreased from 30 in 2006 to 13 in 2008. Male Students – 2010-2011 data showed 13% of students in language arts were proficient, 25% proficient in math, 28% proficient in science, 45% proficient in social studies. Forty-two students were tested in reading and 10 achieved proficiency during the 2009-2010 school year. In mathematics 14 of the 42 students tested were proficient. During the 2009-2010 testing cycle in science 20 of the 40 students were proficient. Forty-one students were tested in social students during the 2009-2010 school year and 49% were proficient. During 2008-2009 the number of students scoring proficient in reading dropped from 61 to 52. The number scoring proficient in math increased from 53 to 57 while the number scoring advanced dropped from 29 to 5. The number of students scoring advanced in reading increased from 7 in 2006 to 18 in 2007. In 2008 the number of advanced students decreased to 6 in reading. The number of third grade students scoring proficient in reading increased from 53 in 2006 to 66 in 2008. In reading the number of below proficient students decreased from 40 in 2006 to 16 in 2008. In math, the third grade students scoring advanced increased from 9 in 2006 to 29 in 2007. In 2006 the number scoring proficient in math decreased from 60 in 2006 to 55 in 2008. The number of below proficient math students decreased from 31 in 2006 to 26 in 2008. Female Students – 2010-2011 data showed 33% of students in language arts were proficient, 47% proficient in math, 27% proficient in science, 70% proficient in social studies. 22 Twenty-eight students were tested in reading and 21% percent achieved proficiency during the 2009-2010 school year. In mathematics 24% of the 28 students tested were proficient. During the 2009-2010 testing cycle in science 30% of the 27 students were proficient. Twenty-five students were tested in social students during the 2009-2010 school year and 44% were proficient. During 2008-2009 the number scoring advanced increased in reading and math. The number of proficient students dropped from 4 to 52 in reading, and from 69 to 56 in math. The number scoring advanced in reading increased from 24 in 2006 to 34 in 2008. The number of third grade students scoring proficient in reading increased from 62 in 2006 to 64 in 2007. The number of proficient reading students decreased to 57 in 2008. In reading the number of below proficient decreased from 13 in 2006 to 9 in 2008. In math, the third grade students scoring advanced increased from 13 in 2006 to 32 in 2008. In 2007, the number scoring proficient in math increased from 60 to 69, in 2008 the number decreased to 64. The number of below proficient math students decreased from 27 in 2006 to 4 in 2008. Black Students – 2010-2011 data showed 18% of students in language arts were proficient, 33% proficient in math, 23% proficient in science, 55% proficient in social studies. Sixty students were tested in reading and 12 achieved proficiency during the 2009-2010 school year. In mathematics 17 of the 60 students tested were proficient. During the 2009-2010 testing cycle in science 21 of the 57 students were proficient. Fifty-six students were tested in social students during the 2009-2010 school year and 48% were proficient. The number scoring advanced and proficient in reading and math dropped during the 2008 - 2009 school year. The number of third grade reading students scoring advanced increased from 16 in 2006 to 22 in 2008. The number of third grade students scoring proficient in reading increased from 54 in 2006 to 68 in 2008. In reading the number of below proficient decreased from 30 in 2006 to 10 in 2008. In math, the third grade students scoring advanced increased from 12 in 2006 to 26 in 2008. In 2006, the number scoring proficient in math increased from 56 in 2006 to 63 in 2008. The number of below proficient math students decreased from 32 in 2006 to 11 in 2008. Data was not provided for ELL and white students due to the low number of students. Sub Group / Test Analysis 4th Grade Students with Disabilities – 2010 - 2011 - no data reported because there were less than 8 students in this category During the 2009-2010 school year the percentage of students scoring advanced was 0 in all subjects. The number scoring proficient in reading/language dropped from 100 to 0 in 2009-2010. Sixty percent scored basic and forty percent scored below basic. The science scores in 2009-2010 showed 40% on the basic level and 60% on the below basic level. During 2008-2009 the number of students scoring proficient increased from 62 to 100 in reading. The number scoring advanced increased from 8 to 33 in math. The number of fourth grade reading students scoring advanced increased from 0 in 2006 to 11 in 2008. The number of fourth grade students scoring proficient in reading decreased from 67 in 2006 to 62 in 2007, in 2008 the number increased to 68. In reading the number of below proficient decreased from 33 in 2006 to 23 in 2007. In math, the fourth grade students scoring advanced increased from 0 in 2006 to 8 in 2007. In 2006 the number scoring proficient decreased from 93 in 2006 to 85 in 2007. The number of below proficient students increased from 7 in 2006 to 8 in 2007. Economically Disadvantaged – 2010-2011 data showed 20% of students in language arts were proficient, 13% proficient in math, 21% proficient in science, 89% proficient in social studies. During the 2009-2010 school year the percentage of students scoring advanced was 0 in reading/language, 2 in math reflecting a 24% drop in performance level, 0 in science reflecting a 12% drop, 5 in social studies reflecting a 10% drop compared to the previous year. The number scoring proficient in reading/language dropped from 70 to 11 in 2009- 2010. Sixty three percent scored basic and twenty six percent scored below basic. The science scores in 2009-2010 showed 54 on the basic level and 39 on the below basic level. In 2008-2009 the number scoring proficient increased in reading increased from 62 to 70 in reading and the number scoring proficient in math increased from 53 to 62 in math, while the number of students scoring advanced decreased in reading and math. The number of reading students scoring advanced increased from 12 in 2007 to 22 in 2008. The number of fourth grade students scoring proficient in reading showed no change in 2007, in 2008 the number increased to 68. In reading the number of below proficient decreased from 26 in 2006 to 10 in 2008. In math, the fourth grade students scoring advanced increased from 15 in 2006 to 39 in 2008. In 2006, the number scoring proficient decreased from 66 in 2006 to 57 in 2007. The number of below proficient students decreased from 19 in 2006 to 4 in 2008. Male Students – 2010-2011 data showed 14% of students in language arts were proficient,11% proficient in math, 23% proficient in science, 86% proficient in social studies. During the 2009-2010 school year the percentage of students scoring advanced dropped from 9 to 0 in reading/language arts, in math the performance dropped from 17 to 0, dropped from 11 to 0 and in science and from 9 to 0 in social studies. The number scoring proficient in reading/language dropped from 63 to 3 in 2009-2010. Sixty one percent scored basic and thirty six percent scored below basic. The science scores in 2009-2010 showed 52 on the basic level and 45 on the below basic level. During 2008-2009 the number scoring proficient in math increased from 53 to 69 23 in math and in reading the performance level dropped from 70 to 63. The number of students scoring advanced in reading increased from 10 in 2006 to 19 in 2008. The number of fourth grade students scoring proficient in reading decreased from 61 in 2006 to 57 in 2008. In reading the number of below proficient increased from 29 in 2006 to 31 in 2007, in 2008 the number decreased to 12. In math, the fourth grade students scoring advanced increased from 12 in 2006 to 42 in 2008. In 2006 the number scoring proficient in math decreased from 66 in 2006 to 57 in 2008. The number of below proficient math students decreased from 22 in 2006 to 5 in 2008. Female Students – 2010-2011 data showed 26% of students in language arts were proficient,15% proficient in math, 19% proficient in science, 93% proficient in social studies. During the 2009-2010 school year the percentage of students scoring advanced decreased from 21 to 0 in reading/language arts, decreased from 32 to 3 in mathematics, decreased from13 to 0 in science and from 19 to 8 in social studies. The number scoring proficient in reading/language dropped from 75 to 17, math dropped from 57 to 6 in 2009-2010, 61 percent scored basic and 31 percent scored below basic. The science scores in 2009-2010 dropped from 55 to 11 proficient in science and 40% on the basic level and 60% on the below basic level. The 2009-2010 social studies increased from 66 to 72 proficient in social studies. The reading performance level in 2008-2009 showed an increase in the number of proficient students (67 to 75). The number scoring proficient in math decreased from 64 to 57. The number scoring advanced in reading stayed the same in 2006 and 2007, in 2008 the number increased to 26. The number of fourth grade students scoring proficient in reading increased from 59 in 2006 to 71 in 2007, in 2008 the number dropped to 67. In reading the number of below proficient decreased from 20 in 2006 to 7 in 2008. In math, the fourth grade students scoring advanced increased from 22 in 2006 to 33 in 2008. In 2006 the number scoring proficient increased from 61 to 64 in 2008. The number of below proficient students decreased from 17 in 2006 to 2 in 2008. Black Students – 2010-2011 data showed 17% of students in language arts were proficient,13% proficient in math, 23% proficient in science, 89% proficient in social studies. During the 2009-2010 school year the percentage of students scoring advanced dropped from 16 to 0 in reading/language arts, in math we dropped from 25 to 0, in science we dropped from 12 to 0, in social studies we dropped from 15 to 3. The number scoring proficient in reading/language dropped from 71 to 10 in math we dropped from 64 to 3, in science we dropped 52 to 11 and social studies we increased from 63 to 70 in 2009-2010. Sixty percent scored basic and forty percent scored below basic in reading, 58 scored basic and 39 scored below basic in math, in social studies 27 scored basic. The science scores in 2009-2010 showed 40% on the basic level and 60% on the below basic level. The data for 2008-2009 showed an increase in the number of students scoring proficient in reading (68 to 71) while the number of students scoring advanced decreased from 22 to 16. The number of fourth grade students scoring advanced increased from 15 in 2006 to 22 in 2008. The number of fourth grade students scoring proficient in reading increased from 59 in 2006 to 68 in 2008. In reading the number of below proficient decreased from 26 in 2006 to 10 in 200. In math, the fourth grade students scoring advanced increased from 15 in 2006 to 37 in 2008. In 2006, the number scoring proficient decreased from 67 in 2006 to 59 in 2008. The number of below proficient math students decreased from 18 in 2006 to 4 in 2008. Data was not provided for ELL and white students due to the low number of students in previous years. Fifty percent of the students were proficient in reading and math and 50% were below proficient in reading and math. Sub Group / Test Analysis 5th Grade Students with Disabilities – 2010 -2011 - no data reported because there were less than 8 students in this category During 2009-2010 the number of students scoring advanced decreased from 14 and 0 in reading/language arts, dropped from 7 to 0 in math, the number of advanced in science and social students remained as zero. The number scoring proficient in 2009-2010 dropped from 86 to 0 in reading/language arts, dropped from 93 to 0 in math, dropped from 21 to 0 in science and dropped from 77 to 75 in social studies. One hundred percent of the students scored basic in reading/language arts in 2009-2010. In science 50% of the students scored basic and the other 50% scored below basic in 2009-2010. We noted a drop in the number of students scoring at the advanced level (the number of fifth grade students scoring proficient in reading increased from 44 in 2006 to 85 in 2008. In reading, the number of below proficient decreased from 56 in 2006 to 8 in 2008. In math, the fifth grade students scoring advanced increased from 0 in 2006 to 8 in 2007, in 2008 the number decreased to 0. In 2006, the number scoring proficient in math increased from 39 in 2006 to 92 in 2008. The number of below proficient students decreased from 61 in 2006 to 8 in 2008. Economically Disadvantaged – 2010-2011 data showed 18% of students in language arts were proficient, 25% proficient in math, 12% proficient in science, 72% proficient in social studies. During 2009-2010 the number of students scoring advanced decreased from 11 to 0 in reading/language arts, dropped from 67 to 15 in math, the number of advanced in science dropped from 7 to 0 and social students dropped from 6 to 0. The number scoring proficient in 2009-2010 dropped from 79 to 13 in reading/language arts, dropped from 67 to 15 in math, dropped from 35 to 16 in science and dropped from 100 to 0 in social studies. The number of fifth grade students scoring proficient in reading increased from 70 in 2006 to 76 in 2007, in 2008 the score decreased to 70. In reading the 24 number of below proficient decreased from 23 in 2006 to 7 in 2008. In math, the fifth grade students scoring advanced increased from 25 in 2006 to 45 in 2007, in 2008 we decreased to 37. In 2006, the number scoring proficient decreased from 59 in 2006 to 57 in 2008. The number of below proficient math students decreased from 16 in 2006 to 7 in 2008. Male Students – 2010-2011 data showed 11% of students in language arts were proficient, 21% proficient in math, 14% proficient in science, 75% proficient in social studies. During 2009-2010 the number of students scoring advanced decreased from 18 to 0 in reading/language arts, dropped from 4 to 0 in math, the number of advanced in science dropped from 13 to 0 and social students dropped from 13 to 0. The number scoring proficient in 2009-2010 dropped from 73 to 7 in reading/language arts, dropped from 55 to 13 in math, dropped from 25 to 13 in science and dropped from 56 to 7 in social studies. During 2008-2009 the number scoring advanced increased from 15 to 18 in reading. The number scoring proficient in math stayed the same. The number of students scoring advanced in reading increased from 10 in 2006 to 15 in 2008. The number of fifth grade students scoring proficient in reading increased from 57 in 2006 to 73 in 2008. In reading, the number of below proficient decreased from 30 in 2006 to 13 in 2008. In math, the fifth grade students scoring advanced increased from 26 in 2006 to 38 in 2007, the number decreased to 28 in 2008. In 2006, the number scoring proficient in math decreased from 55 in 2006 to 63 in 2008. The number of below proficient math students decreased from 19 in 2006 to 3 in 2007, in 2008 the number increased to 10. Female Students – 2010-2011 data showed 23% of students in language arts were proficient, 28% proficient in math, 10% proficient in science, 70% proficient in social studies. During 2009-2010 the number of students scoring advanced decreased from 5 and 0 in reading/language arts, dropped from 19 to 0 in math, the number of advanced in science dropped from 2 to 0 and social studies stayed zero. The number scoring proficient in 2009-2010 dropped from 86 to 21 in reading/language arts, dropped from 79 to 15 in math, dropped from 45 to 18 in science and dropped from 69 to 18 in social studies. During 2008-2009 the number scoring advanced in math dropped from 44 to 19. The number scoring proficient increased from 67 to 86. The number scoring advanced increased from 3 in 2006 to 33 in 2008. The number of fifth grade students scoring proficient in reading decreased from 82 in 2006 to 67 in 2008. In reading, the number of below proficient decreased from 15 in 2006 to 0 in 2008. In math, the fifth grade students scoring advanced increased from 26 in 2006 to 52 in 2007, in 2008 the number decreased to 44. In 2006, the number scoring proficient in math decreased from 59 in 2006 to 54 in 2008. The number of below proficient math students decreased from 15 in 2006 to3 in 2008. Black Students – 2010-2011 data showed 18% of students in language arts were proficient, 28% proficient in math, 11% proficient in science, 69% proficient in social studies. During 2009-2010 the number of students scoring advanced decreased from 10 and 0 in reading/language arts, dropped from 30 to 0 in math, the number of advanced in science dropped from 8 to 0 and social students dropped from 7 to 0. The number scoring proficient in 2009-2010 dropped from 80 to 15 in reading/language arts, dropped from 67 to 13 in math, dropped from 37 to 15 in science and dropped from 62 to 13 in social studies. The number of student scoring proficient in reading and math during 2008-2009 increased, while the number scoring advanced dropped from 25 to 10 in reading and from 36 to 30 in math. The number of fifth grade reading students scoring advanced increased from 5 in 2006 to 25 in 2008. The number of fifth grade students scoring proficient in reading increased from 71 in 2006 to 76 in 2007, in 2008 the number decreased to 68. In reading, the number of below proficient decreased from 24 in 2006 to 7 in 2008. In math, the fifth grade students scoring advanced increased from 24 in 2006 to 36 in 2008. In 2006, the number scoring proficient in math decreased from 59 to 58 in 2008. The number of below math proficient students decreased from 17 in 2006 to 7 in 2008. Data was not provided for ELL and white students due to the low number of students in previous years. During 2008- 2009 100% of the students scored proficient in math, science and social studies. 2011 Strength(s)/ Weakness(es) Strength 3rd Grade 55.3% of students scored proficient/advanced in Social Studies Weaknesses 3rd Grade 25% of students were proficient/advanced in language arts 37% of students were proficient/advanced in mathematics Strength 4th Grade 76% of students were proficient/advanced in Social Studies Weakness 4th Grade 14.1% of students were proficient/advanced in Math Strength 5th grade 70% proficient/advanced in Social Studies Weakness 5th grade 19.5 proficient/advanced reading/language arts 25 Writing Assessment 2011 writing scores stayed the same 4.0. Our writing score improved during the 2009-2010 school year. The student performance increased to a 4.0. NES overall writing score did not change during 2008-2009. Fifty seven percent scored competent compared to thirty eight percent during the previous year and the number scoring limited dropped from twenty six percent to sixteen percent. During the 2007-2008 school year Northaven earned a score of 3.8 on the writing assessment. The performance level for 2006-2007 was 3.9. Intensive ongoing professional development for writing will continue to be provided across the grade levels. Writing best practices and effective research based strategies have been incorporated during instructional time and discussed during Professional Learning Communities sessions.TEMPLATE 1.7: Narrative Synthesis of All Data Give a narrative synthesis of all data. Synthesis would be the blending of the data reviews to give the big picture.TEMPLATE 1.7: Narrative Synthesis of All Data (Rubric Indicator 1.7)Narrative Synthesis of Data:The students throughout the state as well as Northaven students did not show their usual gains during 2009-2010 because the standards and test requirements were increased and adjusted to meet national standards. Our administration, teachers and students have accepted the challenge to meet the required benchmarks. Teachers are using successful research based teaching strategies to improve instruction and improve student performance. During PLC Sessions teachers are examining test data and utilizing that data to guide instruction and small group instruction. Every student’s performance data has been reviewed and is being monitored to insure that each student works up to his true potential. Teachers are attending professional development activities on the local, region, state, and national level to enhance our teacher effectiveness. NES received an A in math, B’s in reading and social studies and a D in science on the 2008-2009 Tennessee Report Card in the Value Added category. Our performance decreased from all A’s during 2007-2008. We will continue to strive to improve our value added scores and our grades in achievement. Although our students are showing growth, our grades on the academic achievement portion are receiving our undivided attention (Math - D, Reading - F, Science - F, Social Studies - D). Data has been analyzed and the staff has eagerly taken on the challenge to improve our grades on the Tennessee state report card. Grades on the TN report dropped across the state due to changes in evaluating data. During the 2007-2008 school year our students’ growth exceeded the majority of schools in Shelby County. We will continue to strive to maintain this distinction. The 2008-2009 writing assessment data showed an increase in the number of students scoring in the strong and competent categories. The number of students scoring in the limited category decreased. Requirements for quality writing in grades K-5 in all content areas have been established in an effort to increase our performance level on the State writing assessment. TEMPLATE 1.8: Prioritized List of Goal Targets List in priority order your goal targets. The goals for Component 4 (Action Plan) will be derived from this prioritized list of goal targets. Prioritized goals would identify the most critical areas of need and where your wok would start.TEMPLATE 1.8: Prioritized List of Goal Targets (Rubric Indicator 1.8)26 Prioritized List of Goal Targets:The essential priority goals listed are critical to student success at Northaven. These goals are essential and connected to our action plan. Our target goals for 2010-2011 include: improving grades in achievement and value added in all content areas, receiving higher scores on the 5th grade writing assessment, increasing parental involvement, and decreasing the number of basic and below basic scores on the reading, math, science, social studies assessments. These goals correlate to the priorities and needs of the students of Northaven Elementary School and address the goals of NCLB in ensuring that all students are proficient in Math, Reading, and Language Arts by the year 2014.Prioritized List of Goal Targets The following goals correlate to the priorities of Northaven Elementary School and address the goals of No Child Left Behind (NCLB) in ensuring that all students are proficient in math, reading, and language arts by the year 2014.Goal 1 Students will achieve No Child Left Behind Benchmarks on the Reading/Language Arts assessment (by 10%) for all subgroups. Students will also master the new Tennessee standards aligned with the National Assessment for Educational Progress Standards.Goal 2 The fifth-grade students will improve their scores on the State Writing Assessment with 10% of students scoring the highest score levels of 5 or 6, while decreasing the number of students scoring at the lowest levels.Goal 3 Northaven Elementary students, faculty, and parents will increase parental involvement by 1% during the 2011-2012 school year including an increase in student attendance.Goal 4 The number of basic/below basic scores on the TCAP math assessments will decrease by 1% for all subgroups. Students will also master the new Tennessee standards aligned with the National Assessment for Education Progress Standards.27COMPONENT 2Beliefs, Common Mission and Shared Vision28 Component 2 - Beliefs, Common Mission and Shared VisionTEMPLATE 2.1: Beliefs, Common Mission and Shared Vision Use Template 2.1 to articulate your Beliefs, Common Mission and Shared VisionTEMPLATE 2.1: Beliefs, Common Mission and Shared Vision (Rubric Indicator 1.4)Beliefs: We believe all decisions involving student achievement and performance are determined by in-depth analysis of assessment and best practices based on current research. We believe all stakeholders hold high expectations for student achievement in order to succeed in a safe and nurturing environment to become lifelong learners. We believe it is our purpose to provide a flexible program that acknowledges individual differences and meets the needs of all children. We believe that all NES stakeholders follow procedures and policies mandated by the district, state, and the federal government in all areas of learning. We believe that NES values and engages in internal and external communication in an effort to achieve student success. We believe in and support the collaboration of all NES stakeholders in the decision-making process. We believe in providing positive learning experiences that develop competencies in academics, social skills, and creative expression to produce lifelong learners.Common Mission: The mission of Northaven Elementary School is to educate the whole child by developing academic, social, and emotional, communication, and problem-solving skills. All students at Northaven will be lifelong learners and positive participants in society.Shared Vision: The vision of Northaven Elementary School is for all stakeholders to be committed to developing the whole child by providing a nurturing and safe environment that fosters a rigorous academic and technological curriculum that will prepare students to become productive. Collaborative Process: Northaven's Mission, Beliefs, and Vision statements are the result of hours of collaboration between faculty, students, teachers, parents, and the community.29COMPONENT 3Analysis of Practices30 Component 3 - Analysis of PracticesTEMPLATE 3.1.A: Curricular Practices (Rubric Indicator 3.1 and 3.2)Current Curricular Practice #1: Prioritized Curriculum Evidence of Practice Teacher lesson plans, Professional Development, Grade Level (State in definitive/tangible terms) Meetings, Professional Learning Communities Is the current practice research-based? Yes Is it a principle & practice of high- Yes performing schools? Has the current practice been effective Effective or ineffective? What data source(s) do you have that Teacher Lesson plans with common core standards with SPI/GLE support your answer? monitoring records, curriculum guides, TCAP. Discovery (Identify all applicable sources.) Education, Study Island, I-Station Evidence of effectiveness or TVAAS data, Improved letter grades ineffectiveness (State in terms of quantifiable improvement) Evidence of equitable school support for Individualized/ small group instruction based on results of this practice Discovery Education, Study Island, I-Station Next Step Identify teacher needs for staff development. Continue to use (Changes or continuations) effective, research-based practices during instruction.31Current Curricular Practice #2: School has established school wide student achievement benchmarks Evidence of Practice Formal/informal teacher evaluations (Observations for researched (State in definitive/tangible terms) based best practices) Learning Coaches, Performance Improvement Team, Formative Assessment Specialist, TVAAS, Discovery Education, Study Island, I-Station, Compass, IXL Is the current practice research-based? Yes Is it a principle & practice of high- Yes performing schools? Has the current practice been effective Effective or ineffective? What data source(s) do you have that TCAP scores, portfolios, mastery of IEP goals and objectives, support your answer? Professional Development logs, I-Station data (Identify all applicable sources) Evidence of effectiveness or 100% scored advanced TCAP Alt portfolio assessment, I-station ineffectiveness Usage, Discovery Education data, I-Station Usage Reports, Study (State in terms of quantifiable Island (strengths and weaknesses) improvement) Evidence of equitable school support for Professional development, IEP Progress Reports, Grade Level this practice Meetings, PLC meetings Next Step Continue to identify and evaluate research based programs to (Changes or continuations) meet student needsCurrent Curricular Practice #3: School has implemented formative assessments aligned with the school benchmarks Evidence of Practice Discovery Education, TCAP, I-Station Progress Monitoring, (State in definitive/tangible terms) IXL, Pearson, TCAP Writing, Study Island Is the current practice research-based? Yes Is it a principle & practice of high- Yes performing schools? Has the current practice been effective or Effective ineffective? What data source(s) do you have that System testing schedule, SPI/GLE tracking, AYP notebook, class support your answer? reports (Identify all applicable sources) Evidence of effectiveness or TVAAS gains in Reading and Math ineffectiveness (State in terms of quantifiable improvement) Evidence of equitable school support for I-station Testing 4 times each year, STAR- two times each year, this practice TCAP, TCAP Writing Next Step Continue to monitor results of Discovery Education, I-Station, (Changes or continuations) Compass, Pearson, Study Island32Current Curricular Practice #4: Support System in place for enhancing the quality of curriculum and instruction Evidence of Practice PIT Crew, Learning Coaches, Reading Specialist, ELL teacher, (State in definitive/tangible terms) Grade Level Meetings, PLC Meetings, Title I facilitator Is the current practice research-based? Yes Is it a principle & practice of high- Yes performing schools? Has the current practice been effective Effective or ineffective? What data source(s) do you have that Teacher formal and informal evaluations, Student Progress support your answer? Reports, Surveys, Discovery Education, TCAP scores, Power (Identify all applicable sources) School, Student Progress Reports, Surveys, Discovery Education, TCAP scores, Power School, Power Teacher Evidence of effectiveness or Value Added gains in reading and math ineffectiveness (State in terms of quantifiable improvement) Evidence of equitable school support for I-station, STAR, TCAP this practice Next Step Continue meaningful professional development to increase (Changes or continuations) student growth33 Current Curricular Practice #5: School communicates a shared vision of what students should know and be able to do at each grade level to stake holders through a variety of technology Evidence of Practice SCS calendar, Home School Connection-monthly newsletters, (State in definitive/tangible terms) PTSA meetings, Parent Teacher Conferences, Power School, Title I meetings school website, Open House, Curriculum Night. Weekly Folders requiring parent signatures Is the current practice research-based? Yes Is it a principle & practice of high- Yes performing schools? Has the current practice been effective Effective or ineffective? What data source(s) do you have that Teacher surveys, student surveys, parent surveys, Tuesday support your answer? Folders, newsletters, Power School (Identify all applicable sources) Evidence of effectiveness or Increase in attendance based on parent sign-in sheets ineffectiveness (State in terms of quantifiable improvement) Evidence of equitable school support for All information available to all stake holders this practice Next Step Continue to provide meaningful programming for parents and (Changes or continuations) students that encourage parent participation 34Current Curricular Practice #6: Special Education Curriculum Programs Evidence of Practice Common Core Standards, SPI's, GLE's (State in definitive/tangible terms) Is the current practice research-based? Yes Is it a principle & practice of high- Yes performing schools? Has the current practice been effective or Effective ineffective? What data source(s) do you have that Formal and informal teacher evaluations, TCAP, Curriculum support your answer? Guides (Identify all applicable sources) Evidence of effectiveness or Value Added gains in Reading and Math ineffectiveness (State in terms of quantifiable improvement) Evidence of equitable school support for System curriculum guides, system in-service programs this practice Next Step Continue to use researched based strategies to enhance the (Changes or continuations) quality of instruction35TEMPLATE 3.1.B: Curriculum Gap Analysis Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy, or the gap, between the current state – “What Is” –which is identified in your practices – and the desired future state – “What Ought To Be” – which is found in the rubric. Completing Template 3.1.b (the gap analysis) should help school team members discover “What Ought To Be.”Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to curricular practices, also to be recorded in Template 3.1.b.TEMPLATE 3.1.B: Curriculum Gap Analysis“What Is” The current use of TIME, MONEY, PERSONNEL and OTHER RESOURCES How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality curricular practices? TIME  At Northaven Elementary, the educational staff (teachers, paraprofessionals) is offered a variety of professional development opportunities to improve classroom instruction.  All students’ schedules include adequate teaching and learning time as mandated by the state for all core subject areas.  The teachers have attended such workshops as the National Reading Styles Institute, Cutting Edge Institute Renaissance Reading/AR, AHA Process Incorporated Conference, and TCSA conferences for counselors.  The school has brought in several professional speakers who provided the teachers with tools and strategies to enhance instruction.  The administrative staff makes classroom visits (formal and informal) to insure that the curriculum is being implemented properly in the classroom.  Time is spent developing and implementing new initiatives (Accelerated Reader Store, Great Leaps, I-Station, Study Island, ThinkLink, Honors Program, Student Clubs) that support curricular and system goals. MONEY  Northaven is in the process of expanding a professional library to provide educational reading material that is designed to help the teacher instructionally. A variety of professional material has been purchased to expand this library.  Northaven has invested funds for additional resources that support student learning and growth.  Northaven allocates funds from school fundraisers to address needs within the school.  Instructional resources, such as supplemental texts, learning support tools, lab equipment, computers, and calculators are evaluated and purchased to improve instruction. PERSONNEL  General and special education teachers work collaboratively to identify students at risk and make modifications as needed.  Northaven’s personnel are engaged in a number of curricular activities to support the school curriculum.  A behavior intervention specialist helps to develop personal behavior plans for individual at-risk student to help them be successful in the classroom and school environment.  Title I paraprofessionals work closely with struggling students (small groups, individual tutoring) in all demographic areas.  A Title 1 Reading Specialist works to improve individual reading/comprehension for students in all demographic areas.OTHER RESOURCES 36  Northaven has two Pre-K classrooms to stimulate early learning All subject areas are taught in alignment with the Tennessee State Standards and the teachers monitor the SPI’s that are taught. As needed, the curriculum is adapted to meet the needs of individual students in accordance with their IEP (Individual Education Plan).  We have provided our students with programs such as Second Step, Character Education Program, Career Day, Junior Deputy, UT Nutrition Program, Snack-Express that will enhance them academically, emotionally, and socially  Tutoring is offered during and after school for students who need additional help and practice to master state standards.“What Ought to Be” How should we be using our TIME, MONEY, PERSONNEL and OTHER RESOURCES? How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality curricular practices? TIME  Continue to provide additional professional development opportunities that focus specifically on the content areas, including activities that involve curriculum integration across the subject areas, and best practices that will aid in student achievement. Northaven should continue to encourage parental participation in parent workshops to provide strategies needed for effective parenting.MONEY  Northaven should continue to spend/allocate funds for preparing the teachers with the necessary tools need to meet State and National standards. This can be done through additional professional development, education curriculum materials, and technology resources. A math intervention curriculum would be a positive supplement to the class.PERSONNEL  Given the limited resources and based on TCAP AND TVAAS data, we should continue using our personnel to support our current curriculum. Personnel are used in proactive intervention.OTHER RESOURCES  Utilization and implementation of research-based programs such as STAR, Study Island, I-Station, Compass and Discovery Education should be expanded for all students.Equity and Adequacy: Are we providing equity and adequacy to all of our teachers? Northaven is providing equity and adequacy to all teachers. Administrators and teachers collaborating on best curriculum practices accomplish curriculum development. A diverse number of services are available to meet individual needs, including content area, ESL, and special education, as well as art, music, and physical education services. Northaven’s teachers have access to written and on-line curriculum resources and curriculum technology support is provided to enhance student instruction. Furthermore, professional development opportunities are available to teachers on a consistent basis. Teachers use flexible credit hours to personalize their own professional development plan.Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? Northaven Elementary is targeting funds and resources effectively to meet the needs of all our teachers in being effecting with their students. We have curriculum resources including textbooks, curriculum guides, laptop computers and a computer lab for students, and hands-on materials. Teachers, tutors and paraprofessionals use these items to offer a variety of teaching techniques that meet the needs of students with different learning styles. Professional development is available to all teachers to assist with their facilitation of instruction. Also, additional curriculum support and materials are available to maintain and improve student achievement as needed. Based on the data, are we accurately meeting the needs of all students in our school? Northaven does accurately meet the needs of all students in the school. The curriculum provides special services to meet student needs, including APEX, tutoring, and special education services. Northaven did not met AYP. Efforts are 37 continuously being made to maintain and improve student progress. Special education is making progress toward meeting the changing needs of special education students. Northaven continues to raise the bar for student performance and teacher-student expectations.38TEMPLATE 3.1.C: Curricular Summary Questions The following summary questions are related to curriculum. They are designed as a culminating activity for your self- analysis, focus questions discussions, and findings, regarding this area.TEMPLATE 3.1.C: Curricular Summary Questions (Rubric Indicator 3.2)Curriculum Summary Questions What are our major strengths and how do we know? Strengths:  The majority of students scored Proficient on the NCLB benchmarks.  There was a decrease in the number of special education students scoring Below Proficient. Research-based practices are used in regular and special education classrooms, with new, effective strategies and tools continuously being introduced and researched.  Our school counselor is provided with materials to help meet the needs of individual students. Our focus is on developing the concept of self-correcting behavior.  Teachers and administrators are provided a plethora of professional development opportunities. Evidence:  ThinkLink and TCAP data  Observations and feedback  Weekly lesson plansCurriculum Summary Questions What are our major challenges and how do we know. These should be stated as curricular practice challenges identified in the templates above that could be a cause of the prioritized needs identified in component 1. Challenges:  The major challenge that Northaven faces is to continue to improve the scores earned on Tennessee Report Card.  There is also a need to improve the 5th grade student scores on the Tennessee Writing Assessment.  Northaven will continue to increase parental involvement Evidence:  Tennessee Report Card  Tennessee Writing Assessment Scores  Sign-In sheets at parent activities Curriculum Summary Questions How will we address our challenges?  Northaven’s teachers and administrators will continue to attend professional development workshops to help improve instruction.  Continuous variations in teaching styles and curriculum instruction delivery are necessary as the State’s benchmarks continue to increase.  Northaven will also provide opportunities for students to be educated in an environment that is instructionally motivating and conducive to learning.  Students will receive tutoring and extra instructional opportunities in their areas of need.  Teachers will implement strategies and activities that actively include parental input and involvement.  Teachers will also communicate weekly with parents about student concerns and progress by the use of Tuesday Folders and Parent Contact Logs. 39TEMPLATE 3.2.A: Instructional Practices (Rubric Indicator 3.3 and 3.4)Current Instructional Practice #1: Teachers incorporate a wide range of research based student centered teaching strategies. Larry Bell's 12 Words Evidence of Practice Teacher lesson plans, displays throughout building (State in definitive/tangible terms) Is the current practice research-based? Yes Is it a principle & practice of high- Yes performing schools? Has the current practice been effective Effective or ineffective? What data source(s) do you have that Formal and informal student assessments support your answer? (Identify all applicable sources) Evidence of effectiveness or TVAAS gains ineffectiveness Increase in teachers using higher order thinking activities during (State in terms of quantifiable classroom instruction improvement) Evidence of equitable school support for Professional development opportunities available to all teachers this practice Next Step Continue to use effective practices (Changes or continuations) Identify additional opportunities for staff development40Current Instructional Practice #2: Classroom instruction aligned with assessments Student centered instruction Evidence of Practice Learning centers, small group individualized tutoring based on (State in definitive/tangible terms) student needs identifies on diagnostic tests (Discovery Education, Study Island, I-Station, Pearson, Compass) Is the current practice research-based? Yes Is it a principle & practice of high- Yes performing schools? Has the current practice been effective Effective or ineffective? What data source(s) do you have that Interim Reports, Power School Parent portal support your answer? (Identify all applicable sources) Evidence of effectiveness or TVAAS gains, Teacher observations, Progress reports ineffectiveness (State in terms of quantifiable improvement) Evidence of equitable school support for Staff development training logs this practice Next Step Continue staff development and the implementation of research (Changes or continuations) based best practices41Current Instructional Practice #3: Teachers’ process is data driven Evidence of Practice I-station, Discovery Education, Study Island, Pearson, Compass, (State in definitive/tangible terms) STAR Is the current practice research-based? Yes Is it a principle & practice of high- Yes performing schools? Has the current practice been effective Effective or ineffective? What data source(s) do you have that Staff Development survey, Discovery Education scores, I-station support your answer? growth reports, Study Island, TCAP (Identify all applicable sources) Evidence of effectiveness or TVAAS gains, ineffectiveness (State in terms of quantifiable improvement) Evidence of equitable school support for PLC Meetings, AYP notebook this practice Next Step Continuation of effective practices (Changes or continuations)42Current Instructional Practice #4: Classroom instruction is aligned with standards based instruction Evidence of Practice Lesson plans-SPI/GLE documentation, differentiated instruction (State in definitive/tangible terms) based on needs identified through Discovery Education, Study Island, I-station STAR, TCAP Is the current practice research-based? Yes Is it a principle & practice of high- Yes performing schools? Has the current practice been effective Effective or ineffective? What data source(s) do you have that Data from Discovery Education, Study Island, I-station, STAR, support your answer? AR (Identify all applicable sources) Evidence of effectiveness or TVAAS data ineffectiveness (State in terms of quantifiable improvement) Evidence of equitable school support for AYP notebook, data from diagnostic assessments this practice Next Step Continuation of diagnostic testing, Professional Development- (Changes or continuations) how to use data to improve student growth43Current Instructional Practice #5: Classroom organization and management techniques support learning process Evidence of Practice Formal/informal teacher evaluations, cooperative learning (State in definitive/tangible terms) centers, differentiated instruction, instructional coaches, Title I assistants Is the current practice research-based? Yes Is it a principle & practice of high- Yes performing schools? Has the current practice been effective Effective or ineffective? What data source(s) do you have that TCAP, Informal skills tests, STAR, Pearson support your answer? (Identify all applicable sources) Evidence of effectiveness or Improvement in TVAAS scores ineffectiveness (State in terms of quantifiable improvement) Evidence of equitable school support for Teacher plans, SPI/GLE documentation, Data notebook, this practice diagnostic test results Next Step Continue to use effective researched based practices (Changes or continuations)44Current Instructional Practice #6: Classroom instruction supports the learning of diverse students with language needs and students with varied learning styles Evidence of Practice ELL instruction provided by a certified professional, SPED (State in definitive/tangible terms) students receive additional support in small groups and from the inclusion setting Is the current practice research-based? Yes Is it a principle & practice of high- Yes performing schools? Has the current practice been effective Effective or ineffective? What data source(s) do you have that ELL evaluations, SPED TCAP performance portfolios support your answer? (Identify all applicable sources) Evidence of effectiveness or Improved TVAAS data ineffectiveness (State in terms of quantifiable improvement) Evidence of equitable school support for SPED teacher plans, records from ELL teacher, Data notebook, this practice SPED teacher meetings Next Step Continue to provide professional development, continue to use (Changes or continuations) effective researched based practices45 COMPONENT 4ACTION PLAN46 Goal 1 - Action Plan Development Template 4.1 - (Rubric Indicator 4.1) Revise Date: September 2011 Section A - Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.) Goal Students will achieve NCLB benchmarks on the Reading/Language Arts assessment for all subgroups. Students will also master the new Tennessee standards aligned with the National Assessment for Education Progress Standards. Which need(s) does this Goal address? Based on the NCLB Act – Tennessee’s goals for Reading/Language Arts and Writing for the school year 2011-2012 should be 89% of the students at the Proficient or Advanced levels How is this Goal linked to the system’s Through 2012, to continue to show improvement in student achievement. Five-Year Plan? Action Steps - Template 4.2 - (Rubric Implementation Plan - Template 4.3 - (Rubric Indicator 4.3) Indicator 4.2) Section B - Descriptively list the action you Section C - For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, plan to take to ensure you will be able to funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate progress toward your goal. Action steps are the action step.) strategies and interventions that should be scientifically based where possible and include professional development, technology, Required Projected Cost(s) & Performance Timeline Person(s) Responsible Evaluation Strategy communication, and parent and community Resources Funding Sources Results / Outcomes involvement initiatives within the action steps of each goal. Action Step August 2009 -Classroom Teachers, STAR Reading Title I District Classroom observations, Teachers will Students will be provided Sept. 2012 Reading Specialist, Program, AR program, Funds $15,000, lesson plans individualized analyze data. instruction and assessments to (weekly) Title 1 Assistants and I-station, Pearson leveled readers, assessments help address their specific coaches, and the Title reading program, Support academic needs in reading. 1 Facilitator. Technology software, materials -  STAR Reading Compass, IXL, Study including  Accelerated Reading Island, Discovery technology  Three Tier Reading Education, Tutors Model  Differentiated Instruction  I-Station (K-3)  Edward B. Frye’s 1000 instant words (1996)  Pull- Out Tutoring (for Below Proficient – 3x a week) 47 Action Step Teachers will participate in August 2009 -Classroom teachers, Staff development, TOC Title $10,000 Lesson plans, report cards Teachers will reading, math, critical thinking, September administrators sessions, conferences collaborate to share research based, best practices 2012 and incorporate conference that will provide (monthly) ideas from training teachers with effective teaching sessions. strategies and techniques. Action Step August 2009 - Classroom teachers, Study Island, Pearson Title I / SCS TCAP results, Study Island A variation of Students will be provided with September Title I Reading Reading Program, District Funds/ reports, Discovery instructional instructional and non-instructional 2012 (weekly) Specialist/ Support Computers Fee Wavier Education, I-station, techniques will be opportunities that incorporate a Personnel -Outside educational Funds $25,000 Writing samples provided daily to variety of learning techniques that experiences to build improve reading accommodate all learning styles background knowledge skills and levels across the curriculum. (field trips,  Study Island performances at school)  Tutoring Support Materials  Peer groups -Non fiction reading  Three Tiered Reading materials (classics, Science, Social Studies, Health) Action Step Lesson plans will coordinate with 8/11-5/12 Classroom Teachers Lesson plans, state $0 Review of lesson plans and Lessons presented pacing charts and show evidence Weekly and Administrators standards, SCS pacing during classroom will correlate to of correlation to state and power charts, power standards, observations standards. standards. and calendars Action Step Teachers will plan lessons for 8/11-5/12 Classroom Teachers, Lesson plans and results SCS-online Results from the Students will interventions and enrichment Weekly Title 1 Facilitator, and from the various Discovery assessments display continues based on results from formative Administrators, Tutors,assessments, textbooks, Education academic growth. and summative assessments such and teacher assistants computers, lesson plans, testing, Other as Discovery Education, I-station, assessment results, assessments study island, and Compass. headphones, and various approximately assessment tools $5,00048 Action Step Various games activities, 8/11- 5/12 Teachers, Facilitator, Some of these games $2,700 The evaluation strategies Student scores will computer programs, and Daily Administrator, and are: National will be those that measure increase. magazines will be utilized to Tutors Geographic for Kids progress after the use of reinforce skills in the classroom and National each game, activity, linked to standards. Geographic Young computer activity, or Explorer Scholastic all reading source. grade levels, My Reading Journals with Bookmarks, Graphic Organizer Board Unit, Mountain Language Center, Class words Vocabulary Game, Starfall Phonics Puzzle Set, and Accelerated Reader Quiz List. Action Step A variety of workbooks and 8/11-5/12 Teachers, Facilitator, Marzano's Academic $2500.00 The evaluation strategies Students will have activities that support vocabulary Daily Administrator, Parents, Vocabulary, Wordly used will measures of skill increased scores in development will be utilized. Teacher Assistants, Wise, Reading mastery after lessons, Reading and and Tutors textbooks, Common daily, and after units. Language Arts. Core English Language Arts Workbooks, TN Blueprint TCAP Coach, Gold Edition, Reading and Language Arts, Reading Street, and Mountain Language49 Goal 2 - Action Plan Development Template 4.1 - (Rubric Indicator 4.1) Revise Date: Section A - Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.) Goal The fifth-grade students will improve their scores on State Writing Assessment with10% of students scoring the highest score levels of 5 or 6, while decreasing the number of students scoring at the lowest level. Which need(s) does this Goal address? Fifth grade TCAP Writing Assessment 3-Year Averages for the school under the No Child Left Behind Act – Tennessee’s goals for Reading/Language Arts and Writing for the school year 2011-2012 should be that 89% of the students will score at the Proficient or Advanced levels. How is this Goal linked to the system’s Our goal through 2012 is to continue to show improvement in student achievement. Five-Year Plan? Action Steps - Template 4.2 - (Rubric Implementation Plan - Template 4.3 - (Rubric Indicator 4.3) Indicator 4.2) Section B - Descriptively list the action you Section C - For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding plan to take to ensure you will be able to sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action progress toward your goal. Action steps are step.) strategies and interventions that should be scientifically based where possible and Performance include professional development, Person(s) Required Projected Cost(s) & Timeline Evaluation Strategy Results / technology, communication, and parent and Responsible Resources Funding Sources community involvement initiatives within Outcomes the action steps of each goal. Action Step The school will provide before August 2009 - Reading tutors, Title IReading and Writing Title 1 / $5,000 Writing journals, Students will and after school tutoring and September 2012 Personnel, materials Writing Support classroom observations, improve writing intervention for students (weekly) Administrators, materials Incentives, displays, scores by identified as at risk (basic/below Tutors writing rubrics participating in basic) in grades 3-5 tutoring sessions Action Step Teachers will produce weekly August 2009 - Classroom teachers, Writing samples and Title I / $10,000 Writing journals, daily Students will writing outcomes for each grade September 2012 Reading Instructional published Writing Professional classroom observations, produce writing level, focusing on specific skills (weekly) coach works, book binder Development incentives, displays, samples and books in the writing process. This will workshops writing rubrics, be evident in their published published books each work. year50 Action Step Northaven will use Four Blocks August 2009 Classroom teachers, Reading program Title 1/ District Writing journals, Teachers will Instructional Module for Grades - September 2012 Instructional coach and materials, Funds observations, writing provide instruction K-2 Professional $5,000 rubrics using the writing Development and process and Four training Blocks Action Step Teachers will enhance student August 2009 - Classroom teachers, Writing samples, Writing journals, studentTeachers and Title 1 $3,000.00 writing and encourage September 2012 Reading tutors, student published created books, writing administrators will communication across the grade (daily) administrators, books samples, observations, offer opportunities levels / First Grade Writing Instructional Coach, writing rubric for students to Club Title I representatives collaborate through writingGoal 3 - Action Plan Development51 Template 4.1 - (Rubric Indicator 4.1 Revise Date: Section A - Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.) Goal Northaven Elementary students, faculty and parents will increase parental involvement by 1% during the 2011-2012 school year including an increase in student attendance. Which need(s) does this Goal address? No Child Left Behind Act Section 1118A-NES must build the school's and parent's capacity for strong parental involvement. The average attendance for conference nights, PTA meetings, and parent workshops has been less than 5 parents per class and student attendance/tardiness is a concern. How is this Goal linked to the system’s Goal #4 Through 2011, to continue to show improvement in student achievement and attendance (research show student achievement Five-Year Plan? improves with active parental involvement) Action Steps - Template 4.2 - (Rubric Implementation Plan - Template 4.3 - (Rubric Indicator 4.3) Indicator 4.2) Section B - Descriptively list the action Section C - For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding you plan to take to ensure you will be able sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action to progress toward your goal. Action steps step.) are strategies and interventions that should be scientifically based where possible and Projected Cost(s) include professional development, Performance Results / Timeline Person(s) Responsible Required Resources & Funding Evaluation Strategy technology, communication, and parent Outcomes and community involvement initiatives Sources within the action steps of each goal. Action Step The faculty and staff will plan, September 2009 - Administrators, teachers Parent newsletters Title I and PTA Parent Sign-in forms Administrators will organize, and provide a May 2012 (bi- (Pre-K - 5) (home-School $5,000 for Parent Survey, and analyze results of parent minimum of six after school monthly) Home to School Liaison Connection Letters) supplies agendas attendance. activities during the school Agenda books year that will highlight the Teachers newsletters talents and educational growth Incentives for parents of our students.52 Action Step -The faculty and staff will September 2009 - Teachers (Pre-K - 5) -Second Step Kit plus $500 Second Parent sign-in forms. Faculty and staff will provide more opportunities for May 2012 administrators, home to materials to support Step Kit parent surveys, power provide opportunities for parents to be actively involved (monthly) school liaison program Title Funds/ school attendance parents to actively in their child's education and -Power School/parent $5,000 record participate in their child's school activities before, portal and attendance attendance and during, and after school to Tuesday/communicatio education. reinforce and enhance the n folders learning process -Parent Workshops -Power School Parent -Incentives Portal/Attendance (monitored by assistant principal) -Communication folders -Parent meetings (update on attendance laws and regulations) -Home to School Liaison will connect parents/caregiver to services such as comprehension counseling, medical and parenting for the purpose of maintaining consistent attendance Action Step NES will incorporate a shared September 2009 -Teachers (Pre-K - 5), Reading materials Title 1 / $5,000 Parent Involvement Teachers will offer reading program/ Parent - May parents, students, Title I Reading opportunities for parents Child reading series "We Both 2012 (weekly) personnel materials and their children to Read". This program is interact together. designed to invite parents and children to share the reading experience together. Backpacks for family engagement to reinforce reading and math skills. Parents will receive directions and steps to assist students with Northaven's Ice Cream Words Program to promote the acquisition of Dolch words, Frye's words and 100 high frequency words.53 Action Step Parents will participate in the 8/11 - 8/12 Title 1 Facilitator, Sign-in sheets, $50.00 Success will be The number of parents Annual Title 1 Parental At least bi- Administration, Parents, refreshment, agendas, monthly determined by the will increase at each Involvement Meeting to have monthly and Teachers entertainment from number of parents who event. an opportunity to become students or classes, attend and their active familiar with requirements of information to share participation at a Title 1 and their role as a with parents such as variety of events. parent at a Title 1 school. Title 1 requirements, compact, parent policy, and parent plan Action Step Parents will attend a variety of 8/11 - 5/11 At Title 1 Facilitator, Sign-in sheets, $50.00 Success will be The number of parents activities held on campus such least Quarterly Administration, Parents, refreshment, agendas, monthly determined by the will increase at each as conferences, Open House, and Teachers entertainment from number of parents who event. Reading and Math nights, PTA students or classes, attend and their active meetings, community information to share participation at a meetings, and they will with parents such as variety of events. volunteer more frequently. Title 1 requirements, compact, parent policy, and parent plan. We will need Math and Reading games, incentives or awards.54 Goal 4 - Action Plan Development Template 4.1 - (Rubric Indicator 4.1) Revise Date: Section A - Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.) Goal The students will decrease the number of basic/below basic scores on the TCAP math assessment by 1% for all sub groups. Students will also master the new Tennessee standards aligned with the National Assessment for Education Progress Standards. Which need(s) does this Goal address? No Child Left Behind Act – Tennessee’s goals for Math for the 2009 through 2012 school year. How is this Goal linked to the system’s Five-Year Plan? Through 2012, to continue to show improvement thorough student achievement. Action Steps - Template 4.2 - (Rubric Indicator 4.2) Implementation Plan - Template 4.3 - (Rubric Indicator 4.3) Section C - For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance Section B - Descriptively list the action you plan to take to ensure you will results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.) be able to progress toward your goal. Action steps are strategies and interventions that should be scientifically based where possible and include Projected Performance professional development, technology, communication, and parent and Person(s) Required Evaluation Timeline Cost(s) & Results / community involvement initiatives within the action steps of each goal. Responsible Resources Strategy Funding Sources OutcomesAction Step Students will be taught to use problem-solving skills September Classroom Mt. Math, Title 1/ $5,000 Math journals, Students will using the NCTM critical thinking problems and 2009-May teachers United materials classroom be offered problems in their classroom. Mountain Math and 2012 (daily) (Pre-K -5) streaming, observations instruction support for problem solving through United Streaming Title 1 calculators, Study Island, using a variety Lessons that reteach skills in a different way and personnel paper, and Discovery of math critical thinking Math Essentials that support the retaught skill. Education, strategies and problems All classrooms are using hands-on math I-station manipulatives manipulatives including calculators.Action Step Teachers will use differentiated instruction using the September Classroom Student Title I / $8,000 Classroom Teachers will Pearson Math Series and leveled word problems 2009 - 2012 teachers, performance Math Series observations, offer a variety (daily) Title I indicators, Grade level of instructional personnel McGraw Hill teams will techniques Math Support discuss weeklydaily to materials, progress in improve math Professional PLC meetings scores Development and grade level meetings55 Action Step Students will utilize the computer lab and laptops to September Classroom Computer lab, Title 1/ $5,000 Classroom The students access mathematical tutorial and assessment programs2009 - 2012 teachers, laptop carts observations, will be offered (ThinkLink, Study Island, Brainpop) Title I (hardware and Study Island, tutorial lessons personnel software) Discovery utilizing a Education variety of math strategies Action Step Teachers will identify areas of strength and needs of September Classroom TCAP results, Title 1 Data will be Teachers and students as determined by TCAP results, math and 2009 - 2012 teachers Unit reviewed administrators reading tests and unit assessments Assessments during weekly will analyze team and or TCAP results staff meetings and other assessments56 COMPONENT 5The School Improvement Plan And Process EvaluationComponent 5 - The School Improvement Plan and Process Evaluation TEMPLATE 5.1: Process Evaluation The following summary questions are related to Process. They are designed as a culminating activity for you to analyze the process used to develop the school improvement plan. TEMPLATE 5.1: Process Evaluation (Rubric Indicator 5.1) 57 Evidence of Collaborative Process What are our major strengths and how do we know? The leadership of Northaven Elementary successfully establishes and communicates a shared purpose and focus for student achievement. All stakeholders, including support staff, teachers, students, parents, and community representatives are involved in the development and evaluation of the TSIPP document. This is evident in committee formations, leadership council members, and meeting minutes.The mission, vision, school focus, and AYP data is posted throughout the school. The vision statement is included in school publications. All stakeholders are notified of the school AYP status and priority goals. This is evidenced by the Title I annual meeting, principal newsletter, student handbook, school website, district publications, and news media.Evaluations and surveys are used to continually update stakeholder awareness and promote support for the goals of TSIPP. This opportunity for feedback increases communication with stakeholders and allows insight into the effectiveness of the school focus.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 2 align with our goals in Component 4? The leadership of Northaven Elementary successfully establishes and communicates a shared purpose and focus for student achievement. All stakeholders, including support staff, teachers, students, parents, and community representatives are involved in the development and evaluation of the TSIPP document. This is evident in committee formations, leadership council members, and meeting minutes.The mission, vision, school focus, and AYP data is posted throughout the school. The vision statement is included in school publications. All stakeholders are notified of the school AYP status and priority goals. This is evidenced by the Title I annual meeting, principal newsletter, student handbook, school website, district publications, and news media.Evaluations and surveys are used to continually update stakeholder awareness and promote support for the goals of TSIPP. This opportunity for feedback increases communication with stakeholders and allows insight into the effectiveness of the school focus..Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization What evidence do we have that shows our action steps in Component 4 align with our analyses of the areas of curriculum, instruction, assessment and organization in Component 3? What evidence do we have that shows our action steps in Component 4 align with our analyses of the areas of curriculum, instruction, assessment and organization in Component 3?The action steps in Component Four are an outgrowth of the analysis of data from Component One. As shown in Component Four, Northaven Elementary desires to increase Reading/Language Arts, and Math scores. Research-based practices are used with new, effective strategies and tools. Word Wisdom is used in grades 3-5 to enhance student vocabulary, comprehension and fluency. Great Leaps is a strategy implemented in grades 1-5 to increase reading fluency. Word Walls and Larry Bell’s List of Twelve Words 58 enhances vocabulary. DynaMath (upper grades) is used in the classrooms to reinforce mathematical skills. Students utilize the computer labs and laptops to access math tutorial and assessment, diagnostic programs (I-Staion, ThinkLink and Study Island). Teachers are encouraged to utilize classroom manipulatives. Differentiated instruction is used throughout the building by all classrooms to meet the needs of the students.As shown in Component Three, parental involvement is an area that Northaven Elementary wants to improve. Activities will be planned that will involve more parents in the learning process. Some of the activities planned are Reading Night, Math Night, Family/School/Community Night and Safety Night. A parent/child reading series titled “We Both Read” has been introduced to the families of Northaven Elementary. This program is designed to invite parents and children to share the reading experience together. Component One identifies the need to increase the fifth grade writing scores on the Tennessee Writing Assessment. Before and after school tutoring is used as a means to provide additional practice to those students who have been identified as Level I (below proficient). Teachers will produce weekly writing outcomes for each grade level focusing on specific skills in their writing process. This will be evident in their published work. In addition, teachers will also instruct every student while reading in a small group setting to address individual student needs. The Four Blocks Instructional Model will be used for grades K-5 daily to emphasize “drafting”, writing/revising/editing, and the publishing process. Professional Development activities and conferences will be made available for teachers to analyze and interpret writing rubrics.Suggestions for the Process What suggestions do we have for improving our planning process? In order to improve the planning process, it was suggested that an informational meeting be held prior to the writing of the document. This meeting would help decrease the amount of times the document has to be revised. Moreover, quarterly meetings should be scheduled to allow for updates and additional information to be shared. In addition, another suggestions for improving our planning process was to be given extra time, such as in-service days, to implement the planning process.59 Northaven Elementary School 5157 North Circle Road Memphis, TN 38127 Phone: 901.353.8580 Fax: 901.353.8586 STUDENT~ PARENT COMPACT This school-parent compact is in effect during the school year 2011–2012.Teacher Responsibilities As a teacher I will:  Provide an academic environment and instructional curriculum that supports students and learning.  Work appropriately with parents to create high instructional opportunities for students.  Hold parent-teacher conferences at least annually and at flexible times during which time the compact will be discussed as it relates to achievement.  Provide parents with frequent student progress reports.  Schedule and coordinate opportunities for parents to volunteer, participate, and observe activities in their child’s classroom.  Be accessible to parents at flexible times in addition to scheduled parent conference to discuss student progress. Administrator Responsibilities As an administrator I will: • Make sure children have an academic environment and curriculum that supports learning. • Ensure parents are aware of activities and events that take place at school. • Participate in decisions related to the children’s learning. • Make sure the academic needs of students are appropriately met. • Serve as the lead instructional facilitator of learning. Parent Responsibilities As a parent I will: • Make sure my child attends school each day and is on time. • Ensure that my child does homework and turns it in. • Monitor the amount of television my child watches and promote positive use of time outside of school. • Volunteer in my child’s classroom (at least twice a semester if possible) and participate in decisions related to my child’s education. • Read all notices from the school or the school district. Student Responsibilities As a student I will:  Attend school every day and arrive on time.  Behave positively and do my very best work.  Show respect for others and myself.  Spend time each day reading, studying and completing homework.  Give all notices, information and paperwork to my parents or guardians.  Believe that I can and will learn.ACKNOWLEDGMENT 60 I have received, understood, and agreed to the contents of this compact.______Student Name (Printed) Grade Level______Student Signature Date______Parent or Guardian Signature Date______Teacher Signature Date______Administrator Signature DateParent Involvement Policy 61School: Northaven Elementary School Principal: Louis Padgett, III Title-I Facilitator: Elaine Raby Assigned Federal Specialist: Gina Bennett2011-2012Goal: Ensure that contents of policy are aligned with each state parent standard. Standard 1: Welcoming All Families Families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class and school. Parents play an important role in a child’s education. At Northaven Elementary School, we strive to incorporate family and community into everyday school life. The involvement of the family is crucial to the success of the student. We encourage parents to become an active part in their child’s education. One way of doing this is through the Parent Involvement Policy and the School-Parent Compact. The Parent Involvement Policy encourages active participation by all parent-school stakeholders. The School-Parent Compact shows how parents, students, and staff share the responsibility for improved student achievement and how we can help our students meet the standards required by the district and the state. Provide an annual Curriculum Night where parents will attend as a welcome to the new school year. During this Curriculum Night parents will receive information about expectations for the upcoming year. Provide an annual Title 1 Meeting to present information to parents about being a Title 1 School and what that means. We will also review the parent involvement plan, policy, and compact. During the school year parents will participate in the School Improvement Planning meetings to solicit parent opinions regarding the school’s mission, vision, and goals. Standard 2: Communicating Families and school staff engage in regular, meaningful communication about student learning.62 A mobile marquee that can be located in front of the school informs parents and the general community of school functions.  Monthly calendars and newsletters are used to relay current and upcoming events and provide tips for helping children with the curriculum. Reports are sent home every nine weeks. Parents are encouraged to schedule time to volunteer in classrooms. Parent surveys are used to solicit suggestions on improving the school. Parents are contacted by phone regarding the positive and/or negative actions of their children. Parents are contacted by phone to relay school closings and other important notices. The school works with community based organizations and businesses that want to be involved in parent activities. Various forms of communication will be sent home daily (k-2 conduct and progress reports), weekly (3-5) Tuesday Folders and at various other times during the year (Report Cards, newsletters, and websites). Newsletters and updates will be sent home in the parent’s native language. During the school year parents will participate in School Improvement Planning Meetings. There will be an annual school improvement planning meeting open to parents to solicit their opinions regarding the school’s mission and vision. The Shelby County Schools automatic phone response system will be used to inform parents of emergencies and announcements of upcoming events. Parents will receive a Shelby County Schools handbook to keep them informed of their rights and of the school system policies.  Teachers will call parents frequently with positive as well as negative information regarding student progress. Teachers will keep logs of phone calls and make calls at regular intervals during the year. Teachers will ensure parents have information on how to use the Parent Portal to access grades and have access to other instructional websites utilized by the school. Teachers will use student Agenda Books as a primary means of communication. Lower School students will communicate regularly in their folders. Teachers will send notes home to communicate behavioral information.Standard 3: Supporting Student Success Families and school staff continuously work together to support students’ learning and healthy 63 development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively. Conduct an annual Title 1 meeting with parents at the beginning of each year to inform parents about Title 1 and their rights under the No Child Left Behind Act. Conduct an annual meeting for the purpose of discussing the school’s participation in Title 1 programs such as the Free and Reduced Lunch program, Homeless Education, English as a Second Language, and the rights of parents to be involved in those programs. Provide multiple opportunities for parents to provide input for developing and revising policies relating to parent involvement, including the use of school and district level Parent Involvement funds and on policies at the school level. Conduct with the involvement of parents, an annual evaluation of the content and effectiveness of the school parent involvement policy and the district parent involvement policy, including identification of barriers to greater participation by parents of diverse backgrounds. Such findings will be used to design more effective strategies for parent involvement. Provide technical assistance and coordination with schools to support the schools in establishing effective parental involvement activities to improve student academic achievement and school performance. Monthly a selected grade level will participate in a Lunch and Learn or an Evening Academic experience for parents. During these sessions parents will receive handouts of grade appropriate learning skills and the Title 1 Facilitator will make a presentation with light refreshments provided.  There will be a mathematics, computer, and reading night on two different nights. During this time parents and children will play math and reading games to increase student parent interactions, parental involvement and to increase parent and student academic knowledge. Student friendly speakers will be invited for programs and activities that students might be interested in. These speakers will present activities, assemblies, and enrichment for students. Students and parents will have access to Discovery Education Learning, so they can support student practice. Teachers will send passwords homes. Parents will be invited to the school to participate in individual tutoring sessions. These sessions will be one-on-one to expose parents to skills students are practicing and need to understand and master. Parents will participate in workshops conducted by the guidance counselor, behavior specialist, and facilitator on providing necessary support for students at home.Standard 4: Speaking Up for Every Child 64 Families are informed and enabled to be advocates for their own and other children, to ensure that students are treated fairly and have access to learning opportunities that will support their success. All parents have access to many types and levels of involvement, with no person excluded based on race, religion, creed, gender, socio-economic status, physical impairment, or age. Offer a flexible number of meetings in order to include as many parents as possible, including early mornings, evenings and/or weekends. Provide multiple opportunities for parents to voice concerns and make suggestions related to the school and district improvement plan strategies. The school and district can consider this input for needed improvements. Opportunities that can be provided include monthly parent advisory council meetings, daily access to school personnel identified for parent concerns, PTA/PTO meetings, school improvement committee meetings, school suggestion boxes and school newsletters. Provide reasonable support for parent involvement activities such as the provision of speakers, translators, transportation, childcare, service hotlines, phone call-outs, and parent resource centers.Standard 5: Sharing Power 65 Families and school staff are equal partners with equal representation in decisions that affect students and families and together inform, influence, and create policies, practices, and programs. Parents are encouraged to schedule time to volunteer in classrooms. Parent surveys are used to solicit suggestions on improving the school. Conduct with the involvement of parents an annual evaluation of the content and effectiveness of the school parent involvement policy and the district parent involvement policy, including identification of barriers to greater participation by parents of diverse backgrounds. Such findings will be used to design more effective strategies for parent involvement. Provide technical assistance and coordination with schools to support the schools in establishing effective parental involvement activities to improve student academic achievement and school performance. Coordinate and integrate parent involvement programs and activities with community organizations such as Head Start and Family Resource Centers. Parents will take several surveys during the year to obtain feedback on their thoughts about the goals, objectives, and needs of the school. Parents will participate in the development of the parental Involvement Plan, Parental Involvement Policy, Compact, and School Improvement Plan. During the school year parents will participate in the School Improvement Planning Meetings. There will be an annual school improvement planning meeting open to parents to solicit their opinions regarding the school’s mission, goals, and vision. Parents will have opportunities to volunteer in the school. Parents will attend Parent Teacher Association (PTA) Meetings. 66 Standard 6: Collaborating with Community Families and school staff work together with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation. Jointly develop with parents a school-parent compact that outlines how parents, school staff and students will share responsibility for improved student academic achievement. The following information will be included:  How the school provides high quality curriculum and instruction. o How the parent will support their student’s learning at home and at school with recommendations such as monitoring attendance, homework completion, TV watching positive use of extracurricular time, volunteering observation in the classroom and involvement in educational decisions concerning their children. o The importance of meaningful, two-way on-going communication between teachers and parents through meetings, phone calls, conferences, technology, and progress reports. o The school works with community based organizations, businesses, and others who want to be involved in parent activities. o Provide collaborative training sessions for staff and parents to develop mutual appreciation and a better understanding of the role all of us play in the development of our students. This training will include how to communicate with and work effectively with parents as partners and will consist of discussions and best practices among school staff, administrators, and community leaders. Monthly community meetings will be conducted at the school on evenings. These meetings will be to inform the community of what is taking place in the school and the immediate surrounding community. During the school year parents will participate in School Improvement Meetings. There will be an annual school improvement planning meeting open to parents to solicit their opinions regarding the school’s mission and vision. Parents will be invited to attend the annual Title 1 Summit held during the summer. There will be an annual Title 1 meeting to present information to parents about being a Title 1 school and what that entails. We will also review the parental involvement plan, policy, and compact.67 Parent Involvement PlanGoal: Ensure that contents of policy are aligned with each state parent standard. 2011-2012 School: Northaven Elementary School Principal: Louis Padgett, III Title-I Facilitator: Elaine Raby Assigned Federal Specialist: Gina Bennett Standard 1: Welcoming All Families: Families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class and school. Standard 2: Communicating: Families and school staff engage in regular, meaningful communication about student learning.Standard 3: Supporting Student Success: Families and school staff continuously work together to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively.Standard 4: Speaking Up for Every Child: Families are informed and enabled to be advocates for their own and other children, to ensure that students are treated fairly and have access to learning opportunities that will support their success.Standard 5: Sharing Power: Families and school staff are equal partners with equal representation in decisions that affect students and families and together inform, influence, and create policies, practices, and programs.Standard 6: Collaborating with Community: Families and school staff work together with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation.68 Parent Involvement Presenter(s) Materials Evaluation/ Outcome Cost Standard/Description of Activity Implementation of parental training Parental Involvement Standard: Administration, Welcome Letter, Attendance Parents will have a Cost of Standard 1: Welcoming All Teachers, and Agenda, Map of Records from clear paper Families Title 1 Facilitator School, Sign-In Sheet understanding of copies Families are active participants in Classroom what to expect varies. the life of the school, and feel Policy, and during the welcomed, valued, and connected to Expectations upcoming year. Instruction each other, to school staff, and to what students are learning and doing in class and school. Description of Activity: 1. Curriculum Night: Parents will attend the Curriculum Night as a welcome to the new school year. During this Curriculum Night parents will receive information about expectations for their child during the upcoming year.Date of Activity: August 2011 Description of Activity: Title 1 Facilitator Agenda, Parent Parents will be $10.00 – 2. Annual Title 1 Meeting: There and Students Minutes, Sign-In Evaluation and able to express an Cost of will be an Annual Title 1 Meeting to Sheet Attendance understanding of paper present information to parents about Numbers the meaning of copies being a Title 1 school and what that Title 1. means. We will also review the Instruction parental involvement plan, policy, and compact.69 Date of Activity: September 2011 Description of Activity: Assistant Agenda, Parent Parents will $10.00 3. School Improvement Planning Principals and Minutes, Sign-In Participation and provide their input light Meeting: There will be several Title 1 Facilitator Sheet, and Attendance on the goals and snacks school improvement planning copies of the Numbers mission of the Title 1 meetings open to parents to solicit current school school. their input on the School improvement Improvement Plan. planDate of Activity: Various: August – May 201270 Parent Involvement Presenter(s) Materials Evaluation/Implement Outcome Cost Standard/Description of ation of parental Activity training Parental Involvement Administrator, Tuesday Folders -Tuesday Folders Parents will have $50 – General Standard: Teachers and Title with student work, coming back signed information Fund for paper Standard 2: Communicating 1 Facilitator Website, -Number of hits on the regarding student Families and school staff Newsletters, website progress and engage in regular, meaningful Report Cards, -Comments from upcoming events communication about student Progress Notes, Newsletters as demonstrated learning. student parent -More frequent through attendance handbooks, TCAP participation in activities at these events. Description of Activity: and Discovery that are advertised 4. Various forms of Results communication will be sent home daily. The lower school (pre-k – 2nd) will send home progress reports daily. The upper school (3rd -5th) will send Tuesday Folders home weekly and other updates to parents at various other times during the year (Report Cards, newsletters, and websites). Newsletters and updates will be sent home in the parent’s native language.Date of Activity: August 2011- May 201271 Description of Activity: Assistant Agenda, Minutes, Parent Participation and Parents will $10.00 light 5. School Improvement Principals and Sign-In Sheet, and Attendance Numbers provide their input snacks Planning Meeting: There will Title 1 Facilitator copies of the on the goals and be several school improvement current school mission of the Title 1 planning meetings open to improvement plan school and assist parents to solicit their input on in the development the School Improvement Plan. of school goals and the mission. Date of Activity: Various: August – May 2012 Description of Activity: Shelby County Phone Parents being informed Parents will be $0 6. The Shelby County Schools Schools without having to call aware of automatic phone response Administration the school procedures and system will be used to inform upcoming events. parents of emergencies and of upcoming events.Date of Activity: August – May 2012 Description of Activity: Administration, SCS Handbooks We will monitor Parents will have $0 7. Parents will receive a Shelby Teachers, and Title distribution to ensure all access to the County Schools handbook to 1 Facilitator families have received a handbook to have keep them informed of their handbook. their questions rights and the school system answered. policies.Date of Activity: August, 2011 and at enrollment72 Description of Activity: Teachers Phone Logs Observation and count Parents will $0 8. Teachers will call parents of phone logs express being frequently to keep them more informed of informed regarding student school events and progress. Teachers will keep student progress. logs of the phone calls and make calls at regular intervals during the year.Date of Activity: August 2011 – May 2012Description of Activity: Teachers and Phone Logs, Attendance at Parent There will be more $25.00 Cost for 9. Teachers will ensure parents Administration Classes for Parents Meetings, and logons to use of the Parent Snacks have information on how to use the portal Portal. the Parent Portal to access Title 1 grades.Date of Activity: August 2011 and at various times during the year Description of Activity: Teachers, Office Agenda Books ~Parent Meetings Parents will $200.00 10. Teachers will use student Staff, ~Curriculum Night become more Cost of Parent Agenda Books as a primary Administration, ~Open House involved in the Meeting, Light means of communication. and Title 1 activities of the Snacks Lower School students will Facilitator school and be communicate regularly in their more Title 1 folders. knowledgeable about their child’s Date of Activity: progress as August 2011 – May 2012 demonstrated by work being signed and returned.73 Description of Activity: Teachers Notes Home Pad Number of notes sent Parents will $50.00 11. Teachers will send Notes home by the teacher demonstrate Notes Home Home to communicate positive positive attitudes behavior. as they receive General Fund information that Date of Activity: keeps them August 2011 – May 2012 informed.74 Parent Involvement Presenter(s) Materials Evaluation/Implement Outcome Cost Standard/Description of ation of parental Activity training Parental Involvement Standard: Title 1 Facilitator Grade Appropriate Parent Evaluations and Parents will Supplies - Standard 3: Supporting Curriculum Participation become familiar $50.00 General Student Success Materials and with the common Funds For Paper Families and school staff Handouts core standards, Copies and continuously work together to grade level Handouts support students’ learning and expectations, healthy development both at formative $25.00 per home and at school, and have assessments, and meeting for regular opportunities to school-wide light strengthen their knowledge and student refreshments skills to do so effectively. expectations. Title 1Description of Activity: 12. Monthly a selected grade level will participate in a Lunch and Learn or an Evening Academic Experience for parents. During these sessions parents will receive handouts of grade appropriate learning skills. The Facilitator will provide a learning presentation with light refreshments provided. Date of Activity: Activities will occur during the months of Sept., Oct., Nov., Jan., Feb., and Mar.75 Description of Activity: Administration, Mathematics, Parent and Student Family Bonds will $25.00 13. There will be a Teachers, Parents, Computer, and involvement and develop; parents Snacks Mathematics, Computer, and Students, and Title Reading Activities Attendance will become more Reading Night on two different 1 Facilitator involved in the Activities will nights. During this time school; students be those already parents and children will play will learn math available at the math and reading games to and reading skills, school. increase student parent all parents will Title 1 interaction, parental have a positive involvement, and academic experience, as knowledge. demonstrated by attendance at other events. Date of Activity: Possible Dates: October 2011, December 2011, and February 2012 Description of Activity: Various Speakers, Meeting Place, Student summaries of Students will Cost of the 14. Student friendly speakers Students, Title 1 Audio Equipment, the experience and develop ideas and speaker and will be invited to the school for Facilitator Snacks student evaluations of gain knowledge refreshments students. These speakers will the activities from the activities. $1050.00 present activities, assemblies, Title 1 and enrichment for students. Date of Activity: Various: August – May 2012 Description of Activity: Parents, Teachers, Passwords for Results from Discovery Students will Cost of 15. Students will have access and Title 1 Parents Assessment develop academic Discovery to Discovery Learning, so they Facilitator skills. Education Test can support student practice. Passwords will be sent home. General Fund Date of Activity: September 201176 Description of Activity: Parents, and Tutor Instructional Parent demonstration of Parents will $0 16. Parents will come to the Materials and a understanding of the acknowledge school to participate in meeting room instructional materials understanding of individual parent tutoring. This the instructional tutoring is one-on-one to role they play in expose the parent to skills the their child’s students needs to understand. academics and will This will assist parents in assist their being able to help their child(ren) with children with their schoolwork homework. at home.Date of Activity: September 2011 – May 201277 Parent Involvement Presenter(s) Materials Evaluation/Implement Outcome Cost Standard/Description of Activity ation of parental training Parental Involvement Standard: School Counselor, Handouts Parents will receive an Behavioral Supplies - Standard 4: Speaking Up for Every Behavior overview of the referrals will $25 Copy Child Specialist, and behavioral plan utilized reduce in Paper Families are informed and enabled to Title 1 Facilitator by the school and numbers. be advocates for their own and other methods for support by children, to ensure that students are the parents. treated fairly and have access to learning opportunities that will support their success.Description of Activity: 17. Parents will participate in a workshop conducted by the counselor, behavior specialist and facilitator on behavioral supports for students.Date of Activity: October 2010, December 2010, and February 201178 Parent Involvement Presenter(s) Materials Evaluation/ Outcome Cost Standard/Description of Activity Implementation of parental training Parental Involvement Standard: Administration Surveys Participation in the Parents will begin $0 Standard 5: Sharing Power and Title 1 surveys to believe they are Families and school staff are equal Facilitator valued and take a partners with equal representation in more active role in decisions that affect students and families school activities. and together inform, influence, and create policies, practices, and programs,Description of Activity: 18. Parents will take several surveys during the year to obtain feedback on their thoughts about the goals, objectives, and needs of the school.Date of Activity:Varies during the year from August 2011 – May 2012 Description of Activity: Administration Various The presence of Parents will take $0 19. Parents will participate in the and Title 1 Documents that agendas and sign-in an active role in development of the Parental Involvement Facilitator need parental sheets the development of Plan, Parental Involvement Policy, input such as the: demonstrating that these documents. Compact, and School Improvement Plan,. School parents have been Improvement involved Date of Activity: Plan, Parental Involvement Varies during the year from Plan, Parental August 2011 – May 2012 Involvement Policy, and 79 Compact will be available for review.Description of Activity: Assistant Agenda, Parent Participation Parents will $10.00 20. School Improvement Planning Principals and Minutes, Sign-In and Attendance provide their input light Meetings: There will be school Title 1 Sheet, and copies Numbers on the goals and snacks improvement planning meetings open to Facilitator of the current mission of the parents to solicit their input regarding the school school. Title 1 school’s mission and vision. improvement plan Date of Activity: Various: August – May 2012 Description of Activity: Administration Sign-In Sheets, The completion of The list of jobs $0 21. Parents will have an opportunity to and Title 1 volunteer jobs that need volunteer in the school. Facilitator activities, and completion will be Volunteer accomplished. Date of Activity: schedules August 2011 – May 2012 Description of Activity: Behavioral PTA Notes, PTA PTA Meeting As a result of the $50.00 22. Parents will attend Parent Teacher Specialist Venue Attendance PTA Meetings Snacks Association (PTA) Meetings. (Faculty PTA parents will be Supervisor), more visible and PTA Date of Activity: PTA President, active in the Budget Various dates during the year and school. Administration80 Parent Involvement Standard/Description Presenter(s) Materials Evaluation/Implement Outcome Cost of Activity ation of parental training Parental Involvement Standard: Administrato Handouts Attendance, surveys, Community Price of Standard 6: Collaborating with Community rs and Title 1 and and involvement of members and handout Families and school staff work together with Facilitator Presentation community members stakeholders will copies community members to connect students, Materials gain knowledge $15 families, and staff to expanded learning about the school opportunities, community services, and civic offerings and will General participation. volunteer their Fund services throughout the Description of Activity: school year. 23. Monthly, evening, community meetings will be conducted at the school. These meetings will be to inform stakeholders of what is taking place in the school and community.Date of Activity: Monthly from August 2011 - May 2012Description of Activity: Administrati Surveys Participation in the Parents will begin $0 24. Parents will take several surveys during the on, Title 1 surveys to believe they year to give feedback on their thoughts about Facilitator are valued and the goals, objectives, and needs of the school. take a more active role in school Date of Activity: activities. Varies during the year from August 2011 – May 201281 Description of Activity: Administrati Welcome Attendance Records Parents will have Varies 25. Curriculum Night: Parents will attend the on, Teachers, Letter, from Sign-In Sheet a clear Cost of Curriculum Night as a welcome to the new and Title 1 Agenda, Map understanding of paper school year. During this Curriculum Night Facilitator of School, what to expect for copies parents will receive information about Classroom the upcoming expectations for their child in the upcoming Policy, and year. Instructio year. Expectations nDate of Activity: August 2011 Description of Activity: Title 1 Agenda, Parent Evaluation and Parents will be $10.00 – 26. Annual Title 1 Meeting: There will be an Facilitator Minutes, Attendance Numbers able to express an Cost of Annual and Students Sign-In Sheet understanding of paper Title 1 Meeting to present information to the meaning of copies parents about the implications of being a Title Title 1. 1 school. We will also review the Parental Instructio Involvement Plan, Policy, and Compact. nDate of Activity: September 2011 Description of Activity: Federal Agenda, Evaluations and Parents will be $0 cost to 27. Parents will be invited to attend the annual Programs Minutes, Attendance numbers about to talk the Title 1 Summit. Office Sign-In about the individua Sheets, and meaning of Title l school additional 1, identify the Date of Activity: documentatio results of Title 1, Costs September 2011 n such as and participate in incurred handouts and the develop of by PowerPoints. goals. Federal Programs82 Northaven Elementary School 5157 North Circle Road Memphis, TN 38127 Phone: 901.353.8580 Fax: 901.353.8586Transition Plan for Preschool Northaven ElementaryDr. Elaine Raby Title 1 Instructional Facilitator83 Northaven Elementary School 5157 North Circle Road Memphis, TN 38127 Phone: 901.353.8580 Fax: 901.353.8586Transition to Kindergarten: The transition to Kindergarten is one of the most significant transitions that a young child experiences and lays the foundation for future success in school. A smooth transition to kindergarten is a shared responsibility among many individuals and schools including children, families, teachers, schools and the community. Transition to Kindergarten is a process that begins in preschool and continues through kindergarten and is experienced by all stakeholders rather than an event that happens to an individual child. Desired Outcomes for Northaven’s Transition to Kindergarten Plan: ☐ Develop a set of Transition to Kindergarten activities for all children, families and preschool children. ☐ Create greater understanding within the community about early child development and learning and expand community resources. ☐ Educate all early educators (preschool teachers and kindergarten teachers) about ways to support and foster a smooth transition for children and families. ☐ Assess children at kindergarten entry on the established domains of learning through the use of existing evaluation sources and the development of a standardized kindergarten assessment to inform, plan and develop effective school readiness and transition initiatives. PARENT EVENTS FOR KINDERGARTEN TRANSITIONING84 Action Steps Timeline Required Resources Person(s) Responsible Parental Involvement Create or locate brochures to March 2012 Developmental Skills Kindergarten Teachers Review with Leadership Council and distribute that highlight Checklist Guidance Counselor PTA important skills pre-school children need to know prior to entering kindergarten in the fall. Meet with parents of children April 2012 Flyers and posters Ms. Jenkins (Kindergarten Welcome parents into the school. who will be entering announcing meetings Chairperson) Kindergarten August of 2010.Send flyers to area Daycare April 2012 Flyers and posters Ms. Bates (Kindergarten Teacher), Reach out to all parents in the Centers and churches announcing meetings Elaine Raby (Instructional community. announcing Pre-school for Facilitator), Fall 2012. Ms.Turner (Pre-K Teacher) Conduct parent training to December Flashcards, All Kindergarten Teachers Empowering parents with the skills they inform parents about 2011 Alphabets, Pre-K Teacher need to help their children at home in expectations, goals and skills Paper, Pencils, order for them to be successful in that their children need prior Counting Blocks kindergarten. to entering Kindergarten.KINDERGARTEN TRANSITION PLAN STRATEGIES85 1. Family-School Connections ☐ Contact established with family during first few days of preschool or kindergarten ☐ Assessment of family needs ☐ Periodic contact with family ☐ Connecting family to community resources ☐ Family participation in home-learning activities ☐ Family participation in the classroom and at school events ☐ Regular family meetings at school ☐ Family meetings about transition issues ☐ Family & preschool teacher information-sharing with kindergarten teacher about individual child ☐ Newsletters/resource materials ☐ Parent orientation after preschool and kindergarten start2. Child-School Connections ☐ Preschool child connections with kindergarten teacher ☐ Preschool connection with elementary school for special school functions ☐ Preschool practice of kindergarten rituals and routines ☐ Kindergarten activities incorporated from preschool ☐ Preschool teacher contact with former students ☐ Kindergarten support staff visits preschool children3. Peer Connections ☐ Peer connections within the class ☐ Peer connections outside of school ☐ Peer connections with non-classmate peers who will be in kindergarten4. Community Connections ☐ Inter-school collaboration about programs and classroom practices ☐ Indentifying and communicating curriculum/community expectations for children ☐ Inter-school connection about specific child ☐ Connections with community agencies Kindergarten Welcoming Activities86 1. Towards the end of Preschool have a "photo" album of Northaven if the child is going to be new to the building. Pictures might include: the front entrance, the school bus (inside and out), and pictures of teachers. These albums go on the preschool bookshelf. This gives the preschoolers some concrete pictures to look at, often. Most preschool students will be transitioning from the current school, Northaven.2. Arrange an indoor class field trip to the kindergarten classrooms to meet kindergarten teachers. Make it short and pleasant 3. Have extra copies of "open house" notices the kindergarten publishes available at the preschool. Post them on parent bulletin boards.4. Encourage the kindergarten teachers to attend preschool events and meet preschool parents prior to the start of school. This is a great way to get to know the child and his/her family.5. Be sensitive to the changes preschool parents go through as the kindergarten process starts. It can be difficult for some first time parents. Letting go of their little one is just that much more at the kindergarten level. Teacher sensitivity to this is very important to help the parents to usher into the next 'stage.'6. Read a lot of books to students about going to kindergarten.7. Alumni Visits: Have a few children who are in kindergarten who were in preschool last year come back and tell the children about kindergarten. Have the children prepare their questions ahead of time.8. Develop a portfolio of the child's work to share with the new teacher.9. Develop a "Positive Profile" of the student (A picture of ______, A passport for ______).10. Friends in kindergarten: Make sure that some of the peers/friends from this child's class are assigned to the kindergarten class...if possible.11. The school can sponsor a parent meeting for families sending children to kindergarten and parents whose children are currently in kindergarten. Families will share with preschool families things they believe they need to know as their children prepare to go to kindergarten. They report that the parent's perspective is different from the school’s perspective and important issues are raised at this meeting.12. Traveling slide show: Produce a slide show of the kindergarten program. Highlight classrooms, areas of the rooms, and children playing and enjoying themselves. Family Pledge for Preschool Transition 87 As a parent, to start the new school year I pledge to:  Participate in my children's education by supervising homework, talking to my children about school and volunteering.  Accept my children for who they are. I will try to nurture those qualities that make each of my children special.  Read to or with my children every day of the year.  Expect the very best from my children at all times.  Never let a day go by without telling each of my children that I love them.  Turn off the television for homework, reading time, and for special times with my children.______Date Parent SignatureNORTHAVEN ELEMENTARY88 Intervention Plan Northaven Elementary 2011 - 2012Northaven faculty, staff, and administrators are committed to ensuring students achieve academic success. This is accomplished by careful assessment of instructional needs. The Northaven Elementary School Academic Intervention Plan is designed to focus on student instructional goals. Academic Intervention Services are intended to supplement instruction provided by the general curriculum and to assist students in meeting state standards. This support will be provided utilizing a variety of instructional strategies. Intervention Services are intended to assist students who are at risk of not achieving the State Standards in Language Arts, Mathematics, Social Studies and/or Science, or who are identified as not meeting designated performance levels. This intervention is a part of the normal academic program and is executed in the classroom by teachers. These supports are to draw attention to the academic needs of students scoring below proficient. This plan is intended to serve as an informal instructional guide for teachers. It is the goal of Northaven Elementary School to educate the whole child and to encourage them to reach their maximum potential as responsible and productive members of society.Assessment of Academic Progress Diagnostic assessments  Early Reading/Literacy Assessments  Subject Skill, Concept, Knowledge Assessments  TCAP  Curriculum Based Measures  Formative Assessments  Summative Assessments  Standardized, Norm-Referenced Tests  Standardized Criterion Referenced Tests  Other Valid, Reliable Assessments  Review Classroom Performance  Participation, class work, homework  Report Card Grades  Student Performances/Demonstrations  Teacher observation  Collaboration in Professional Learning Communities.89 The following is a list of plans, policies, and/or initiatives that support and/or enhance academic success.• School Improvement Plans • Attendance Policy • Professional Development Plans • Behavioral Interventionist • School Code of Conduct • School Social Workers • Computer Labs • Teacher Assistants • Formative Assessment Training • IXL Math • Accelerated Reader • Imagination Station • Discovery EducationDATA ANALYSIS The faculty and staff review student data from state and local assessment instruments regularly. Current and longitudinal data are also analyzed to determine academic needs and inform instruction. Monitoring of student progress is ongoing. 90 NORTHAVEN ELEMENTARY SCHOOL MENTOR-TEACHER PLAN 2011-2012Mission Statement The purpose of mentoring is to provide support and reflective guidance to new teachers both to the profession and to the school. A mentoring program provides an opportunity for outstanding teachers within the school to share their skills and knowledge, while easing a new teacher’s entry into the school. An effective mentor program needs trust, confidentiality, nonjudgmental interactions, and mutual respect. Basic Plan Description Mentoring can lead to more effective teaching, a collegial atmosphere that encourages professional growth, a celebration of success and a comfortable transition for new teachers into the culture of the school. Northaven faculty and staff endeavor to provide new teachers an environment that is conducive to instructional practice in a supportive environment. An effective mentor program needs trusting relationships in order to address questions, needs, and concerns of new teachers. Through confidential, non-judgmental interaction, veteran professionals meet regularly with new teachers to support their growth and development. The mentor/mentee relationship is not used as an evaluative tool. Governance of the Program Mentors at the school level are a part of the larger mentoring program offered by Shelby County Schools. The mentoring program focuses on new teachers to the profession as well as teachers new to the district. A new teacher is defined by this plan as any teacher who is a) new to the profession, or b) has less than 3 years teaching experience.Northaven Elementary Mentor Program Goals • To acclimate new teachers to the school and profession • To guide professional growth • To ensure the understanding of both state and local standards/goals • To assist with district/building assessment procedures • To help with instructional planning • To assist with district observational procedures • To maintain regular contact with mentee • To improve classroom management • To introduce/socialize new teachers to the staff and community • To provide growth and professional development • To provide positive support and self-reflection • To provide a good model of teachingMentor Criteria • Demonstrate exemplary teaching ability • Tenure91 • Believe in the value of teaching as a profession • Have respect for their colleagues in all subject areas • Hold high expectations • Convey enthusiasm for learning to teachers and students • Believe that all children can learn and succeed • Believe that all teachers are life-long learners • Demonstrate initiative • Understand the role and value of the local union • Have courage to share ideas and initiate change • Demonstrate ability to plan and organize New Teacher Mentor Responsibilities 1) Meet with the mentee a) throughout the year (both formally and informally before opening day of school year, and c) almost daily during the first month of school or as needed 2) Continue to schedule informal meetings with mentee once or twice per week throughout the school year. Release time from duties and some teaching time can be arranged by the mentor and building administration 3) Provide curriculum support as well as support on areas that need improvement 4) Model professional expectations and practices 5) Establish supportive and trusting/confidential relationship with mentee 6) Acquaint each mentee with district and building culture 7) Celebrate successes and help with strategies to meet challenges 8) Model good teaching practices and encourages classroom visitations 9) Encourage mentee to attend new teacher events 1) The Mentee VISITS the Mentor The Mentee might wish to visit the Mentor teacher in order to observe classroom management, room management, curriculum ideas, or just to see another person work. 2) The Mentor VISITS the Mentee The Mentee might find it helpful to visit a Mentor, permitting feedback. The discussion could focus on the areas that would be most helpful to the mentee. 3) The Mentor and the Mentee VISIT a third teacher The Mentor and Mentee might wish to visit the class of another teacher. This third teacher would give the Mentee an opportunity to observe someone other than the Mentor, would expose the Mentee to more resources, and would allow for an extra support system.Northaven School-Level Teacher Mentor Application Name: ______School Year: ______Building: ______Grade Level(s): _____ Subject(s): ______1) Are you a tenured teacher? ¨ Yes ¨ No2) I am interested in becoming a New Teacher Mentor teacher because: ______92 3) Rate yourself on a scale from 1 – 5 (1 =weak / 5 = very strong) on the criteria below.Demonstrate exemplary teaching ability 1 2 3 4 5Believe in the value of teaching as a profession 1 2 3 4 5Holds high expectations 1 2 3 4 5Conveys enthusiasm for learning to teachers and students 1 2 3 4 5Believes that all children can learn and succeed 1 2 3 4 5Believes that all teachers are life-long learners 1 2 3 4 5Demonstrates initiative 1 2 3 4 5Has courage to share ideas and initiate change 1 2 3 4 5Demonstrates ability to plan and organize 1 2 3 4 54) I would be a good mentor because: ______93 STATE AND FEDERAL PROGRAMS LISTTennessee Lottery Education Pre-School ProgramVision ScreeningDental Services (Cleaning and Sealant)Community Services AgencySocial WorkerIDEA (Federal Free Breakfast and Lunch Program)Fee WaiversTitle 1After-School Tutoring Program for Math and Reading (Extended Contract and Ed Jobs Bill)After-School Enrichment Program for Science (Extended Contract)Title lll ESL ClassroomTCAP TutorEducational Assistants (Title 1)Title 1 FacilitatorPre-K Program (State)94 TECHNICAL ASSISTANCE REPORTMembers of the LEA have provided technical assistance in the development of the school-level plan. Through workshops and in-services information was disseminated to assist in the completion of the plan. Specific assistance was provided in the way of templates, state guidelines, examples, and availability to assist in the completion and formation of the document. Other information was provided in the form of instructional strategies and techniques that should be incorporated into the plan. Trainings were provided on the specifics of budgets and required federal guidelines.1. James Aldinger Federal Programs Director2. Marchetta Kimmons Federal Programs Specialist3. Gina Bennett Federal Programs Specialist4. Dedric McGee Science Instructional Specialist5. Andre Crafford Elementary Instructional Specialist6. Angie Powers Exemplary Teacher7. Todd Goforth ESL Instructional Specialist8. Mary Williams Elementary Instructional Specialist9. Rochelle Douglas AYP Instructional Specialist10. Donna Jones Pre-K and Kindergarten Specialist11. Christy Ford Reading Specialist95 Shelby County Schools School-wide Professional Development Plan 2011-2012 School YearSchool: Northaven Elementary School Principal: Louis Padgett,III Academic Title I Facilitator: Elaine Raby Assigned Federal Specialist: Gina BennettProfessional Development Budget: __$25,270.47___Goals Areas to Strengthen Goal #1 The current Report Card grade for Reading/Language Arts is an “F” (Value- Students will achieve NCLB benchmarks on the Added Report Card grade is a “B”). Based on the NCLB Act – Tennessee’s Reading/Language Arts assessment for all subgroups. Students goals for Reading/Language Arts and Writing for the school year 2011-2012 will also master the new Tennessee standards aligned with the should be 89% of the students at the Proficient or Advanced levels. National Assessment for Education Progress Standards. Goal #2 Fifth Grade TCAP Writing Assessment 3-Year Averages for the school were The fifth-grade students will improve their scores on State Writing 3.8, State 4.1, and for the System 4.4. No Child Left Behind Act – Assessment with 10% of students scoring the highest score levels Tennessee’s goals for Reading/Language Arts and Writing for the school year of 5 or 6, while decreasing the number of students scoring at the 2011-2012 should be 89% of students at the Proficient or Advanced levels. lowest level. Goal #3 Northaven Elementary students, faculty, and parents will increase The current report card grade for Math Achievement is a “D” (TVAAS score parental involvement by 1% during the 2010-2011 school year is an “A”). including an increase in student attendance. No Child Left Behind Act – Tennessee’s goals for Math for the 2009 through 2010 school year. Goal #4 The current report card grade for Math Achievement is a “D” (TVAAS score The students will decrease the number of below proficient scores is an “A”). No Child Left Behind Act – Tennessee’s goals for Math for the on the TCAP math assessment by 1% for all sub groups. Students 2011-2012 school year. will also master the new Tennessee standards aligned with the National Assessment for Education Progress Standards.96 Goal 1: Students will achieve NCLB benchmarks on the Reading/Language Arts assessment for all subgroups. Students will also master the new Tennessee standards aligned with the National Assessment for Education Progress Standards.Need(s) Addressed: The current Report Card grade for Reading/Language Arts is a “F” (Value-Added Report Card grade is a “B”). Based on the NCLB Act – Tennessee’s goals for Reading/Language Arts and Writing for the school year 2010-2011 should be 89% of the students at the Proficient or Advanced levels.Action Steps: Dates of Timeline Person(s) Required Resource(s) Projected Evaluation Performan Professional Responsible Cost(s) Strategy ce Development Outcomes: Learning EventsProfessional Development August 2011 Once a -Administration -Professional $4,500.00 PLC Summaries Teachers, Session: August 2012 Semester -Teachers Learning Community Classroom instruction Teachers will participate in (PLC) Literature Balance: Observation and al coaches, Professional Learning -Substitute Teachers $20,770.47 Student and Communities (PLC) to support -Data Notebooks Assessments administra instructional goals, analyze data -Data tors and develop ownership of analyzed student learning. data on a “Data Digs” weekly basis.Professional Development March 2011 Two Sessions Courtney Jolly Technology: $0 Observation of Skills and Session: Computer and sessions in Grade concepts Teachers will receive Projector Balance: Level Meetings learned information on formative and -Paper and Office $20,770.47 were summative assessment Supplies utilized to strategies. Teachers will also increase examine test practices and link student instruction to assessment learning practices. and assessment outcomes. Practices worked on during the in-service. Professional Development First 5 Days Fourth and Fifth Registration Cost Redelivery: Performa Session: Semester Grade Teachers Lodging, Meals and $11,548.00 nce Transportation Teachers will Outcomes Fourth and Fifth Grade Teachers Balance: present their : will attend a workshop that is yet $9,222.47 information in to be determined on instructional sessions for other Teachers strategies. teachers to will attend. implement learned reading strategies 97 in their classrooms . Professional Development: October Monthly -Presenter -National Geographic Performa Goal 2: The fifth-grade students will improve their scores on State Writing Assessment with 10% of students scoring the highest score levels of 5 or 6, while decreasing the number of students scoring at the lowest level. Need(s) Addressed: Fifth Grade TCAP Writing Assessment 3-Year Averages for the school were 3.8, State 4.1, and for the System 4.4. No Child Left Behind Act – Tennessee’s goals for Reading/Language Arts and Writing for the school year 2010-2011 should be 89% of students at the Proficient or Advanced levels. Action Steps: Dates of Timeline Person(s) Required Projected Cost(s) Evaluation Performance Outcomes: Professional Responsible Resource(s) Strategy Development Learning EventsProfessional March 2011 One Dr. Raby Technology: $0 Teachers will Performance Outcomes: Development Session Title 1 Facilitator Computer and begin using a Teachers used the new Session: Planning Projector Balance: lesson plan lesson plans and ensured For Mastery: $5,222.47 format that each instructional goal Teachers will focuses on was written measurably. receive information student mastery. on developing lesson plans that Lesson Plan focus on mastery of Evaluation skills and concepts. Professional March 2011 Two Sessions Courtney Jolly Technology: $0 Observation of Skills and concepts Development Computer and sessions in Grade learned were utilized to Session: Projector Balance: Level Meetings increase student learning Teachers will -Paper and Office $5,222.47 and assessment outcomes. receive information Supplies Practices worked on on formative and during the in-service. summative assessment strategies. Teachers will also examine test practices and link instruction to assessment practices. Professional October 2011- Monthly during -Presenter -National Performance Outcomes: Development: May 2012 Grade Level -Teachers Geographic Cost $0 Teachers will use Skills will be utilized to District specialist and PLC Mtgs. -Administration -Scholastic the learned increase student learning presenters will -District Specialists -Heineman Balance: strategies in class. and assessment outcomes. come to the school -Lakeshore $5,222.47 to present on -Classroom Direct various topics to -Triumph Learning support instruction. 98 Goal 3: Northaven Elementary students, faculty, and parents will increase parental involvement by 1% during the 2010-2011 school year including an increase in student attendance. Need(s) Addressed: The current report card grade for Math Achievement is a “D” (TVAAS score is an “A”). No Child Left Behind Act – Tennessee’s goals for Math for the 2010-2011 school year.Action Steps: Dates of Timeline Person(s) Required Projected Evaluation Performance Outcomes: Professional Responsible Resource(s) Cost(s) Strategy Development Learning EventsProfessional 8/11-8/12 Monthly -Instructional Agendas, Cost $50.00 Performance Outcomes: Development: during Grade Facilitator activities that monthly The number of Level and PLC -Teachers parents and (5 months) parents attending Parental involvement will The Faculty and Mtgs. -Administration students can do = $250.00 each event will increase over time and this Staff will plan, -Parents together, sign-in be tracked. will lead to greater organize, and -Students sheets, Balance: involvement as well as provide a minimum refreshments, $4972.47 better student attendance. of six after-school prizes and awards activities during the for incentives school year that will highlight the talents and educational growth of our students. Professional -Instructional Development 8/11 – 8/12 every other Facilitator Second Step Kit Cost Parent Sign-In Faculty and staff will see an Session: month -Teachers plus materials to $500.00 Forms improvement in opportunities The Faculty and Staff will -Administration support program Parent surveys for parents to actively -Power provide more -Parents Balance: Power School participate in their child’s opportunities for parents School/parent portal attendance record education. to be actively involved in -Students and attendance $4,472.47 their child’s education -Home School -Tuesday Folders and school activities Liaison -Parent Workshops before, during, and after -Behavioral -Incentives school to reinforce and enhance the learning Interventionist process. Power School Parent Portal/Attendance (monitored by assistant principal) Communication Folders Parent Meeting (update on attendance laws and regulations)99 Home to School Liaison will connect parents/caregiver to services such as comprehensive counseling, medical, and parenting for the purpose of maintaining consistent attendance.Professional $200.00 Tracking the Reading skills will improve Development 8/11 – 8/12 Quarterly Teachers (Pre-K-5) Reading Materials, ice Balance: number of along with parental Session: Parents cream and toppings, participants and involvement. Students backpacks, and NES will incorporate a reading materials $4,272.47 the improvement shared reading program. Title I Personnel in reading skills. Parent-Child reading series “We Both Read”. This program is designed to invite parents and children to share the reading experience together. Backpacks for family engagement to reinforce reading and math skills. Parents will receive directions and steps to assist students with Northaven’s Ice Cream Words Program to promote the acquisition of Dolch words, Frye’s words and 100 high frequency words. Professional 1/26, 1/27, Three Days Pre-k Teachers Registration, $0 Teachers This conference provided Development 1/28- 2012 lodging, meals, discussed their teachers with new tools and Session: SECA 2012 travel Balance: sessions in Grade insights for moving and Annual Conference - $4,272.47 Level Meetings playing. Southern Early Childhood Association August 2011 Weekly Technology Computers Cost $0 Measures of Teachers will integrate Professional August 2012 Instructor computer usage technology into lessons. Development Teachers Balance: and Observation Session: Title 1 Facilitator $4,272.47 Teachers will attend Teacher various technology Transcripts classes to develop computer skills that can be used in 100 classroom management and in the execution of lessons.101

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